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Effective Learning and Teaching -
Acting to Achieve

This is one of the series of 15 booklets in the Basic Education Curriculum Guide-Building on Strengths. Its contents are as follows:


4.1

Purpose of the Booklet

   
4.2

Key Considerations for Effective Learning and Teaching


4.2.1

Adopting Different Approaches to Suit the Capabilities of Students
4.2.2 Motivating Students with Different Levels of Performance
4.2.3 Promoting Different Levels of Understanding to Stretch Students' Potential
4.2.4 Using Appropriate Learning and Teaching Strategies
4.2.5 Providing Quality Feedback to Promote Effective Learning
4.2.6 Rethinking the Roles of Teachers
   
4.3

Catering for Student Diversity - Measures and Actions


4.3.1

Meaning of Catering for Student Diversity
4.3.2 Strategies to cater for Student Diversity
4.3.3 Learning and Teaching of the Less Able Students
4.3.4 Catering for the Gifted
   
Appendix
   
 



Example 1 -

The Use of Information Technology
Example 2 - Using Cross Level Subject Setting
Example 3 - Motivating Students to Learn through Self-access Learning Corners in Classrooms / Library
   
References

 

 

 


 4
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Effective Learning and Teaching -
Acting to Achieve

4.1 Purpose of the Booklet

The purpose of this booklet is to highlight both the key considerations for effective learning and teaching, and the strategies to cater for student diversity, including the less able and the gifted. Related exemplars are included in the Curriculum Resource Bank http://cd.ed.gov.hk/resourcebank.

School should strive to stretch the potential of every student with due emphasis on improving the quality of learning and teaching. Focus should be geared to the needs of students, clear learning goals / targets / objective, interactive learning and teaching processes, and the provision of useful feedback to students through assessment.

For Reflection and Action

Use the following key points to find out:

* What are the strengths of your students in terms of learning styles and strategies?
   
* What are the strengths of your own teaching?
   
* How would you match the strengths of your students in learning with your strength in teaching to achieve the short-term targets of curriculum development? What practices need to be modified?

 

 

 

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4.2 Key Considerations for Effective Learning and Teaching

Age, gender, personality, motivation, self-concept, life experience and the cultural background of the students all influence the way in which they go about learning. To help students to learn effectively, schools and teachers should adopt a variety of approaches as well as learning and teaching strategies for achieving different learning targets or objectives. Teachers should also refer to Chapter 4 of the Curriculum Guides on KLAs and General Studies for Primary Schools for specific recommendations in their learning contexts.


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4.2.1 Adopting Different Approaches to Suit the Capabilities of Students

 

(1)
Teachers should set clear learning targets and objectives and share learning intentions of their lessons with students. By allowing students to know the purpose of a lesson or a task, they will be able to make better decisions about the ways and means to achieve what they are expected to learn.
   
(2) Schools should provide students with an appropriate level of curriculum and reasonable expectations to suit the capabilities of the students, so as to motivate them to engage in the process of learning. While attending to the common needs and individual differences of their students, teachers should also beware of adjusting their expectations of students.
   
(3) Schools should encourage students to enquire beyond the confines of 'curriculum prescriptions' and textbooks, and to process information and make their own judgements in order to enhance their knowledge-building capacity.

 

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(4)
We should not view mixed ability groups as problematic, though sometimes groups that are homogeneous in ability work better. Students of different abilities can learn well together (e.g. through co-operative learning), if the learning processes allow them to contribute different ideas at different levels. Learning from peers and collaboration help to remove the feeling of failure and provide the emotional basis to boost motivation and learning. An exemplar is available in the CDI website on how students of different abilities, through co-operative learning and interaction in groups, have enhanced both their Chinese Language skills and their confidence in learning.


http://cd.ed.gov.hk/rep/id/community/id_chinese_book.htm

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(Screen captured on 10th June 2002)


 
4.2.2 Motivating Students with Different Levels of Performance


(1)
Teachers can motivate students by expressing high expectations of them, and build learning and teaching on their success (even when it is small). They should avoid behaviour that ignores students' emotional reactions and hurts their self-esteem. There is both intrinsic and extrinsic motivation, which includes informal rewards such as verbal recognition and prizes. It is essential to strike a balance between the two rather than to depend only on the latter.
   
(2) To motivate students with weaker performance, teachers can structure the tasks to suit their abilities and let them experience pride and confidence in having attained a goal through reasonable efforts. Individual progress and improvement should be recognised.

