334: A Brief Revisit

1
334 A Brief Revisit Reflection

• Stephen Yip
• Chief Curriculum Development Officer
• CDI, EMB

2
Introduction

• In 2000, the Education Commission recommended the
  adoption of a 3-year senior secondary and 4-year
  university system.
• The Chief Executives Policy Address (2004) set
  out the direction to develop the new senior
  secondary and university system.
• 2004-05 Consultation phases Preparation/
  Implementation (2005 Policy Address)

3
The Need for Change

• Building on reform in basic education, the new
  senior secondary and university system is
  destined to help each student to be an informed
  and responsible citizen with a sense of global
  and national identity.
• This calls for a more broad-based curriculum with
  more choice to suit individual aptitudes and
  interests, enable ALL secondary students to
  develop their capacities to the full.

4
A Comparison of the Current and the New Academic
Structures
5

• Smoother articulation of SS to different
  pathways
• for lifelong learning and success in life

Year 2
6
Benefits of Change
3223 ? 334 because
7
New Curriculum
Liberal Studies
Proposed subjects
Career oriented studies
4 Core Subjects Chinese Language, English
Language, Mathematics, Liberal Studies
2-3 Elective Subjects out of 20 subjects or out
of courses in career-oriented studies
Other/ Essential Learning Experiences including
moral and civic education, community service,
aesthetic and physical experiences and
work-related experiences (e.g. job attachment)
45-55
20-30
15-35
8
Why Change? Is our existing system not good
enough?

• A brief conversation with a friend in a ferry

9
Question time Rationale of Change

• Which part of the reform (mentioned above) is
  particularly supported? WHY?
• Any parts rationale not clear?
• Any parts are NOT supported at all? WHY?

10
Different expectations

• The new context means new expectations of
  individuals apply. Most surveys on workplace
  requirements converge to a list comprising
• Ability to communicate
• Adaptability to change
• Ability to work in teams
• Flexible human relations
• Preparedness to solve problems
• Ability to analyse and conceptualise
• (Cont.)

11
Different expectations (cont.)

• Ability to reflect on oneself
• Ability to manage oneself
• Ability to create, innovate and criticise
• Ability to engage in learning new things anywhere
  and anytime
• Ability to cross specialist borders
• Ability to move across cultures
• Preparedness for uncertainty and insecurity.
• (Professor Kai-ming Cheng, Inaugural Professorial
  Lecture, 2004.)

12
The type of student we need to create

• Schooling should as well as providing the high
  level skills of literacy and numeracy also,
  therefore, provide students with the capacity and
  motivation to be
• A community builder with strong social
  competencies and a solid values base
• A team worker
• A problem solver complex, creative and critical
  thinker and risk taker
• Independent of mind, responsible, persevering,
  self regulating, reflective and self evaluating
• Flexible and able to adapt to change through
  knowing how to learn and wanting to do so
  throughout life

13
A new learning paradigm

• A new process of education is required where
• Learning is construction of knowledge by the
  learner
• Learning involves interaction between the human
  being and the external world
• Different individuals may learn differently with
  the same learning experience
• Understanding and application are intertwined
• There is integration of prior knowledge in
  solving real life problems
• Learning occurs in a social setting (ie groups)

14
Meeting the challenge AustraliaThree core,
interrelated strands
Physical, Personal and Social Learning Discipline
-based Learning Interdisciplinary Learning (The
Victorian Essential Learning Standards)
15
Meeting the challenge the UK

• The UK has adopted an expansive approach to
  meeting the challenge based on a set of
  principles that inform policy and practice in
  relation to
• Teaching and learning
• School improvement
• System wide reform

16
A model for change in the UK

• These principles are brought together in a model
  for school and system change comprising
• learning, achievement and progress of students at
  the centre
• the holy trinity of curriculum, assessment and
  pedagogy
• the key supportive organisational conditions for
  high levels of teaching and learning and
• the national reform agenda in which it all
  occurs.
• (Professor David Hopkins)

