"Learning in Action : From understanding learning to deepening learning" Seminar 2015

 

Year

Topic/KLA

Presentation Content

2015

"Learning in Action : From understanding learning to deepening learning" Seminar

 

Program Outline

 Program Outline of "Learning in Action : From understanding learning to deepening learning" Seminar (Chinese only)PDF

 

English

E01/E05 Helping cross-boundary students at the starting line of their English language learning journey

<Presentation version>PDF <Abstract version>PDF

 

In this sharing session, teachers will share with participants early intervention strategies to cater for the needs of the cross-boundary students. Participants will be shown the conceptions behind and findings of their School’s pre-Primary 1 test and questionnaire survey. Participants will also see how the School supports the cross-boundary students with intensive teacher and peer assistance through summer courses, buddy programs, availability of an array of online teaching and learning materials, effective communication with parents and practical parent-pupil phonics classes. Videos of the parent-pupil phonics lessons and parent interviews and curriculum materials used will also be shared and discussed.

 

E02/E06 Developing students' higher order thinking skills in reading for a better transition to secondary schooling <Presentation version>PDF <Abstract version>PDF

 

This sharing session aims to enhance teachers’ understanding of the reading demands encountered by upper primary school students and provide ideas and suggestions on how to foster students’ higher order thinking skills for reading comprehension through various strategies such as explicit teaching of text structures such as problem and solution, modelling of the thinking processes involved in answering questions that require higher cognitive demands, followed by guided practice and independent practice, and using graphic organisers to facilitate the teaching of higher order thinking skills. Videos, student work and school-based teaching and learning materials will be shared to illustrate how the above strategies are implemented in the classroom. (This session is intended for teachers who did not participate in a similar seminar last year.)

 

E03/E07 Tasting the assessment soup: Making formative use of summative assessment <Presentation version>PDF <Abstract version>PDF

 

Different assessment strategies and impact on learning will be discussed. In the seminar, teachers from three schools with different backgrounds and student intake will tell how they modify their learning and teaching strategies to cater for the needs of their students after reviewing how students have learned in class as well as performance in internal and public assessment. Together we will also review the impact of classroom assessment in terms of feedback and follow-up modification and adjustment. We will also explore how to make formative use of summative assessment, such as using the TSA item analysis to understand how students are learning, following subsequent changes in learning and teaching strategies to cater for students’ needs and make improvement.

 

E04/E08 Exploring the framework, content, and classroom examples for teaching students about global and local issues for a better transition to secondary schooling

<Presentation version>PDF <Abstract version>PDF

 

In this sharing session, the officer will help teachers develop their knowledge of what contributes to effective learning and teaching through a range of modules on global and local topics; their own subject knowledge; and their understanding of how to support students in applying the skills in the learning modules. Techniques and materials to stimulate students’ thinking on social, global and cultural issues will be explored. Also, teachers will learn that for students to become competent readers and writers, it involves soliciting useful resources around them for input. (This session is intended for teachers who did not participate in a similar seminar last year.)

 

Chinese

C01/C06 寫作四步曲──導讀、導寫、導想、導評(小四、小五) <參考資料及簡報>Zip <內容撮要>PDF (Chinese only)

 

一般學校的寫作教學著重讓學生多寫,故作文次數多,卻缺乏足夠時間進行寫作前指導及寫作後回饋,致成效不彰。是次分享,兩間學校分別以記物及說物、說理的寫作教學為例,說明如何通過導讀、導寫、導想、導評四步驟,提升學生寫作表現。

 

C02/C07 循序漸進,培養學生的說理能力(小四至小六) <簡報>PDF <內容撮要>PDF  (Chinese only)

 

中華基督教會大澳小學提早在四年級進行事理說明文寫作,老師從內容、結構及寫作方法等三方面規劃四至六年級的寫作單元,並運用不同的思考策略協助學生組織寫作內容,使說理更深入,循序漸進培養學生的說理能力。

 

C03/C08 閱讀教學與自主學習 <參考資料及簡報>zip <內容撮要>PDF(Chinese only) 

 

是次分享會上,荔枝角天主教小學的老師會以說明文和記敘文為例,透過課堂片段及學生習作,分享他們如何運用KWL、相互教學法和引領思維閱讀策略,以提高學生自我監控和理解文意的能力,從而培養學生自主學習的能力和態度。

 

C04/C09 非華語學生中文科校本課程規劃與實踐──培養小一非華語學生基本語文能力及學習興趣  <簡報>PDF <內容撮要>PDF (Chinese only) 

 

油蔴地街坊會學校將會分享如何運用校內評估工具及「中國語文課程第二語言學習架構」,規劃校本課程,以及如何運用多元化教學策略,營造趣味盎然的語文學習環境,培養小一非華語學生的語文能力及學習中文的興趣。

 

C05/C10 運用「中國語文課程第二語言學習架構」照顧學習多樣性,從閱讀中培養自學能力(小五)  <簡報>PDF <內容撮要>PDF (Chinese only) 

 

本個案的分享重點為:(一)運用「中國語文課程第二語言學習架構」,為高、中、低三組學生訂立不同層階的學習目標;(二)閱讀策略的教學方法及效能;(三)透過閱讀策略教學,培養學生語文自學能力。

 

Mathematics

M01/M07 第一學習階段的加減運算──概念建構的縱向發展  <簡報>PDF <內容撮要>PDF (Chinese only)

 

