专业章节座三如何於探究学习中照顾学生个别差异.ppt
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 Lo HKIED 9/1/2010,Workshop3:,1. Diverse learning needs / abilities,Mixed abilities of students New educational paradigm Multiplicity in educational contexts/channels/resources,2. Problems,More curriculum space Student-centred approach Skill-based (performance-based)curriculum Standardized tests / exams IES process learning need of timely & instantaneous feedback Time / resource implications,3. Possible solutions,Small class-size / project group Manageable projects (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 interests / abilities Clear / educative / informative rubrics Breakdowns 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 / interests Continuous diagnosis / data collection based on students work / feedback to inform & improve practices Students self-reflection & peer review + peer support under teachers guidance Tests/Exams open-ended, less structured /prescriptive, more on skill/concept applications, catering for diverse abilities.,4. Suggested modifications in instructional devices/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 abilities (outcomes-based) Use collaborative /co-operative learning in the inquiry process that accommodates diverse interests /abilities Activities are age-grade appropriate with levels of progression,4. Suggested modifications in instructional devices/approaches,Questions are designed to guide students through inquiry that is developmental, not accumulative Incorporate 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/approaches,More concept constructions, reconstructions and applications in different contexts from familiar to strange problematizing the unproblematic from conceptualization to reconceptualization More hands-on activities,4. Suggested modifications in instructional devices/approaches,ii. Direct Instruction (teacher-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 introduction Checking students understanding during the process of development Guided 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; it should be grounded on improvement based on evidence and reflection Independent practices (repetitions with variations) Evaluation not only focusing on expected learning outcomes, but also the unintended learning outcomes,Concrete and individualized feedback for improvement Linkage between formal and non-formal assessments LS problem? solution? -END-,