17
Meeting the Challenge Hong Kong

• Education Reform
• Curriculum Reform Basic Education
• Reform of Senior Academic Structure (334)

18
Unpacking 334 Whats in it?Any new elements
related to teaching learning?
19
Conditions for Knowledge Building in 334
aligning Curriculum, Pedagogy Assessment
Curriculum
what is worth learning
Alignment for student learning
how to know students have learned
how students learn teachers teach
Pedagogy
Assessment
20
Building on Strengths of Basic Education The
Whole Curriculum Framework (Coherence, Fullan)
4 Core Subjects Chinese Language, English
Language, Mathematics, Liberal Studies (45-55)
2-3 Elective Subjects out of 20 subjects or out
of courses in career-oriented studies (20-30)
Essential Learning Experiences including moral
and civic education, community service, aesthetic
and physical experiences and work-related
experiences (e.g. job attachment) (15-35)
NSS
Generic Skill
Value Attitude
P1- S3
General Studies
21
Curriculum design (EMB, 2005)

• Prior knowledge KLAs in basic education,
  cross-curricular opportunities in project
  learning,
• Essentials (core) E, C, Maths, Liberal Studies
• Essentials (Other Learning Experiences) moral
  civic education, aesthetic physical activities,
  community service, career-related activities
• Choices diversification elective
  subjects/career-oriented curriculum with elective
  parts,
• Greater breadth same depth (AL/AS)
• Progression of studies

22
Why Other /Essential Learning Experiences
Expected Outcomes of OLE

• Whole Person Development (?????????)
• Complement the examination subjects/
  career-oriented studies
• Building up life-long capacities
• To nurture informed responsible citizenship
• To respect for Plural values Healthy living
  style
• To develop career aspirations

23
Seven Guiding Principles of Designing
School-based OLE

• Student-focused
• Building on existing practice (own strengths)
• Entitlements (including disadvantaged students)
• Quality experience
• Coherent with KS3 and the whole NSS Curriculum
• Flexibility (e.g. could be out-of lesson time for
  community service)
• Diversity in Implementation modes (e.g. in the
  form of lessons, sessions, projects, programs)
• ? NSS Guide, 2006

24
from curriculum to pedagogy
Learning Communities
How knowledge is learnt
Inquiry-Based Learning Meaningful Learning
Generic Skills
What is worth learning
Content Knowledge
Bransford, Brown, Cocking (2000). How People
Learn
25
Effective pedagogy inquiry/problem-based
learning

• Teachers do
• Clear target/goal/objective
• Ask more
• Talk less
• Individual/group/whole-class
• Feedback
• Scaffolding
• Teaching content use generic skills
• Accept no model answer
• Learn with students

• Students do
• Set goals
• Respond actively
• Ask more
• Group independent learning
• Reflection
• Learning w generic skills

26
Pedagogy . focus on deep understanding

• Knowledge is information on tap
• Skills are routine performances on tap
• Understanding is the ability to think and act
  flexibly with what one knows. In other words,
  an understanding of a topic is a flexible
  performance capacity with emphasis on the
  flexible.
• MS Wiske Teaching for Understanding

27
Research into human learning

• Research in human learning suggests that all
  learners are capable of making further progress
  given appropriate learning conditions, which can
  be characterised as a mix of challenge and
  support.
• New learning opportunities are likely to be most
  effective in promoting further learning if they
  take account of the learners present knowledge,
  skills and understandings tap into the learners
  interests and motivations are consistent with
  what is known about the learners preferred
  style/s of learning and if learning
  opportunities are provided in a supportive social
  context.
• (Professor Geoff Masters)

28
Views about Learning

• As an outcome enduring change in knowledge,
  skill etc. resulting from exposure to some
  experience. Short term gains in knowledge as
  opposed to development leading to understanding
• As a process transformation of information in
  solving cognitive problems
• As an apprenticeship doing in the community as a
  way of becoming a full member of that community

29
Watkins classification of learning(Watkins 2003)
30
Cognitive Skills for Learning (Moseley et al.
2003)
31
Teaching as Instruction