英皇書院同學會小學第二校的老師在第一學習階段加減運算的教學中,強調讓學生配合實物操作及圖像記錄從具體到抽象地建構概念,並讓學生運用數學語言解釋運算過程,他們的實踐經驗對此課題的教學有著重要的參考作用。

 

M02/M08 看得到的思考──從認識學生如何答題,到深化應用題教學  <簡報>PDF <內容撮要>PDF (Chinese only) 

 

學生解答應用題時,我們可以清楚看到他們如何計算,但就是看不到他們怎樣理解和分析問題,從何達至列寫橫式。分享會將介紹一個應用題教學的實踐計劃,把審題和分析訂定為具體的步驟,成為「看得到的思考」。

 

M03/M09 配合實作評量之教學舉隅──小三、小五及小六在「容量」和「體積」的教學策略分享 <簡報>PDF <內容撮要>PDF (Chinese only)

 

老師就容量及體積的不同難點作出深入探討,在教學中嘗試加強實作評量活動,以此貫通各級學習活動的設計,經過多次研課、觀課及不斷反思改良,累積了設計活動的經驗,希望透過分享會與其他老師交流當中的實踐經驗。

 

M04 學生怎樣處理「比較類應用題」  <簡報>PDF <內容撮要>PDF (Chinese only) 

 

本分享會以工作坊的形式進行,我們期望參與者能投入討論活動,一起分析學生學習「比較類加減應用題的題型」所遇到的難點,並探討運用相關的前置知識、關係句及設計合適的圖像表徵,以提升學生的學習效能。

 

M05 探究長度的縱向課程  <簡報>PDF <內容撮要>PDF (Chinese only)

 

這次分享會探究初小長度的縱向發展。分享內容包括:長度在課程中的重要性、長度的學習難點及改善策略,例如:提升學生的量感、強化數學語言的表達等。

 

M06 初小非華語學生解應用題的縱向發展策略  <簡報>PDF <內容撮要>PDF (Chinese only)

 

李鄭屋官立小學主要錄取非華語學生,教師針對學生學習應用題的問題重新規劃數學科校本課程(小一至小三),配合學生的認知能力發展,採用更適切的教學策略,以培養學生的審題及解題能力。

 

M10 非華語學生在「12和24小時報時制」的認識及應用──教學策略及反思  <簡報>PDF <內容撮要>PDF (Chinese only)

 

藉著課堂片段、堂課、家課和評估的分析,探討非華語學生學習「12小時報時制」和「24小時報時制」的認識及應用上的問題。就著這些問題,老師如何設計相應的教學策略,使他們在「報時」和「報告活動所用的時間」上,有更好的學習果效。

 

M11 四則混合應用題縱向策略發展  <簡報>PDF <內容撮要>PDF (Chinese only) 

 

分享重點以利用「分步列式」的教學策略,引入小二至小五課程內有關兩步或以上運算的應用題。分享會著重分享各年級的縱向策略,以及學生的表現。「分步列式」的策略能簡化思考問題,逐步列式解答,對能力稍遜的學生有顯著成效。

 

M12 「乘」勝追擊──小二乘法(運算部份)的教學活動  <簡報>PDF <內容撮要>PDF (Chinese only) 

 

在這節分享會,講者會向大家講述在學校實施有關小二乘法 (運算部份) 的教學設計和策略,包括乘法的認識、協助學生熟習乘法表的方法、乘法交換性質及1和0的乘法。

 

General Studies

GS01/GS05 運用模型促進學生的科學探究──小學天文教學工作坊  <簡報>PDF <內容撮要>PDF (Chinese only)

 

工作坊旨在讓老師體驗以模型促進學生對抽象問題進行探究的方法。學生的學習並不限於透過模型了解其相像及相異之處,過程中的具體探究經驗能發展學生的觀察、記錄、分析及演繹數據等技能,也同時培養他們主動探究的科學精神。

 

GS02/GS06 應用「平板電腦」優化常識科的「探究式學習」  <第一場簡報>PDF <第二場簡報>PDF <內容撮要>PDF (Chinese only)

是次分享會主要利用平板電腦應用「過程導向應用程式」或網上資源,讓學生進行有系統的探究學習,從而提高學生學習常識科的成效,當中教學活動包括分類、比較、從正反多角度分析、資料整理等。

 

GS03/GS07 常識科的自學能力發展與單元預習活動  <簡報>PDF <內容撮要>PDF (Chinese only)

 

本場次學校分享在高年級運用預習活動有策略地發展學生自學能力的規劃與實踐,即研習技能與高階思維技能的掌握。主要有兩個分享重點:(一)設計與實施具發展自學能力元素的預習活動;(二)預習活動與單元教學的配合。

 

GS04/GS08 常識科全方位學習──小眼睛看大社區  <簡報>PDF <內容撮要>PDF (Chinese only)

 

本分享將分析如何把全方位學習和所處社區的特色融入校本課程中。透過實地考察把學習空間由課室延伸至社區,讓已有經驗與不同學習經歷對比和連繫以拓寬思想空間,從而促進學生對社區中人和事的關注。

 

 

Last revision date: 13 April 2015
This website is IPv6 Enabled We are committed to ensuring that our webpage conforms to the World Wide Web Consortium (W3C) Web Content Accessibility Guidelines (WCAG) 2.0 Level AA requirements to the maximum extent possible. However,as our webpage contains considerable multi-media contents, it is not possible to incorporate all Level AA accessibility requirements in all of them. Nonetheless, the multi-media contents are so located as not to affect the accessibility of significant contents in our webpage. Valid HTML 4.01 Strict