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1、專業講座(三)：如何於探究學習中照顧學生的個別差異,香港教育學院社會科學系、跨學科及通識教育研究中心二零一零年一月九日,為新高中通識教育作準備提升初中學生探究能力的校本發展計劃(2009-2010),Students Learning Diversity in Liberal Studies,Dr.Joe LoHKIED9/1/2010,Workshop3:,1.Diverse learning needs/abilities,Mixed abilities of studentsNew educational paradigmMultiplicity in educational conte
2、xts/channels/resources,2.Problems,More curriculum spaceStudent-centred approachSkill-based(performance-based)curriculumStandardized tests/examsIES process learning need of timely&instantaneous feedbackTime/resource implications,3.Possible solutions,Small class-size/project group Manageable projects(
3、one-site multiple tasks)Group-based/collaborative learning(mix of abilities,peer support,tracking of diverse abilities at junior secondary level)Data bank/resource support multiple resources selected according students interests and abilities,3.Solutions,Multiple modes of IES according to students i
4、nterests/abilitiesClear/educative/informative rubricsBreakdowns of task into various phases(short-term/focused/manageable)Students handbook Independent learning platforms/resources/data bank,3.Solutions,Connectivity Students prior knowledge/lived experience/interestsContinuous diagnosis/data collect
5、ion based on students work/feedback to inform&improve practicesStudents self-reflection&peer review+peer support under teachers guidanceTests/Exams open-ended,less structured/prescriptive,more on skill/concept applications,catering for diverse abilities.,4.Suggested modifications in instructional de
6、vices/approaches,i.Inquiry Learning(guided inquiry and open inquiry)a.Normal Practices:Engage Explore Explain Elaborate Evaluate,4.Suggested modifications in instructional devices/approaches,b.Tips for modification:More planning with expected learning outcomes from students with a wider range of abi
7、lities(outcomes-based)Use collaborative/co-operative learning in the inquiry process that accommodates diverse interests/abilitiesActivities are age-grade appropriate with levels of progression,4.Suggested modifications in instructional devices/approaches,Questions are designed to guide students thr
8、ough inquiry that is developmental,not accumulativeIncorporate discovery and observation into lessons(with more student inputs)wait-time?interrogative approach?Use rubrics that are easily understandable,manageable,informative and EDUCATIVE,4.Suggested modifications in instructional devices/approache
9、s,More concept constructions,reconstructions and applications in different contexts from familiar to strange problematizing the unproblematic from conceptualization to reconceptualizationMore hands-on activities,4.Suggested modifications in instructional devices/approaches,ii.Direct Instruction(teac
10、her-centred or student-centred)a.Normal Practices:Introduction Development Guided Practice Closure Independent Practice Evaluation,4.Suggested modifications in instructional devices/approaches,b.Tips for modification:Situational analysis before introductionChecking students understanding during the
11、process of developmentGuided practice should not be modeling and repeating,more emphasis on and spaces for students initiated alternatives(knowledge in practice,not only knowledge for practice),4.Suggested modifications in instructional devices/approaches,Closure is something more than wrapping up;i
12、t should be grounded on improvement based on evidence and reflectionIndependent practices(repetitions with variations)Evaluation not only focusing on expected learning outcomes,but also the unintended learning outcomes,Concrete and individualized feedback for improvementLinkage between formal and non-formal assessmentsLS problem?solution?-END-,