 

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4.2.3 Promoting Different Levels of Understanding to Stretch Students' Potential


(1)
Understanding can be treated as a means of solving problems. Schools can help students to move from being recipients of knowledge to seeing the relationships between ideas, applying ideas, and ultimately thinking critically and creatively and constructing knowledge.
   
(2) Some people may think that understanding and memorisation contradict each other. This is not true. Understanding something is usually the best way of remembering it. So when students are trying to make sure that they will remember something, they are not necessarily engaged in rote-memorisation. They may simply be trying to understand and remember at the same time.



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4.2.4 Using Appropriate Learning and Teaching Strategies


(1)
Teachers can use different learning and teaching strategies to achieve the different purposes of learning and to suit the learning styles, abilities, interests and needs of students. There is no fixed rule regarding which strategy is the best. Teachers master learning and teaching strategies differently. They can develop the repertoire which is the most effective for them to enhance the independent learning capabilities of students for whole-person development.
   
(2) Different forms of classroom organisation (e.g. variations in grouping, whole-class setting and seating arrangements) facilitate the delivery of diverse learning and teaching strategies such as group learning, whole-class teaching and individual works. However teachers should understand that the above arrangements do not automatically result in the desired effect without suitable lesson / activity planning, teacher-student interaction, learning and teaching resources and other factors affecting effective learning and teaching.
   
(3) To address the needs of students with different learning styles, teachers are encouraged to make diversified use of learning materials, such as audio, visual, pictorial, graphic representations, and texts, etc.

 

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(4) Teachers need to provide opportunities for students to develop their thinking skills through effective questioning. They can also encourage students to express themselves openly and share their work in class and publicly to build up their self-confidence through co-operative learning, for example, peer-tutoring and co-operative learning.
   
(5) Teachers can capitalise on opportunities (e.g. current affairs, school / classroom contexts) to facilitate spontaneity and change in responding to different demands and situations. This widens the exposure of students and helps them to learn in a changing environment.
   
(6) Teachers can help students to extend their learning by providing a range of life-wide learning opportunities outside the classroom, such as on the school premises, at home and in the community, and organise co-curricular activities to complement classroom learning.


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4.2.5 Providing Quality Feedback to Promote Effective Learning


(1)
Assessment is an integral part of the teaching, learning and assessment cycle. There is evidence showing that students learn better when they receive quality feedback rather than marks alone. Teachers could give informal feedback during learning and teaching processes, or more formal feedback in assessment events. The feedback should focus on identifying strengths and weaknesses of student learning, and provide information on what students could do to achieve the learning objectives or improve learning further. The feedback should avoid lowering the self-esteem of students. Teachers could also make use of the feedback to improve teaching.
   
(2) Teachers can also help students to develop skills of giving useful and constructive feedback to their peers. With the increase in use of project learning and IT for interactive learning, timely feedback from teachers, peers or experts from outside school will help students to reflect on their thinking and build up their personal knowledge.

 

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For Reflection and Action

* What approaches have you adopted in response to different student needs in your school? What changes do you think you should make to cater for their needs?
   
* How do you motivate students of different levels of performance?
   
* What do you think students really learn from their lessons? Can they use better learning strategies to achieve the learning targets?
   
* Are the learning and teaching strategies used supporting student learning?

 

 


4.2.6

Rethinking the Roles of Teachers

It is important to vary the roles of teachers, parents and students in different learning and teaching strategies to achieve different purposes of learning and teaching. Teachers' roles range from transmitters of knowledge to resource persons, facilitators, consultants, counsellors, and assessors.

For example:

Roles of Teachers
Actions
Transmitter Give lecture, provide information
Facilitator Discuss with students
Resource person Advise on sources of information
Counsellor Advise on developing one's interest
Assessor Inform students of progress

 

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The attitudes and abilities of students are also profoundly influenced by students' family background, experiences and life circumstances. Teachers have to understand their students, and adapt to the needs of students in collaboration with counsellors, parents, peers, social workers and other sources of community support.

For Reflection and Action

* What role(s) do you frequently play in the classroom? Do you vary your role in different teaching strategies?
   
* What are your strengths as a teacher? What are you not so good at?

 



4.3 Catering for Student Diversity - Measures and Actions



4.3.1

Meaning of Catering for Student Diversity

All students can learn because they have multiple intelligences and ever-improving capabilities in all the domains of learning. They are entitled to study the CDC central curriculum in an environment suited to them.

