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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提升初中學生探究能力的校本發展計劃(2009-2010)(2009-2010)Students Learning Diversity in Liberal StudiesDr.JoeLoHKIED9/1/2010Workshop3:1.Diverselearningneeds/abilitiesMixedabilitiesofstudentsNeweducationalparadigmMultiplic
2、ityineducationalcontexts/channels/resources2.ProblemsMorecurriculumspaceStudent-centredapproachSkill-based(performance-based)curriculumStandardizedtests/examsIESprocesslearningneedoftimely&instantaneousfeedbackTime/resourceimplications3.PossiblesolutionsSmallclass-size/projectgroupManageableprojects
3、(one-sitemultipletasks)Group-based/collaborativelearning(mixofabilities,peersupport,trackingofdiverseabilitiesatjuniorsecondarylevel)Databank/resourcesupportmultipleresourcesselectedaccordingstudentsinterestsandabilities3.SolutionsMultiplemodesofIESaccordingtostudentsinterests/abilitiesClear/educati
4、ve/informativerubricsBreakdownsoftaskintovariousphases(short-term/focused/manageable)StudentshandbookIndependentlearningplatforms/resources/databank3.SolutionsConnectivityStudentspriorknowledge/livedexperience/interestsContinuousdiagnosis/datacollectionbasedonstudentswork/feedbacktoinform&improvepra
5、cticesStudentsself-reflection&peerreview+peersupportunderteachersguidanceTests/Examsopen-ended,lessstructured/prescriptive,moreonskill/conceptapplications,cateringfordiverseabilities.4.Suggestedmodificationsininstructionaldevices/approachesi.InquiryLearning(guidedinquiryandopeninquiry)a.NormalPracti
6、ces:EngageExploreExplainElaborateEvaluate4.Suggestedmodificationsininstructionaldevices/approachesb.Tipsformodification:Moreplanningwithexpectedlearningoutcomesfromstudentswithawiderrangeofabilities(outcomes-based)Usecollaborative/co-operativelearningintheinquiryprocessthataccommodatesdiverseinteres
7、ts/abilitiesActivitiesareage-gradeappropriatewithlevelsofprogression4.Suggestedmodificationsininstructionaldevices/approachesQuestions are designed to guide students through inquiry that is developmental, not accumulativeIncorporate discovery and observation into lessons (with more student inputs) w
8、ait-time? interrogative approach?Use rubrics that are easily understandable, manageable, informative and EDUCATIVE4.Suggestedmodificationsininstructionaldevices/approachesMoreconceptconstructions,reconstructionsandapplicationsindifferentcontextsfromfamiliartostrangeproblematizingtheunproblematicfrom
9、conceptualizationtoreconceptualizationMorehands-onactivities4.Suggestedmodificationsininstructionaldevices/approachesii.DirectInstruction(teacher-centredorstudent-centred)a.NormalPractices:IntroductionDevelopmentGuidedPracticeClosureIndependentPracticeEvaluation4.Suggestedmodificationsininstructiona
10、ldevices/approachesb.Tipsformodification:SituationalanalysisbeforeintroductionCheckingstudentsunderstandingduringtheprocessofdevelopmentGuidedpracticeshouldnotbemodelingandrepeating,moreemphasisonandspacesforstudentsinitiatedalternatives(knowledgeinpractice,notonlyknowledgeforpractice)4.Suggestedmod
11、ificationsininstructionaldevices/approachesClosureissomethingmorethanwrappingup;itshouldbegroundedonimprovementbasedonevidenceandreflectionIndependentpractices(repetitionswithvariations)Evaluationnotonlyfocusingonexpectedlearningoutcomes,butalsotheunintendedlearningoutcomesConcreteandindividualizedfeedbackforimprovementLinkagebetweenformalandnon-formalassessmentsLSproblem?solution?-END-
