專(zhuān)業(yè)講座(三)：

如何於探究學(xué)習(xí)中照顧學(xué)生的個(gè)別差異香港教育學(xué)院社會(huì)科學(xué)系、跨學(xué)科及通識(shí)教育研究中心二零一零年一月九日為新高中通識(shí)教育作準(zhǔn)備︰

提升初中學(xué)生探究能力的校本發(fā)展計(jì)劃(2009-2010)第一頁(yè)，共十六頁(yè)。Students’LearningDiversityinLiberalStudiesDr.JoeLoHKIED9/1/2010Workshop3:第二頁(yè)，共十六頁(yè)。1.Diverselearningneeds/abilitiesMixedabilitiesofstudentsNeweducationalparadigmMultiplicityineducationalcontexts/channels/resources第三頁(yè)，共十六頁(yè)。2.ProblemsMorecurriculumspaceStudent-centredapproachSkill-based(performance-based)curriculumStandardizedtests/examsIES→processlearning→needoftimely&instantaneousfeedbackTime/resourceimplications第四頁(yè)，共十六頁(yè)。3.PossiblesolutionsSmallclass-size/projectgroupManageableprojects(one-sitemultipletasks)Group-based/collaborativelearning(mixofabilities,peersupport,trackingofdiverseabilitiesatjuniorsecondarylevel)Databank/resourcesupport–multipleresourcesselectedaccordingstudents’interestsandabilities第五頁(yè)，共十六頁(yè)。3.SolutionsMultiplemodesofIESaccordingtostudents’interests/abilitiesClear/educative/informativerubricsBreakdownsoftaskintovariousphases(short-term/focused/manageable)Students’handbookIndependentlearningplatforms/resources/databank第六頁(yè)，共十六頁(yè)。3.SolutionsConnectivity→Students’priorknowledge/livedexperience/interestsContinuousdiagnosis/datacollectionbasedonstudents’work/feedbacktoinform&improvepracticesStudents’self-reflection&peerreview+peersupportunderteachers’guidanceTests/Exams–open-ended,lessstructured/prescriptive,moreonskill/conceptapplications,cateringfordiverseabilities….第七頁(yè)，共十六頁(yè)。4.Suggestedmodificationsininstructionaldevices/approachesi.InquiryLearning(guidedinquiryandopeninquiry)a.NormalPractices:Engage→Explore→Explain→Elaborate→Evaluate

第八頁(yè)，共十六頁(yè)。4.Suggestedmodificationsininstructionaldevices/approachesb.Tipsformodification:Moreplanningwithexpectedlearningoutcomesfromstudentswithawiderrangeofabilities(outcomes-based)Usecollaborative/co-operativelearningintheinquiryprocessthataccommodatesdiverseinterests/abilitiesActivitiesareage-gradeappropriatewithlevelsofprogression第九頁(yè)，共十六頁(yè)。4.Suggestedmodificationsininstructionaldevices/approachesQuestionsaredesignedtoguidestudentsthroughinquirythatisdevelopmental,notaccumulativeIncorporatediscoveryandobservationintolessons(withmorestudentinputs)–wait-time?interrogativeapproach?Userubricsthatareeasilyunderstandable,manageable,informativeandEDUCATIVE第十頁(yè)，共十六頁(yè)。4.Suggestedmodificationsininstructionaldevices/approachesMoreconceptconstructions,reconstructionsandapplicationsindifferentcontexts→fromfamiliartostrange→problematizingtheunproblematic→fromconceptualizationtoreconceptualizationMorehands-onactivities第十一頁(yè)，共十六頁(yè)。4.Suggestedmodificationsininstructionaldevices/approachesii.DirectInstruction(teacher-centredorstudent-centred)a.NormalPractices:

Introduction→Development→GuidedPractice→Closure→IndependentPractice→Evaluation第十二頁(yè)，共十六頁(yè)。4.Suggestedmodificationsininstructionaldevices/approachesb.Tipsformodification:

SituationalanalysisbeforeintroductionCheckingstudents’understandingduringtheprocessofdevelopmentGuidedpracticeshouldnotbemodelingandrepeating,moreemphasisonandspacesforstudents’initiatedalternatives(knowledgeinpractice,notonlyknowledgeforpractice)第十三頁(yè)，共十六頁(yè)。4.Suggestedmodificationsininstructionaldevices/approachesClosureissomethingmorethanwrappingup;itshouldbegroundedonimprovementbasedonevidenceandreflectionIndependentpractices(repetitionswithvariations)Evaluation–notonlyfocusingonexpectedlearningoutcomes,butalsotheunintendedlearningoutcomes第十四頁(yè)，共十六頁(yè)。ConcreteandindividualizedfeedbackforimprovementLinkagebetweenformalandnon-formalassessmentsLS–problem?solution?-END-第十五頁(yè)，共十六頁(yè)。內(nèi)容梗概專(zhuān)業(yè)講座(三)：

如何於探究學(xué)習(xí)中照顧學(xué)生的個(gè)別差異。9/1/2010。Multiplicityineducationalcontexts/channels/reso