Catering for student diversity should involve finding out why students do not learn well and why some learn better than others, and using appropriate strategies to make each student learn better.

Catering for student diversity is not intended to even out abilities and performances, but to enable all students to learn and perform to the best of their abilities. The ultimate goal is to stretch the potential of all students whether they are gifted or among the low achievers.

The learning capabilities of students are placed along a continuum as shown in the figure on page 8 - roughly 2-4% of the student population belong to the gifted in the general sense while 20% of the student population are low achievers or have special learning difficulties (e.g. hearing impairment).

 

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Generally High
Academic Performance
Generally Low
Academic Performance
Gifted children in ordinary schools Students whose learning ability is suited to ordinary classroom provision Students who can learn effectively if provided with ordinary remedial teaching Low achievers including those with Special Educational Needs (SEN) placed in ordinary schools with additional support Low achievers with SEN placed in Special Schools

 


4.3.2

Strategies to Cater for Student Diversity

Students are all different in personality, cognitive and affective development, attitudinal and social maturity, motivation, ability, learning styles, aspirations, needs and interests. A multi-dimensional approach using different strategies, such as those set out below, may be helpful when addressing the specific needs of learners:


(1)
Enhance students' intrinsic motivation through

-
arousing their curiosity
- using content and context that appeal to the relevant age group
- encouraging students to value their achievements
- controlling the level of challenge and the risk of frustration in problem-solving
   
(2) Give recognition to students' performance in aspects other than academic achievement, e.g. sports, dancing, etc. This is the most immediate means to raise the self-esteem of students. There is no need to force students to be good at everything.
   
(3) Provide encouragement whenever appropriate

-
giving particular encouragement to students' creative work
- involving parents to assist student learning
- reducing threats and the frequency of tests
- creating a comfortable, joyful learning atmosphere in school and at home

 

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(4)
Take risks as part of the learning and teaching process. Teachers should allow students to make mistakes and learn by trial-and-error. Setting too many rules and limitations only de-motivates students from attempting new tasks and trying out new ideas. For example, requiring students to copy their composition passages several times as correction may kill their interest in creative writing.
   
(5) Adapt the central curriculum (Refer to KLA Curriculum Guides and General Studies for Primary Schools Curriculum Guide, CDC 2002) through

-
changing the content to be covered
- getting students to do different topics or units of different levels of difficulty
   
(6) Modify the styles of instruction by

-
pacing learning and teaching according to the abilities of students
- structuring activities so that students are able to explore, explain, extend and evaluate their progress
- varying teaching strategies according to students' interest and needs


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(7)
Adapt instructional materials by

-
simplifying the content of available teaching and learning materials
- making use of a variety of resources (e.g. print, human, electronic) instead of just using textbooks. Teachers can make use of a spectrum of intelligences and multi-sensory experiences to tap the different potential of students. Example 1 in the Appendix shows how a teacher makes use of information technology to present materials in interesting ways to stimulate intellectual curiosity and to increase interaction among students and teacher for scaffolding ideas.
   
(8) Vary instructional grouping by

-
cross-level subject setting, which places students at an appropriate curriculum level so that each student can learn at the appropriate level and be assessed accordingly (see Example 2 in the Appendix)
- co-operative learning for enriching the perspectives and the experiences of students

 

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(9) Adjust assessment practices by

-
using different modes of assessment to find out the strengths and weaknesses of students, and then decide on the appropriate learning and teaching strategies for them
- modifying the assignments so that students with different abilities are assessed dofferently
   
(10)

Create a pleasurable learning environment by making flexible use of time, space and resources to accommodate diversity (see Example 3 in the Appendix).

Further information on catering for student diversity can be
accessed at http://cd.ed.gov.hk

http://cd.ed.gov.hk

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(Screens captured on 10th June 2002)

 

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4.3.3

Learning and Teaching of the Less Able Students

There are always students who need additional support of a mild or intensive sort to cater for their needs in learning. The low achievement of these students may have arisen from a nexus of intellectual, emotional, psychological, physiological and social concerns. These may include hearing impairment, visual impairment, physical handicap, mental handicap, emotional and behavioural difficulties, attention deficit disorder and hyperactivity, autism, communication difficulties, lack of motivation, and other specific learning difficulties.

