Interpreting and Managing the General Studies …...2012/11/30 · Interpreting and Managing the...
Transcript of Interpreting and Managing the General Studies …...2012/11/30 · Interpreting and Managing the...
Interpreting and Managing the
General Studies Curriculum
Mr. Lee Chun Yiu Simon
Ms. Foo Pai Man Christine
Our School
• Chief Principal – Mr LO Wai Shing, Vincent MH
• 7th Year
• Through-train Education (P1 � S6)
• Specialized teaching in all subjects
• An EMI Direct Subsidy School
Questions to ponder
before we start …
• What is the role of General Studies in primary school education?
• What do you think is the most effective way to foster students’ learning?
Our understanding of the
GS Curriculum – Subject Knowledge
• Health and Living
• People and
Environment
• Science and
Technology in
Everyday Life
• Community and
Citizenship
• National Identity and
Chinese Culture
• Global Understanding
and the Information
Era
• Personal
Development and
Interpersonal
Relationships
• Hong Kong Today
• Modern China
• Globalization
• Public Health
• Energy Technology
and the Environment
General Studies Liberal Studies
• Scientific
Investigation
• Life and Living
• The Material World
• Energy and Change
• The Earth and
Beyond
• Science, Technology
and Society
Science Education
Our understanding of the GS Curriculum –Skill building and cultivation of values and
attitude
General Studies
Liberal Studies
Science Education
- Critical Thinking
- Social Awareness
- Problem Solving
- Investigation Skill
- Collaboration skills
- Communication skills
- Creativity
- Critical thinking skills
- Information technology skills
- Problem-solving skills
- Self-management skills
- Study skills
Our understanding of the GS
Curriculum – Updated Curriculum
Updated G.S. Curriculum
Anti-drug education
Mass media
Sex education
Healthy lifestyle
High order thinking
Use of communication
networks
Scientific investigation
Understanding of our
motherland and
recognition of national
identity
The role of our principal
in developing the GS curriculum
• Overseeing the development of General Studies,
Liberal Studies and Integrated Science
• Setting goals and directions in G.S. curriculum
• Monitor – Feedback – Evaluation
• Appreciation and Recognition
Build your Lessons with LEGO
Blocks
The role of key stage coordinators
in managing the GS curriculum
• Curriculum management– Be clear about the framework of essential learning
targets within and across key stages.
– Plan cross-curricular activities to create diversified learning experiences for students.
– Teaching method • Catering Learning Diversity• 15 minutes by 15 minutes lesson design• High engagement, high motivation, high display and high
expectation• Table-tennis approach• POWNER model
The role of key stage coordinators in
managing the GS curriculum
• Leadership for team building– Seek to understand the school’s vision,
mission, corporate strategies and policies
– Work with form coordinators to foster teachers to put the expectation of the school into practice
– Assist the principal to conduct class observation, homework inspection and exam paper inspection
– Hold regular subject meetings for reaching a shared understanding in the development
Teacher Development• Collaborative lesson preparation
• Peer lesson observation
• Attend courses by EDB and other organizations and share with colleagues in meetings
• Sharing of good teaching approaches in term evaluation meetings
• Homework inspection
• Staff development days*
• Workshops for new teachers*
• Workshops for subject coordinators*
* Conducted by the Chief Principal
Knowledge Construction
• Make meaningful use of textbook• Hands on activities• Use of authentic learning materials• Firsthand learning• Use different sets of questions to guide students to construct
knowledge• Knowledge - What strengths and weaknesses do you have?
• Comprehension - Can you give examples of why you think you have the strengths and weaknesses?
• Analysis - Why do we need to know our strengths and weaknesses?
• Application - How can you improve your weaknesses?
• Synthesis - Can you suggest some ways how we can help people by using our strengths?
• Write down the key learning points of the lesson in their log book• Reflection
Character Building
• Cross-curricular theme based learning
• Case study – Students’ experience / story
• News sharing
Skill Building
Form Focus (1-2)
P1
P2
P3
P4
P5
P6
Project Learning
• One project learning in each form every term, three projects every year
• To widen the students’ learning experience and develop self learning ability
• Individual work in KS1
• Group work in KS2
• Cross KLA project
e.g. P.6 Informative booklet of animals
(G.S. + English + C.T.)