• Provide an Advanced Organizer
• Check what pupils know with quick, snappy
  question answer session
• Present new knowledge
• Provide for practice which emphasises
  application
• Extend practice by homework
• Give feedback which is informative
• Review new learning

32
Learning by Direct Instruction

• The findings are most relevant when the object is
  to teach explicit procedures, concepts or a body
  of knowledge
• The findings are less relevant where skills to be
  taught cannot be broken down into explicit steps
• (Rosenshine 1987)

33
Uses of Direct Instruction

• Mathematical procedures
• English grammar
• Scientific information
• Historical facts
• Using maps
• Practical skills

• Mathematical problem solving
• Extended writing
• Scientific investigations
• Discussing controversial social science topics

34
Teaching as Enquiry

• Engaging in complex cognitive processes requires
  thoughtful discourse. Pupils are invited to make
  predictions, debate alternatives, etc. This can
  take place during interactive whole class
  teaching or during peer interaction in pairs or
  groups and should involve
• Placing the topic in the wider, meaningful
  context (big picture)
• Using open ended questions
• Allowing suitable wait times
• Encouraging explanations or elaboration of
  answers.

35
Teaching as Expert Performance

• Helping pupils to learn how to think for
  themselves requires temporary frameworks or
  scaffolds. They reduce the degrees of freedom a
  child must manage in the task to prevent error
  rather than induce it. (Bruner)
• Several scaffolds have been identified from the
  teacher effectiveness literature
• Providing models of appropriate response (e.g.
  model answers, demonstrations etc.)
• Providing prompts and feedback as in guided
  discovery

36
More Effective Scaffolding

• As identified in the cognitive strategy research
  these latter scaffolds appear more effective in
  teaching higher cognitive skills.
• Rehearsing an argument (pupils explain to
  class/group in words their reasoning e.g.their
  answer to a maths problem)
•  Cue Cards ( as in writing frames )
• Self-evaluation checklists (requires pupils to
  check through the process by which they reached a
  conclusion and to indicate how it might be
  improved

37
8 Key Characteristics of effective teaching

• Pupil Exploration usually preceded formal
  presentation.
• Initially, tasks were structured to limit the
  range of alternatives pupils could explore.
• There was a high proportion of pupil talk, much
  of it occurring between pupils.
• The metaphors teacher as a listener and
  teacher as guide on the side rather than sage on
  the stage were characteristic.

38
8 Key Characteristics of an effective teaching
(continued)

• Pupils used a variety of means and media to
  communicate their ideas
• pupils questions and comments often determined
  the focus of classroom discourse
• the ethos encouraged pupils to offer speculative
  answers to challenging questions.
• lessons often required pupils to reflect
  critically on the procedures and methods used

39

• Instruction Approach
• Input and output tasks
• Teacher o many
• Teacher-chosen resources
• Teacher controls time pace seen as key
• Teacher as teller, organiser, judge

Classroom activity systems in 3 views of learning

• Construction Approach
• Tasks for processing and understanding
• Individuals, peer groups
• Students experience a resource
• Longer time blocks, student-paced
• Teacher as enquirer

• Co-construction Approach
• Tasks of generating knowledge
• Changing groups, networks, linkages
• Access to world of resources
• Teacher as learner too
• Time seen as less relevant
• Teacher as enquirer

Social structure
Tasks
Goals
Resources
Role
Time pacing
40
Classrooms as Learning Communities
41
Wide Repertoire of Effective Teaching and
Learning Strategies
42
From Curriculum to Pedagogy in KLAX
Learning as
Learning as aproduct
Learning as aprocess
Learning asCo-construction
Learning Communities
How knowledge is learnt? (Pedagogy Assessment)
Meaningful Learning
Generic Skills
What is worth learning? (Curriculum)
Content Knowledge (Sources, Understanding,
Structure, Nature)
Teaching asDirect Instruction
Teaching asEnquiry
Teaching asCo-construction
Teaching as
43
ASSESSMENT AS A CONTRIBUTION TO LEARNING

