(2) Multi-sensory Learning

　

　

‘Is the experience multi-sensory with a wide range of stimuli (VAK) catering for different learning styles?

　

According to research on classroom learning, teachers and students’ perceptions indicate that active learning approaches, such as group work, drama, role play, story-telling, drawing are rated highly, in terms of effective classroom learning. Unfortunately, many teachers, who are fully committed to quality teaching, often find these active learning tasks time consuming and tend not to be introduced them frequently in their normal lessons (Cooper & McIntyre, 1993). Life-wide learning, as more flexible and less demanding, however could be argued as a laboratory for teachers to enrich students’ learning experience by actively engaging them in wide range of tasks and activities, that are different from normal classroom-based lessons.

 

Quality Indicators 2.1: Balanced in visual, audio and kinesthetic components

Multi-sensory learning is one of the most essential elements of effective learning outside classroom contexts. Research evidence suggests that multi-sensory experience would accelerate student learning and also would strengthen ‘synaptic connections’ in the brain (Smith, A, 1998, Jenson, E. 2000). There are evidence to show how different kind of signals could stimulate our thinking and attention. Teachers need to be careful to ask whether the experience is some how different from the one in normal classroom – What sort of things would our student feel special in the experience? Where are the sensory stimuli to give positive & deep impression in their learning process

 

Emerging Established Advanced
Teachers ensure that the experience consists of a balance of visual, audio and kinesthetic components (VAK), to cater for different learning styles. Teachers create different VAK ‘entry points’ for learning. The activity also allows students to choose and to devise their own learning pathway. Teachers help students to understand their learning styles and encourage them to experiment other approaches and strategies beyond their preferred styles.

(Example 2.1a)

For the subject of the Life Skill Education, teachers in the Sir Ellis Kadoorie Secondary School provided students authentic experiences by visiting Fruit Stall Market and Car Repairing Centre.

　

(Example 2.1b)

In outdoor learning trip, organized by the Baptist Rainbow primary school, teachers carefully planned activities to ensure an impressive, multi-sensory experience. E.g. Students are encouraged to take off their shoes and to feel the lawn..

　

(Example 2.1c)

In the LWL camp by the Carmel Bunnan Tong Memorial Secondary School, through exploring to different experiences in an activity, the F.3 students were requested to figure out their possible way out after finishing F.3 level. (no matter choosing subjects in F.4 or finding a job)

　

  

Quality Indicator 2.2: Enhancing concentration

Unlike classroom contexts, mere authoritative strategies e.g. using sanctions, is often not found to be inappropriate. Giving students a purposive/ meaningful aim, often in line with personal interests or real-world perspectives, would increase the degree of engagement of the activity (Dale, E.). However, there are a lot more ‘distractions’ in LWL settings than learning in classroom. These so-called ‘distractions’ (or unintended focal points) could well be a group of foreign visitors present inside a museum hall, a flying beetle or even a car registration plate! Teachers need to discern and plan flexibly to accommodate these unavoidable disruptions. Immediate response of teachers is often desired.

  

Emerging Established Advanced
Teachers make practical effort to limit unintended ‘disturbances’ to enable focused concentration. Teachers skillfully include possible ‘disturbances’ in the plan (e.g. asking students to take a simple survey with other visitors) or to brief students about them before/ after the activity. Teachers and students plan open-ended LWL activities to allow personal interests and to maximize the use of resources

(Example2.2a)

In a LWL camp conducted by the Fortress Hill Methodist School, a “Wealthy/poor” meal was held in the canteen. A video programme about the deficiency in Africa was broadcasted through a big TV set. At the same time teachers stopped students buying snacks from the tuck shop.

　

(Example2.2b)

In a trip on the topic of national identity, (Golden Square) instead of drawing students away from crowds of tourists, students are encouraged to approach tourists to ask for their impression on China and Hong Kong.

　

(Example2.2c)

Kwong Ming students in a scheme, “Environment Ambassador” plan their individual learning activities with adults from Green power in accordance with personal interests and resources available in the scheme.

　

  

Quality Indicator 2.3: Related to self and real world

(Bentley, T., 1998, 梁永泰, 2002)

LWL is particularly strong in allowing students to be in touch with things that happen in their daily lives, in local communities and in the society. However, there is qualitative difference in terms of impact, between (1) to know about the outside world, (2) to know and to do things like ‘outside world’, and (3) using the LWL experience to reflect or to bridge with their personal daily practice outside school.

 

Emerging Established Advanced
Teachers carefully plan the activity/ topic that is related to students themselves and their daily lives. The activity is presented in the form that is related to their daily lives and contemporary cultures. The activities empower and encourage students to reflect on their daily practices, contemporary cultures and issues.

(Example 2.3a)

Schools, such as PLK Luk Hing Toa Primary School, YCH Chan In Sing Primary School and Canossa Primary School conducted LWL trip in their own communities where students are familiar to

　

(Example 2.3b)

One of the activities conducted in the LWL camp by the Carmel Bunnan Tong Memorial Secondary School encouraged students to make choices for their future. In the activities, the designed ten games simulated real situations in their daily life.

　

(Example2.3c)

Breakthrough, in partnership with 12 schools piloted a school curriculum forum to empower students to reflect, to make comments and suggestions to their school curriculum.