Self-directed Learner: - self knowledge of where he is and his direction - dares to take action and believe what he wants to be - knows the objective and objective must be related to the learner - Understand the rationale for learning and they need to taste success - motivated to learn within themselves, takes ownership of own learning - teachers as co-learners and not just instructors - Giving range of choices but our students are unaware of the choices they have - ECCG - space, time and trust - TLLM - guiding students at an individual level considering individual needs and maturity level - get learners to be curious but it can be infectious. - get them to dream before guiding them - create the need to be serious about learning at an early stage - external stimulation (learning environment) - must be daring to stay away from content - loosening of curriculum (better in lower sec) - must create platforms eg. IPW to induce curiosity. Get students to think of what they are interested in. - Classrooms are always quiet. Questions are essential. - Multi-model assessment eg. 10-20% to encourage curiosity. - Open-book assessment which can be challenging - 18 Dec collaboration ITE Macpherson (Career Development) - How to motivate learners? - Students working on a key topic / area every year (Accumulative Sec 1 -5) - Virtual World vs Real World - Internet assessment --> teaching of integrity -->must be willing to take risks of the outcome of assessment - Portfolio to be the main assessment mode to test self-directed learning
Confident Person - Student leaders lacking in self-confidence (define themselves as school servants). - Need to earn respect from student body. - Let students know their strengths - Proactive and be mature to see the world in a positive way. - Give students the platform to show their capabilities - Ping Yians do not see leaders in a positive light - Authority must be vested in the students to have confidence - Confidence can be learnt and be developed as young as possible - Not just leaders need confidence - Change the rest of school population - Confidence requires affirmations from people around you - Stress the importance of humility - Building up on small successes - Teachers often interfere too promptly --> students lose confidence - Ability to withstand negative feedbacks and reactions from others and believe in themselves - Workshops can be conducted to allow students to see their strengths and weaknesses - Role Modeling eg. teachers, peers - Foreign students are scoring better in English than local students (complacency issues) - Platforms to display confidence - Class-based values for breakfast (volunteer vs compulsory) - Opportunities for students to be exposed to Oratorical Course - Dispel the notion that PRC students are hopeless in their EL. Some do have the potential to do well for EL
Concerned Citizen Strategies - NE, Fund Raising, Broadcast, SOW, SAIL (Self-Directed Learner, CCA
No deliberate approach to highlight world events.
Hightlight world events and their impact to students and create awareness during curriculum time.
It is important to know the end in mind. Observable behaviour to link to the outcome. However, it is difficult to see the students' level.
Assessment of student's level can be three ways.
Include students' awareness in exam?
Current affairs quiz during curriculum time.
Designing learing experiences that spur students to be concerned citizens.
Track 30 week programme to see if it includes C2015 student outcomes. It might be difficult to follow through.
Design a programme that can interest and connect with the students. Constantly look for issues that interest students.
Organise a programme and students carry out self assessment to see if at least one of the objectives are met. AAR tend to look at operational issues. It is important to know if the students find the programmes meaningful.
Outcomes of the C2015 is closely linked to SEL.
Use of circle time to evaluate the effectiveness of programmes. Circle time can also be used in CCA. It is difficult to track the sharings. A summary will be good enough. Teacher competency to conduct circle time might be a challenge.
Highlight to teachers to focus on the outcomes when designing learning experiences. It might include programmes conducted by external vendors. Committment of teachers might be an issue as well.
Teachers should look at the 21st century skills. However, the daily tasks
Group 3
November 9, 2009 8:19 PM Anonymous said... Active Contributor IPW: Besides focusing on the product, it is important to contribute back to the environment / community.
Self-directed Learner:
ReplyDelete- self knowledge of where he is and his direction
- dares to take action and believe what he wants
to be
- knows the objective and objective must be
related to the learner
- Understand the rationale for learning and they
need to taste success
- motivated to learn within themselves, takes
ownership of own learning
- teachers as co-learners and not just instructors
- Giving range of choices but our students are
unaware of the choices they have - ECCG
- space, time and trust
- TLLM
- guiding students at an individual level
considering individual needs and maturity level
- get learners to be curious but it can be
infectious.
- get them to dream before guiding them
- create the need to be serious about learning at
an early stage
- external stimulation (learning environment)
- must be daring to stay away from content
- loosening of curriculum (better in lower sec)
- must create platforms eg. IPW to induce
curiosity. Get students to think of what they
are interested in.
- Classrooms are always quiet. Questions are
essential.
- Multi-model assessment eg. 10-20% to encourage
curiosity.
- Open-book assessment which can be challenging
- 18 Dec collaboration ITE Macpherson (Career
Development)
- How to motivate learners?
- Students working on a key topic / area every
year (Accumulative Sec 1 -5)
- Virtual World vs Real World
- Internet assessment --> teaching of integrity -->must be willing to take risks of the outcome of assessment
- Portfolio to be the main assessment mode to
test self-directed learning
Confident Person
- Student leaders lacking in self-confidence
(define themselves as school servants).
- Need to earn respect from student body.
- Let students know their strengths
- Proactive and be mature to see the world in a
positive way.
- Give students the platform to show their
capabilities
- Ping Yians do not see leaders in a positive
light
- Authority must be vested in the students to
have confidence
- Confidence can be learnt and be developed as
young as possible
- Not just leaders need confidence
- Change the rest of school population
- Confidence requires affirmations from people
around you
- Stress the importance of humility
- Building up on small successes
- Teachers often interfere too promptly -->
students lose confidence
- Ability to withstand negative feedbacks and
reactions from others and believe in themselves
- Workshops can be conducted to allow students to
see their strengths and weaknesses
- Role Modeling eg. teachers, peers
- Foreign students are scoring better in English
than local students (complacency issues)
- Platforms to display confidence
- Class-based values for breakfast (volunteer vs
compulsory)
- Opportunities for students to be exposed to
Oratorical Course
- Dispel the notion that PRC students are
hopeless in their EL. Some do have the
potential to do well for EL
Concerned Citizen
ReplyDeleteStrategies - NE, Fund Raising, Broadcast, SOW, SAIL (Self-Directed Learner, CCA
No deliberate approach to highlight world events.
Hightlight world events and their impact to students and create awareness during curriculum time.
It is important to know the end in mind. Observable behaviour to link to the outcome. However, it is difficult to see the students' level.
Assessment of student's level can be three ways.
Include students' awareness in exam?
Current affairs quiz during curriculum time.
Designing learing experiences that spur students to be concerned citizens.
Track 30 week programme to see if it includes C2015 student outcomes. It might be difficult to follow through.
Design a programme that can interest and connect with the students. Constantly look for issues that interest students.
Organise a programme and students carry out self assessment to see if at least one of the objectives are met. AAR tend to look at operational issues. It is important to know if the students find the programmes meaningful.
Outcomes of the C2015 is closely linked to SEL.
Use of circle time to evaluate the effectiveness of programmes. Circle time can also be used in CCA. It is difficult to track the sharings. A summary will be good enough. Teacher competency to conduct circle time might be a challenge.
Highlight to teachers to focus on the outcomes when designing learning experiences. It might include programmes conducted by external vendors. Committment of teachers might be an issue as well.
Teachers should look at the 21st century skills. However, the daily tasks
Group 3
November 9, 2009 8:19 PM
Anonymous said...
Active Contributor
IPW: Besides focusing on the product, it is important to contribute back to the environment / community.
Guiding Principle: Tripartite relationship (school -> student -> community)
Group 3