• Assessment that fosters understanding has to be
  more than an end of unit test. It needs to
  inform students and teachers about what students
  currently understand, and how to proceed with
  subsequent teaching and learning
• Ongoing assessment is the process of providing
  students with a clear response to their
  performances of understanding in a way that will
  help to improve their next performance

44
ASSESMENT FOR LEARNING

• The process of seeking and interpreting evidence
  for use by learners and their teachers to decide
  where learners are in their learning, where they
  need to go and how best to get there
• (Assessment Reform Group 2002)

45
IS THIS TRUE OF CLASSROOMS IN YOUR SCHOOL?

• My teacher sets me targets to aim for and then
  helps me check my progress
• My teacher gives me time to look at my work and
  improve it after shes marked it
• My teacher tells me what Im going to learn and
  then we talk about how to get there
• I know how I learn best and my teacher gives me
  time to talk about what works for me

46
KEY FACTORS THAT IMPROVE LEARNING THROUGH
ASSESSMENT

• Providing effective feedback to pupils
• Actively involving children in their own learning
  by sharing criteria with learners
• Adjusting teaching to take account of assessment
  results
• recognising the way assessment impacts on
  self-esteem and motivation
• considering ways that pupils can assess
  themselves and understand how to improve

47
3 Kinds of Feedback

• About Self should focus on effort rather than on
  person. Thus Thats a good try rather than
  Good Girl, Well done. Purpose is re-enforcement
• Task processing Purpose is self-regulation
  Where have you got to? What do you think may
  have gone wrong? What are you going to do
  next?
• Correction most powerful when it is about
  faulty interpretation rather than supplying
  missing information. Show me how you got that
  answer rather than, You need to do it like
  this.

48
3 Kinds of Feedback Effect Size(An effect size
of 1.0 is equivalent to advancing achievement by
one years average progress)

• Task processing
• self-regulation 0.95
• cues 1.10
• Self
• re-inforcement of effort 0.94
• praise 0.14
• Task
• corrective 0.37

49
INVOLVING PUPILS IN THEIR OWN LEARNING

• Asking pupils what helps them to learn? For
  example, What does it feel like when I choose
  you to answer a question in front of the class?
• Devising ways pupils can assess their own
  learning and share this with the teacher. For
  example, Pupils use a traffic light system to
  evaluate their performance (red dothard, orange
  bit hard, greeneasy).

50
Taking Account of Assessment in Teaching

• Identify Curricular targets (i.e. what pupils
  need to learn)
• Set targets for groups/individual pupils
• Monitor targets regularly to inform decision
  making and communicate these to pupils either
  orally or in writing
• Review targets with colleagues and engage in
  joint planning for next stage

51
To make sense of data in chart or graph form
52
Identifying Learning Objectives

• Teachers tend to identify what pupils will do,
  not what they will learn. Learning objectives
  then need to be turned into success criteria by
  using such stems as
• To be successful you will need.
• What I expect from everyone is.
• Better still use questions so that pupils help to
  establish what is needed
• To produce good work what will you need t
• What do you think we mean by?

53
PUPILS AS THEIR OWN ASSESORS

• Each Curricular targets have their success
  criteria which are shared with pupils
• Class debriefing sessions are held at the end of
  the lesson. What did we achieve? What have we
  learned for next time? etc.
• Pupils in pairs (or groups) complete check-list
  of success criteria and to talk about what they
  can do to improve

54
Developing AfL in your school
55
Assessmentas a contribution to learning

• Assessment that fosters understanding has to be
  more than an end-of-unit test. It needs to inform
  students and teachers about both what students
  currently understand, and how to proceed with
  subsequent teaching and learning.
• Ongoing assessment is the process of providing
  students with clear responses to their
  performances of understanding in a way that will
  help to improve their next performances.