For Reflection and Action

* Are these students constituting a distinct group markedly
different from their peers?
   
* Are they all encountering the same degree of difficulties in learning?
   
* Can their learning difficulties be clearly categorised as arising from one single source?
   
* Do they all share the same discernible handicap?
   
* Should the content of what they learn be different?

 




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(1)

Learning under the recommended central curriculum

Less able students with special educational needs (SEN) should have the opportunity to learn under the central curriculum (recommended by CDC) which is common to all students in the mainstream schools. Schools should cater for the needs of less able students with SEN by applying the following principles:


 

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. Pay attention to the learning needs of these students holistically rather than just focus on their handicapping condition.
   
. Respond to students' strengths rather than to their deficits. By helping these students to discover and develop their talents, they will experience greater self-acceptance and have confidence in their school work even though they may not excel in academic pursuit.
   
. Regard the different degrees of special educational needs as individual differences, which may be handled through measures such as adaptation of the curriculum by breaking the content down into small and manageable steps and using effective teaching strategies.

For Reflection and Action

* Have you met less able students in your daily teaching?
   
* If yes, how did you identify them?
   
* Are they given any specific remedial programme to support them in their learning?
   
* Have they benefited from the placement or programme, and why?

 




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(2)

Strategies to meet the learning needs of less able students

It has been the policy to integrate less able students into ordinary schools. Although there are various forms of support available, teachers face a range of challenges from students with different degrees of learning difficulty. Strategies to cope with the special educational needs of less able students include adapting the curriculum and adopting a positive attitude towards less able students. Curriculum Guides for Children with Special Educational Needs can be found at http://cd.ed.gov.hk/sen/eindex.htm.

 

 

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http://cd.ed.gov.hk/sen/eindex.htm

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.Adapting the curriculum

The learning ability and needs of these students can be taken care of by helping them to learn from a common curriculum framework with appropriate adaptation by the following ways:


fine-tuning the learning targets and learning content of the core of each Key Learning Area, so that less able students can find an appropriate starting point for their learning. Examples of the adapted learning targets are available at http://cd.ed.gov.hk/sen/eindex.htm.
 
adopting learning and teaching strategies that take care of students' specific needs and characteristics of learning, so as to facilitate the development of their potential
 
providing well-designed assessment

 

.Encouraging less able students

The crucial way to help students to maximise their learning effectiveness and make progress is to build up their confidence and raise their self-esteem. These can be achieved through:


cultivating an atmosphere of understanding and acceptance of individual differences in all schools. Assistance on identifying special educational needs and appropriate coping measures in schools is available in the Education Department publication on "Understanding and Helping Children with Special Educational Needs". It can be reached at http://serc.ed.gov.hk.

 

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http://serc.ed.gov.hk

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being aware of one's own limitations and referring students to professional helpers when required. Details on such professional support can be obtained at http://serc.ed.gov.hk/eng/aboutus.php#a2

http://serc.ed.gov.hk/eng/aboutus.php#a2

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(3)

Support for less able students

School provisions in support of students with various degrees of special educational needs include the following:

Mode of Service
Services
Special school /
Special school with boarding / residential service
Schools for physically handicapped, hearing impaired, visually impaired, mildly mentally handicapped, moderately mentally handicapped and severely mentally handicapped children, schools for social development and hospital school
Special education class Special education classes for visually
impaired children

Special education classes for hearing
impaired children
Regular class plus remedial
assistance
Intensive remedial teaching programme in primary schools

Resource teaching centre service

Adjustment programmmes

School-based Remedial Support Programme

Supportive Remedial Services for Hearing Impaired Integrators Studying in Ordinary Schools
Regular class plus itinerant
specialist assistance
Peripatetic Advisory Service for hearing impaired children

Resource Help Service

Resource teaching programme for visually impaired students

School-based curriculum development
support
Regular classroom Integration in the regular classroom

 

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For Reflection and Action

* To what extent do you consider it your duty to help the less able students?
   
* What kind of support do you need to help you to teach these students?
   
* How would you use the various support systems to help your students?

 

 

4.3.4 Catering for the Gifted

The general approaches suggested for catering for student diversity in Section 4.3.2 apply equally well to the gifted. The mainstream schools are therefore also responsible for catering for the educational needs of students who are gifted, and helping them to develop their potential to the fullest.

This section has been written to help schools to identify some specific measures to cater for the needs of this group of students.