Project Learning
Term Topic
P1 1
2
3
P2 1
2
3
P3 1
2
3
Project Learning
Form Term Project Name Topic
P41
2
3
P5 1
2
3
P6 1
2
3
* Cross KLA project
Project Learning
• Exhibition board design
• Debate
News Sharing
• One piece of news sharing in each form every term, three pieces of news sharing every year
• Students present their news in class
• To develop the awareness on current issues and critical thinking.
• Peer assessment / Peer comment
• Teacher feedback
News Sharing
Marking criteria:�Eye Contact
�Clear and loud voice
�Detailed content (at least 4 lines)
�Speech work (pace and tone)
�Well-prepared (fluency)
�Body movement and gesture
�Language (easy to understand)
�Interacting with the audience
�Critical thinking
Questions:1. Write briefly what the article is about.
(When? Where? What happened?)
2. Why did you choose this newspaper article?
3. What did you learn from this article?
4. How do you feel after reading this newspaper article?
Self-learning Portfolios
• To develop students’ self-learning ability
• One portfolio in each form every term, three portfolios every year
• Content: mind map, note-taking, bank of knowledge and challenge questions etc.
Learning Outside Classroom
• One field trip in each form every year
• To widen the learning experience
Form Place of interest
P1
P2
P3
P4
P5
P6
Lesson Preparation
• One collaborative lesson preparation
meeting in each form every week
• Discuss on the Essential Learning Targets of
the week
• *Formulate key questions
• Prepare the teaching materials
• Share different teaching approaches
• Prepare tasks to cater for learner diversity
• Evaluation
Lesson Design (1) – Scientific
investigation
Form: Primary 5
Topic: Closed circuit
Essential Learning Target:
Design and make simple closed circuits
Skill Building:
Problem solving and communication
Scientific Investigation
Closed Circuit
Wires
Battery Holder
Batteries
Light Bulb
4 differentiated tasks
to cater for learner diversity
Level One
Use all the materials to light up the bulb.
Steps:
(1) Think and discuss in groups (5 minutes)
(2) Hands-on activities (5 minutes)
(3) Students present in groups (3 minutes)
(4) Teacher rounds up (2 minutes)
4 differentiated tasks
to cater for learner diversity
Level Two
Use the batteries, light bulb and the wires light up
the bulb. Do not use the battery holder.
Steps:
(1) Think and discuss in groups (5 minutes)
(2) Hands-on activities (5 minutes)
(3) Students present in groups (3 minutes)
(4) Teacher rounds up (2 minutes)
4 differentiated tasks
to cater for learner diversity
Level Three
Use all the materials to light up the bulb.
Leave a gap between the batteries.
Steps:
(1) Think and discuss in groups (5 minutes)
(2) Hands-on activities (5 minutes)
(3) Students present in groups (3 minutes)
(4) Teacher rounds up (2 minutes)
4 differentiated tasks
to cater for learner diversity
Level Four - Challenge level
Design and demonstrate how a switch works in a
closed circuit by using the materials provided.
*Hint – you may use additional materials
Steps:
(1) Think and discuss in groups (5 minutes)
(2) Hands-on activities (5 minutes)
(3) Students present in groups (3 minutes)
(4) Teacher rounds up (2 minutes)
Lesson Design (2)
Form: Primary 5
Topic: Mass Media
Essential Learning Target:
Learn about the influence of mass media
on us
Skill Building:
Communication and Critical Thinking
Lesson Design - Mass Media
Steps:
(1)Read the 3 articles provided and highlight the keywords of the articles (10 minutes)
(2)Group discussion (10 minutes)
(3)One student representing the group and present their thoughts to the class (5 minutes)
(4)Teacher wraps up (5 minutes)
Lesson Design – Critical Thinking
Discussion topics:
(1)After reading the 3 articles, can you compare the feelings you have from each article? Can you use examples from the articles to support your answer?
(2)What differences do you see in these three articles?
(3)Why do you think the teacher provides these three articles for this activity?
A Professional Teacher…
• Knows exactly what they are doing and why they are doing it.
• Willing to share and adopt different teaching approaches.
• Never stops evaluating and reviewing the curriculum.