(5) Learning how to learn

Does the activity have sufficient space and encouragement to plan and reflect on their own learning?

LWL which emphasis experiential learning in authentic or real-life situations, provides an unique context to enable students learning how to learn, presumably with impressive effects lasted in longer terms. Unlike normal classroom contexts, students are less likely to revert to their original habits when facing similar situations in their daily life (Ramsden, P. 1986; Tabberer, R., 1984). 'Accelerated learning', sometimes described as an umbrella term for a series of practical approaches to learning which benefit from new knowledge about how brain functions; motivation and self-belief, accessing different sorts of intelligence and retaining and recalling information. (Smith, A., 1996, DfEE, 1998, p7). It also maximizes the yield of the activity by giving students opportunities and teaching them strategies to demonstrate their understanding in a variety of ways. Furthermore, creating sufficient space , in whatever form (e.g. off-task time, leisure time or group brain-storming) for students and teachers to reflect on their learning and the whole process (黃毅英,周昭和,2000;李子健,黃顯華,1994).

Quality Indicator 5.1: Teaching learning strategies

In order to increase the student ability of learning to learn, teachers need to leave space and pay full attention on the learning skills involved in the activities and address them in details beforehand (e.g. Mind mapping, memory skills, etc.). Making learning tactics explicit could enhance the overall quality of the experience. It is important to encourage students to reflect on their learning and to experiment in different learning ways so that they could understand their own learning styles and preferences. However, it is equally important to help students how to reflect and wha else to be reflected.

Emerging Established Advanced
Teachers make effort to seize opportunities to tell students some learning tactics and strategies related to the activity. Teachers design tools and tasks in the LWL activity that enable students to realize learning skills on their own and encourage them to make reflection of their own learning. Teachers and students (possibly with other adults), as learners, evaluate jointly on the whole learning process and suggest possible ways to improve themselves.

(Example 5.1a)

In Tseun Wan Hoi Ba Street primary, a cross-curricular LWL project is launched to help students know about Tung Chung. Teachers in an ad hoc committee carefully planned the P3 programme with special attention to teach key generic skills and learning strategies.

(Example 5.1b)

In the "Kei To Volunteer Group", a handbook, designed by teachers and the social worker, was given to students as a tool to enable them to realize learning skills on their own and encourage them to make reflection of their own learning.

(Example 5.1c)

After the learning trip in China, the F6 students of Ho Wah Middle School and the teachers evaluated the whole learning strategies as well as outcomes and suggested alternatives to suit their learning preferences.

Quality Indicator 5.2: Quality of feedbacks

(Ashew et al, 1999;陳德恆,2002) In LWL activities, we could easily see a shift in the role of the teacher from 'knowledge expert' to 'learning manager', which would have advantages for building co-operative interaction between teachers and students. So, it is very common for teachers to give quick and unambiguous feedback to students over the activity outcomes (e.g. in sports/ adventure activities) through dialogue, discussion and debriefings. Feedbacks are more direct and 'liberated' which would have effects on helping students to have stronger sense of direction and to identify mistakes or personal weaknesses more effectively. In a wider context, feedback flows among all stakeholders in the activity (includes teachers, students and other participants from the communities). Hence, it serves purposes of the following (Conoisseurship in education, Eisner, E. 1998):

  • Assessment (how well did we learn?),
  • Evaluation (how well did we run this learning activity?) and
  • Celebration of success (How to let people know about the success of the learning activity?).
Emerging Established Advanced
Teachers or instructors give quick and unambiguous feedback, not only on students' work but the learning approaches during the activity. Teachers and students give constructive feedback among themselves. Students and teachers, as users, jointly give collective feedback to the community partners concerned.

(Example 5.2a)

During most LWL activities, teachers often find themselves in a natural position to give very quick, continuous and direct feedback to students is expected (e.g. letting students to know how well they are doing so far in a rock-climbing exercise) so that students learn quickly to continue the activity.

(Example 5.2b)

Sir Ellis Kadoorie Secondary School (Shatin) designed a simple student portfolio record sheet. Students could give feedback by filling the sheet after activities and teachers may also give constructive comments on the sheet.

(Example 5.2c)

After organizing a joint school project on New Year stall, students and teachers discussed and as citizen voice, send collective opinions/ suggestions to the Government (FEHD) regarding the improvement of overall management of the event.

Feedback system in LWL - ACE Feedback Model