For Reflection and Action

* Do you have students who are strong in generic areas or specific domains?
   
* Have these students had opportunities to develop their particular talents further?

 

 

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* Would you like to help these students more if you know how to and have support to do so?
   
* At which level and in what areas would you like to start first?
(e.g. whole-school, by year, by class)

 



(1)

School-based Development of Gifted Students: Three-tier Approach

The following table indicates some areas in which school-based development of gifted students might be carried out:

 
Generic Areas
Specific Domains
Level One

Whole Class Programmes
Incorporation of generic areas like creativity, leadership, personal-social competence into learning and teaching in the regular classroom Strategies to develop specific talents in Mathematics, Science or languages through appropriate learning and teaching in the regular classroom
Level Two

Pull-out Programmes
School-based pull-out programmes of a generic nature conducted outside the regular classroom for systematic training of a homogeneous student group School-based pull-out programmes in specific domains, e.g. Maths, Art, etc. conducted outside the regular classroom for systematic training of students with outstanding performance in the domains
Level Three

Off-site
Support
Measures
Not school-based: more individualised off-site support measures to be arranged outside mainstream school for the exceptionally gifted students, e.g. counselling for those with emotional difficulties, mentorship by academics in specific domains, credit-bearing courses offered by tertiary institutions.

 

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The general principle to follow in the provision of school-based gifted education programmes and assigning students for differentiated teaching under the Three-tier Approach would be:

. Top 10% of students in any standardised test (e.g. Hong Kong Attainment Tests or aptitude tests) can be considered suitable for whole-class programmes and the top 2% of students for pull-out programmes; or
   
. Top 10% of students in internal assessment for a subject or a non-academic domain are considered suitable for whole-class programmes and the top 4% of students for pull-out programmes; or
   
.

Students with exceptional performance

> in any international or territory-wide competition
   
> as recommended by panel heads or teachers
   
> as recommended by parents or experts in a specific field
   
> shown within students' products or interviews

Schools should provide students who have been identified by the criteria above with appropriate enrichment content and strategies at Level I or Level II to stretch their potential to the full.

Some strategies through which schools can identify high ability and gifted students for school-based programmes and off-site support measures can be found in the Guidelines on School-based Gifted Development Programmes (ED, August, 2002).

For Reflection and Action

Having regard to the use of whole-class and pull-out activities for gifted education programmes:

* Can you identify any classroom activities or co-curricular activities that might be suitable for the high ability and gifted students in your school?
   
* Can these programmes be classified under the Level One or Level Two Programmes stated earlier?

 

 

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(2)

Development of Gifted Students

Development of gifted students in schools involves a variety of strategies. Exemplars can be found at http://cd.ed.gov.hk/sen/eindex.htm.

http://cd.ed.gov.hk/sen/eindex.htm

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.Devising an appropriate curriculum

Students with high potential can be exposed to more demanding tasks and be given more focused attention by teachers through the following:


enrich the three core elements of higher order thinking skills, creativity and personal-social competence through conscious planning of learning objectives, contents / contexts, learning and teaching strategies requiring these elements, and placing higher value on student achievement in these elements (e.g. through creative writing)

 

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develop a 'compact' curriculum to ensure that curriculum content is not repeated, and allow more time for extended work or independent study (e.g. by an extended study on a specific theme)
 
use different modes of grouping (e.g. ability grouping, heterogeneous grouping) so that gifted students can work at more challenging tasks or work with intellectual peers in the regular classroom (e.g. ability grouping to work on differentiated worksheets)
 
arrange pull-out programmes with more challenging learning targets and tasks related to a specific domain (such as English poetry) or a Key Task (such as Project Learning) or a generic skill (e.g. communication skill), or leadership training outside regular class time (e.g. as an independent study project)

 

.Designing appropriate learning and teaching processes

Many gifted learners and high ability students can process and retain information at a faster pace, and make learning connections more readily. They can also work at higher levels of abstraction to investigate topics more deeply. Hence, the following learning and teaching processes can be adopted to meet their specific needs:


use more open-ended questions and activities that promote higher order thinking or creativity
 
make more use of interactive learning (both teacher-student and student-student interaction) to enhance students' personal-social competence
 
allow students to have more freedom of choice
 
get students to undertake independent studies / projects for the pursuit of an intense personal interest, with teachers' guidance from time to time
 
allow students to skip a year or attend advanced classes in a particular curriculum that they excel in to accelerate learning
 
work out with students their individualised educational plans or contracts based on an assessment of their strengths and learning needs

