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Title of the seminar/presentation
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2010 |
"Journey on Learning in Action ── Experience, Explore, Enlighten" Seminar
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Program outline |
Program outline of "Journey on Learning in Action — Experience, Explore, Enlighten" Seminar Session ISession II
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Booklet |
Booklet of Program outline of "Journey on Learning in Action — Experience, Explore, Enlighten" Seminar |
Foreword |
"Journey on Learning in Action ── Experience, Explore, Enlighten" Seminar"
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Chinese |
C01 Theory and practice of Portfolio - The writing of travel stories
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C02 Developing students' proficiency in describing activities about people
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C03 Teaching children poetry - Appeciation of kids' minds and innocence
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C04 Exploring how to help students develop writing abilities through a 'Ten-minute Non-stop Writing' program
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C05 Rethinking and renovating a school-based curriculum linking reading to writing
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English |
E01 Working together - Necessary conditions for productive group work Educators and teachers talk about using group work in the classroom nowadays. Though this is definitely not something new in the education world, group work seems to challenge many teachers in terms of classroom knowledge and organization. They even doubt about the outcomes of group work since it could be time consuming. One other thing that worries them is the coverage of the curriculum content which impacts upon the assessment content of tests and examinations. Teachers also find leading group tasks difficult as they need to walk around the classroom, get into groups to look into how students talk or write, and give immediate feedback on the spot. ……<Please click here for details>
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E02 Who can write? Learning and teaching the complexities of Process Writing
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According to Evans (2001), writing is a complex and multifaceted process requiring the ability of students to master and manoeuvre many sub-skills simultaneously. Some of the thought provoking early research visualised writing not as a ‘think, write, think, write, think, write’ continuum but as a complex ongoing thought processes manifested in ‘writing episodes’. These thought processes and episodes interact with each other as they influence and support each other milling their way through until the writer produces a finished piece of writing. ……<Please click here for details>
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E03 Reading skills - Taught, not caught! The above was the reflection of an English teacher in an interview on the teaching of reading (Farrell, 2001). Does the portrait sound familiar to you, particularly when you coach students to tackle the TSA mock papers? What are the possible alternatives if you want to break the usual cycle and teach reading skills more explicitly? ……<Please click here for details>
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E04 Building blocks for language learning - Unfolding the process of vocabulary teaching In many occasions, English teachers in Hong Kong share their worries over their students’ poor performance in reading and writing. To deal with this problem, they have tried hard in equipping their students with the necessary reading and writing skills. The results, however, are always far from satisfactory even with a carefully planned reading and writing program. Teachers of Yan Tak Catholic Primary School experienced the same problem. In an attempt to address the problem, they observed and interpreted students’ performance in reading and writing. Informal interviews with students were also conducted. The results all pointed to the fact that students were weak in vocabulary. ……<Please click here for details>
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E05 Making peer discussion work for primary school students Facing the reduction in class size in recent years, many schools in Hong Kong have adopted a number of strategies to cope with the new teaching and learning classroom context. Co-operative learning, which advocates the need to promote learning through peer-to-peer collaboration and quality teacher-student interaction, ties in well with this change and thus has attained wide-spread popularity. Yet, when it comes to peer collaboration in English classrooms, teachers have been very hesitant. ……<Please click here fro details>
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E06 From Old McDonald to an animal farm in the classroom Yet, it is easier said than done. Promoting pupil learning in the lower primary classes through pleasurable, progressive and productive means needs teachers’ insistent demands and consistent practice to keep the work going. Recognizing the four instincts of a child—the social instinct, the instinct of inquiry, the instinct of making and the art instinct—as pointed out by Dewey (1990), the P1 and P2 teachers of S.K.H. Kei Hin Primary School intended to make use of the pupils’ impulses for effective learning. ……<Please click here for details>
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Mathematics |
M01 Learning 'measures' and the concept of 'measurement' - Weight and capacity Part 1 Part 2
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M02 Explaining Mathematics knowledge structure through using P.3 'division' examples
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M03 Applying Rasch model to facilitate mathematics learning in students
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M04 From particular to general - Generalizing formulae through inquiring 'Area' activities in P.5
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M05 Teaching for understanding in the topic of 'Area' through Problem Solving activities
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M06 Widening the space of thinking in Mathematics classroom - From analyzing learning difficulties to designing teaching strategies for P.4 students
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M07 Watch out for 'Fraction' - Designing a cross-level curriculum in the teaching of 'fraction'
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M08 Reflecting on the learning and teaching of division, fraction, parallel and perpendicular in P. 3 mathematics
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General Studies |
GS01 Inquiry learning and questioning strategies in General Studies
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GS02 A new collaboration model for Project Learning
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GS03From "HOT" Project to school-based vertical higher order thinking curriculum
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GS04 Enhancing students' ability to handle text information and thinking skills through the collaboration of Chinese KLA and General Studies
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GS05 Developing students' creativity with science inquiry
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