FACE

Follow-up curriculum link 與課程的連繫

Due to the lack of a holistic planning and organizing, most school activities are one-off or are held isolated. Presently, activities are most likely unrelated to subject studies or to other activities. However, we can not deny the values of these activities. But if each activity is held in an isolated manner, schools will not act as learning organizations and pupils will not find out the logical order in the complicated learning context either. All these will weaken the learning effectiveness. Hence, before organizing an activity, not only teachers should know well how this activity would link up with the learning areas or with other activities, but pupils should also be well informed about it. This would help pupils to merge this new knowledge with their own knowledge systems.

由於欠缺完整的統籌及規劃，現時大部分的學校活動，都只是一次性(One-off)或個別舉行，活動本身與課堂內的科目學習或其他課外活動很少有所連繫，雖然，不能因此而否定活動的價值，但如果每個活動都獨立推行，那末，學校既失去作為學習機構的功能，而學生也不易在錯綜複雜的學習處境中找出相關脈絡，從而削弱了他們的學習果效。故此，教師在策劃活動前，宜清楚理解活動本身如何與課堂內的學習領域或與其他課外活動相連繫，也應讓學生清楚明白兩者之間的關係，使學生能把在活動中所學的新知識，納入在已建構的個人知識體系當中。

Assessment of the outcomes 成果的評估

Assessments of quality and quantity are both important in improving an activity. Teachers should consider: if the ways determined of assessment enhance their pupils in learning? Besides, whether or not pupils can take part in the assessment is a key point for its outcome as self-assessment or pier assessment could enhance the effectiveness in learning.

Should the information of assessment be kept as references for pupils future studies? Considering that its paperwork may become a heavy task for teachers, schools should concern in developing related tools such as computer software or inputting of information, etc. to reduce teachers’ work.

無論在質與量上所作的評估，對活動日後的改進同樣重要。教師除了要考慮用甚麼評估方法外，更要考慮：這些評估的方法能否促進學生日後的學習？此外，學生參與評估也是重要的一環，因為不管是學生自評，抑或同儕互評，都能促進學習的果效。

評估後的資料會否記錄下來，以作為學生日後學習的根據呢？當然，評估的過程中要處理文件，可能會增加教師的工作量。所以，學校如何設計相應的配套，例如電腦軟件、資料輸入等協助評估，以減省教師的文件工作，也是值得關注的地方。

Related Samples有關文件樣本

Questionnaire for the activity evaluation 活動評估問卷

Celebration of success 表揚成功

Teachers may believe that a good quality LWL activity would only benefit a small group of pupils. In fact, if pupils could take part in an activity chosen by them and have a presentation of their effort to those pupils and stakeholders (such as parents, teachers and even people from the society) who are not involved would eventually offer another opportunity for learning.

However, the level of the content and the forms of the presentation should be compatible with the pupils’ abilities as well as for the pupils as audience. Pupils should only be reminded of these principles and make their own decisions. Teachers should think about how to reverse the procedure of celebration into another learning opportunity.

教師有時會認為有質素的全方位學習，只能照顧小部分參與活動的學生。但事實上，若學生有機會參與他們所選擇的活動，而在活動後，又能把他們的學習成果，向沒有參加過這種活動的同學和持分者(包括家長、其他教師、甚至社會人士) 匯報，那末，就會再發生學習的效果。

不過，無論在程度的深淺上或形式上，匯報一方面要適合擔任匯報同學的能力，另方面也要適合接收訊息的同學，教師只需提醒學生上述的原則，然後讓學生自己作出決定。所以，教師應該考慮如何讓這個過程變成另一次的學習機會，而不單是一次表揚機會。

Related Samples有關文件樣本

Thank You Letter for the Visit Arrangement 多謝提供場地／博物館參選安排

Evaluation of the programme 項目評鑑

It would be an advantage for teachers if schools have a standard questionnaire. However, as the nature of each activity is different, teachers should revise the questionnaire accordingly. Since there are various types of participants who should not be treated the same way when collecting the questionnaires, e.g. parents should not be forced to return questionnaires. Teachers should find a better way for it. To school colleagues, teachers may suggest to make use of ‘LWL experiences: A Quality Framework’ as a tool for evaluation.

In addition, schools must handle appropriately and through proper channels when publicizing and responding the comments collected. This will keep more people involved continuously in evaluation for the future.

學校若設有一般性的問卷樣本，對負責活動的教師來說是件好事。但由於每個活動的性質都不一樣，故此，教師亦需就活動的不同而對樣本問卷作出修訂。另外，在收集問卷的方式上，要考慮到對象的不同，即如教師和家長跟學生在活動中的角色相異，因此收集問卷的方式不能過於的強迫性，負責教師一定要考慮採用怎樣的收集方式才會有效。負責老師可以建議參與的同事一同使用「全方位學習經歷：優質架構」作評鑑工具。

還有，無論發表所收集得來的意見，以及對這些意見作出回應，學校都需要透過合適的渠道，這樣，才會令更多人投入地繼續參與。

第五階段：活動後跟進(Follow-up)