 

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.Varying assessment modes

Gifted and high ability students should be given the opportunity to take different learning paths and be assessed by modes appropriate to their abilities. The following might be specially designed to cater for their needs:


use a portfolio system for collecting evidence which indicates student performance beyond normal expectations
 
use assessment rubrics different from others to match with their independent studies
 
use continuous assessment to provide feedback based on some specifically defined criteria

 

.Valuing students' work


give recognition to students' works that demonstrate effective investigation of real and relevant problems, or higher order tasks that involve transformation and manipulation of data
 
provide opportunities for them to present their works to real audiences in class, at parents' day or speech day, or to display their work in exhibition halls, galleries, etc.

 

.Creating an appropriate learning environment, such as


an open, flexible, accepting and challenging environment, which encourages inquiry and independent learning, and allows for mistakes in attempting new learning tasks
 
learning or activity centres to allow for choice and in-depth exploration of topics of interests

 


.

Making full use of multi-disciplinary approach and the available resources


Teachers of different KLAs work collaboratively to pool wisdom and resources in the creation of enrichment and extension activities.
 
Encourage support staff, such as the school social worker, Student Guidance Teacher, Educational Psychologist, etc. to contribute to addressing the specific needs of gifted students (e.g. helping them with their emotions, assisting them to overcome feelings of alienation).

 

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Network people affiliated with the school (such as School Board members, parents, alumni) and draw upon community resources to contribute to school-based programmes, e.g. to act as mentors, to serve as speakers on topics in which they have some expertise, or to be voluntary facilitators in exploratory activities or learning expeditions.

For Reflection and Action

Based on the desirable strategies for the development of the gifted students as exemplified above,

* identify strategies which may match the needs of your students in the future;
   
* find a strategy that is considered as an easy entry point for your school to match the needs of the gifted;
   
* identify the personnel you could employ / train to support the gifted;
   
* set priorities and plan the schedule;
   
* discuss the programme strategies with stakeholders, e.g. parents, teachers, students; and
   
* propose methods to review the effectiveness of the strategies.

 

 

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Appendix


Example 1 - The Use of Information Technology

Purpose:

. To enhance students' ability and motivation for learning by using effective resources

Strategies


1.

Computer Assisted Learning (CAL)

. Multimedia and interactive learning materials provide rich
sensory stimuli and enhance the active participation of
students
   
. Integrate CAL into the curriculum and extend learning
outside lesson time
   
2.

Design of activities

. Teachers plan the lessons by identifying and modifying
materials to meet the needs and interests of all students.
   
. They add challenge to tasks for more able students and
provide small guided steps for the less gifted.
   
. Teaching is directed through whole class, small-group and individual work sessions.
   
. Students are given time to complete tasks in class and after school individually or in small groups according to teachers' instructions or guidance on computer.
   
. Students are allowed to re-submit work without penalty.
   
. Teachers monitor and document progress in each student's work on computer, providing feedback to remedy any personal learning problems.

Evidence of Impact:

. Students take responsibility for their learning.
   
. Students' positive attitude towards learning is reflected in their willingness to learn independently at extra hours with the help of computer.
   
. Through working in pairs and groups, student collaboration is strengthened and more ideas shared to enrich their knowledge.

 

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Example 2 - Using Cross Level Subject Setting

Purpose:

To enable lower ability level students to progress at their own pace

Method:


1.

Regrouping students for a particular subject, e.g. English, from different class levels into set / classes

. Group students with lower ability into one set / class
   
2.

Curriculum design

. Retain the core curriculum of that particular class level
   
. Take away the learning and teaching content of greater difficulty
   
. Include the core content of the previous year that has not been fully grasped by the students
   
. Provide more clues in the tasks, worksheets and exercises

Evidence of Impact:

. Students have greater motivation and more confidence to learn at their own level.
   
. Students make good progress with more focused learning targets and content as well as thorough practice before proceeding to new learning content.
   
. Students have a better attitude towards learning as they feel that their learning is valued, supported and cared for.

http://cd.ed.gov.hk/rep/eindex.htm

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Example 3 -
Motivating Students to Learn through Self-access Learning Corners in Classrooms / Library

Purpose:

. To create a pleasurable learning environment conducive to students' learning
   
. To develop students' independent learning capabilities

Method:


1.

Setting up a self-access learning corner

. To set up the self-access learning corner either in the classroom or in the library
   
. To use graded tasks to cater for students of varied ability
   
. To design appropriate tasks to address identified weaknesses in learning
   
. The learning materials are accompanied by answer keys
   
2.

Designing the learning process

Students would lack motivation in learning when they always encounter learning difficulties and are constantly lagging behind the others. The following design can be incorporated in the learning process to motivate them to learn:

. Guided by teachers, they can choose the materials which suit their level from the self-access learning corner. They can work on these tasks during class time or when they are free.
   
. Students make use of the answer keys to check their answers.
   
. Students then choose a higher set of tasks / materials to work independently.
   
. Students progress from task to task until their learning problems can be solved or their learning targets are achieved.

Evidence of Impact:

. Students learn to manage their own learning independently.
   
. Students have more opportunities to try out tasks of varying levels of difficulty to enhance their learning.
   
. Students' autonomy in learning is encouraged and their awareness of what learning strategies are successful for them is increased.

 

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References

The following references are by no means exhaustive. They are listed as examples for readers' convenient referral.

《一個都不能少:小學生在中、英、數三科學習動機與模式》。個別差異發展及研究報告系列(初期報告)。香港:教育署課程發展處研究、評估與設計組,2002。

《利用個別差異建立學習群體》。個別差異發展及研究報告系列(初期報告)。香港:教育署課程發展處研究、評估與設計組,2002。

《照顧個別差異:從「差異」開始》。個別差異發展及研究報告系列(初期報告)。香港:教育署課程發展處研究、評估與設計組,2002。

《跨級編組:人人讀到適合自己程度的書》。個別差異發展及研究報告系列(初期報告)。香港:教育署課程發展處研究、評估與設計組,2002。

《運用資訊科技照顧個別差異》。個別差異發展及研究報告系列(初期報告)。香港:教育署課程發展處研究、評估與設計組,2002。

《學業成績卓越學生校本課程試驗計劃:檢討報告書》。香港:教育署,1999。

課程發展議會編訂。《為有特殊教育需要學生擬訂的感知肌能訓練:學習綱要》。香港:教育署,2000。

---. 《為有特殊教育需要學生擬訂的感知肌能訓練:學習課業及評估示例》。香港:教育署,2000。

---. 《個人、社會及人文教育學習領域:自理(特殊教育需要)教學指引》。香港:教育署,2002。

---. 《個人、社會及人文教育學習領域:個人、社化教育(特殊教育需要)教學指引》。香港:教育署,2002。

---. 《數學教育學習領域:數學教育(特殊教育需要)教學指引》。香港:教育署,2002。

Bransford, John D. ... [et al.], ed. How People Learn: Brain, Mind, Experience, and School. Expanded ed. Washington: National
Academy Press, 2000.

 

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Curriculum Development Council, ed. Guide to Curriculum for Hearing Impaired Children. Hong Kong: Curriculum Development Institute, Education Department, 1996.

---. Guide to Curriculum for Maladjusted Children. Hong Kong: Curriculum Development Institute, Education Department, 1998.

---. Guide to Curriculum for Mentally Handicapped Children. Hong Kong: Curriculum Development Institute, Education Department, 1997.

---. Guide to Curriculum for Physically Handicapped Children. Hong Kong: Curriculum Development Institute, Education Department, 1999.

---. Guide to Curriculum for Visually Impaired Children. Hong Kong: Curriculum Development Institute, Education Department, 1996.

Education Department. A Guide to the Operation of Intensive Remedial Teaching Programme in Primary Schools. Hong Kong: Education Services Division, Education Department, 2001.

---. Guidelines on School-based Gifted Development Programmes. Hong Kong: Education Department, 2002.

---. Information Guide to Support Services for Students with Special Educational Needs in Ordinary Schools. Hong Kong: Education Department, 2001.

---. Towards Integration. CD-ROM. Hong Kong: Education Department, 2000.

---. Understanding and Helping Children with Special Educational Needs. Hong Kong: Education Department, 2002.

Montgomery, Diane. Reversing Lower Attainment: Developmental
Curriculum Strategies for Overcoming Disaffection and Underachievement.
London: David Fulton, 1998.

Pilot School-based Programme for Academically Gifted Children:
Evaluation Report. Executive Summary.
Hong Kong: Education Department, 1999.

Renzulli, Joseph S., and Sally M. Reis. The Schoolwide Enrichment Model: A How-To-Guide for Educational Excellence. 2nd ed. New York: National Professional Resources, 2002.

Richards, Jack C., and Charles Lockhart. Reflective Teaching in Second Language Classrooms. Cambridge: Cambridge University Press, 1994.

 

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Riding, R. J., and Stephen Rayner. Cognitive Styles and Learning Strategies: Understanding Style Differences in Learning and Behaviour. London: David Fulton, 1998.

Supporting the Target Setting Process: Guidance for Effective Target Setting for Pupils with Special Educational Needs. Nottingham: Dept. for Education and Employment, 2001.

Tomlison, Carol A. How to Differentiate Instruction in Mixed Ability Classrooms. 2nd ed. Alexandria, Va.: Association for Supervision and Curriculum Development, 2001.

VanTassel-Baska, Joyce, ed. Comprehensive Curriculum for Gifted Learners. 2nd ed. Boston: Allyn and Bacon, 1993.

Williams, Marion, and Robert L. Burden. Psychology for Language Teacher: A Social Constructivist Approach. Cambridge: Cambridge University Press, 1997.

 

Websites

〈校本資優課程教師培訓教材套〉。《課程資源:教學資源》。2002年6月6日。[香港]課程發展處特殊教育需要組。2002年6月6日
<http://cd.ed.gov.hk/sen/chi/cindex1.htm>

〈校本資優課程教學活動設計示例〉。《課程資源:教學資源》。2002年6月6日。[香港]課程發展處特殊教育需要組。2002年6月6日
<http://cd.ed.gov.hk/sen/chi/cindex1.htm>

〈馮漢柱資優教育中心增益課程示例〉。《課程資源:教學資源》。2002年6月6日。[香港]課程發展處特殊教育需要組。2002年6月6日
<http://cd.ed.gov.hk/sen/chi/cindex1.htm>

《研究、評估與設計組》。2002年5月23日。[香港課程發展處]。2002年5月23日
<http://cd.ed.gov.hk/rep/Cindex.htm>

《特殊教育課程發展》。2002年。教育署課程發展處特殊教育需要組。2002年5月23日
<http://cd.ed.gov.hk/sen/cindex.htm>

《照顧學生個別差異:從「差異」開始》。[2002年]。香港教育署、香港大學、香港教育學院。2002年5月23日
<http://cidv.hku.hk>

《優質教育基金網上資源中心》。[2002年]。[香港]優質教育基金。2002年5月23日
<http://qcrc.qef.org.hk/>

 

 

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Brophy, Jere. Teaching. Educational Practices Series 1. Ed. by Herbert J. Warberg. 1999. International Academy of Education; International Bureau of Education. 16 May 2002
<http://www.ibe.unesco.org/International/Publications/EducationalPractices/prachome.htm>

Judd, Elliot L., Tan Lihua and Herbert J. Walberg. Teaching Additional Languages. Educational Practices Series 6. Ed. by Herbert J. Warberg. 2001. International Academy of Education; International Bureau of Education. 16 May 2002
<http://www.ibe.unesco.org/International/Publications/EducationalPractices/prachome.htm>

Research, Evaluation and Projects Section. 23 May 2002. [Hong Kong] Curriculum Development Institute. 23 May 2002
<http://cd.ed.gov.hk/rep/Eindex.htm>

School-based Remedial Support Programme. [2001]. Special Education Resources Centre, [Education Department, Hong Kong]. 6 Jun. 2002
<http://serc.ed.gov.hk/big5/resources/sbrsp/sbrsp_01.htm >

Special Educational Needs Section. 12 May 2002. [Hong Kong]
Curriculum Development Institute. 23 May 2002
<http://cd.ed.gov.hk/sen/eindex.htm>

Trelfa, Douglas. (1999) "Individual Differences and the United States Education System." The Educational System in the United States: Case Study Findings. Mar. 1999. 22 Apr. 2002
<http://165.224.220.253/pubs/USCaseStudy/chapter3.html>

Walberg, Herbert J., and Susan J. Paik. Effective Education Practices. Educational Practices Series 3. Ed. by Herbert J. Warberg. 2000. International Academy of Education; International Bureau of Education. 16 May 2002
<http://www.ibe.unesco.org/International/Publications EducationalPractices/prachome.htm>

 

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