56
Assessmentassessment for learning (on-going
assessment)

• Do they include clear, public criteria?
• Do they use criteria closely related to
  understanding goals?
• Do they provide frequent opportunities for
  feedback throughout the units performances?
• Do they provide feedback that tells students how
  well they are doing and how to do better?
• Do they offer opportunities for multiple
  perspectives? (ie, teacher assessing student,
  students assessing one another, student assessing
  themselves)

57
Assessment of learning (HKEAA)

• Standards-referenced Assessment (SRA)
• To help users better understand what students
  know and can do
• To facilitate teaching and learning and make
  explicit what a student has to do to reach a
  given level
• To better maintain standards over time

58
Standards-Based

• Most systems have adopted standards-based
  curriculum and assessment.
• This implies being explicit about the required
  standard performance expected of students
• Standards referencing allows performance to be
  reported in relation standards that do not change
  over time
• Some systems use expert judgment to set
  standards. In HK we use psychometric methods and
  fine tune using expert judgment

59
Different Kinds of Reporting

• Comparison of the performance of an individual or
  group with
• that of other individuals or groups, especially a
  representative sample (Norm-referenced reporting)
• the criterion set for performance on that task
  (Criterion-referenced reporting)
• a predefined standard defined by one or more
  cut-scores on an underlying variable
  (Standards-referenced reporting)

60
Standards-Referenced Reporting
Levels
Descriptors
Samples
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61
HKDSE Levels
5
5
A
5
B
4
C
3
D
2
E
F
1
HKALE
U
U
HKCEE
HKDSE
62
Assessment of learning (HKEAA)

• School-based Assessment (SBA)
• Improve reliability of assessments
• Improve validity of assessments
• Less reliance on a one-shot examination

63
Assessment of learning (HKEAA)

• Student Learning Profile
• Reflects a concern for whole-person development
• To motivate learning and engagement
• To recognize non-academic achievements
• To give employers and higher education
  institutions a more complete picture of the
  individual and his/her achievements

????????
????
????
???????? ??????
??????
??????
??????
64
Celebrating Whole Person Development

• Senior Secondary Student Learning Profile (SLP)

65
NSS Student Learning Profile
Student Learning Profile
Will include

1. HK Diploma of Secondary Education
2. Career Oriented Studies
3. School Internal Assessment
4. Other Learning Experiences (Essential Student
   Experiences)
5. Other Achievements gained outside schools

Senior Secondary Curriculum Guide in mid 2006
66
Student Learning Profile
NSS Student Learning Profile

• To give employers and tertiary education
  institutions a more complete picture of the
  individual and his/her achievements
• To recognize both academic and non-academic
  achievements/ participation
• To motivate on-going learning and engagement
• To help students reflecting for own whole-person
  development

67
Other Learning Experiences
Student Learning Profile

• Moral Civic Education
• Physical Education
• Aesthetic Experiences
• Career-related Experiences
• Community Services

• Participation
• Achievements
• Reflections
• Attributes Capabilities

68
Participation (e.g. no. of hours, participating
role)
Achievements gained (e.g. Prizes, awards,
certificates, qualifications.)
Reflections (e.g. student log/ journals, short
essays)
Attributes and Capabilities(e.g. leadership,
social skills, ) a checklist to choose a
qualitative remarks/ comment (overall)
69
SLP at Systemic Level
SLP Certification/ Final Report
HKEAA exams
schools
COS
Electronic system/ infra-structure run by
HKEAA/EMB
70
Question time

• Views of Teaching/Learning What is the dominant
  view in our school/ department/ panel?
• Wide Repertoire of learning/ teaching strategies
  How should our schools go from here to there?
• Assessment Any new ideas that the school/ panel
  could put into practice?
• SLP How would this affect our existing work?

71
School as a Learning Community/ Organisation

• No reform would succeed in a purely Top-down
  manner.
• Learning is the key at all three levels (Society/
  Community, School, Classroom)
• Five collective discipline (internal
  capacities??) in a learning organization (P.
  Senge)
• Personal Mastery ( as a professional)
• Shared Vision (as a group of professionals)
• Mental Models (a shared map)
• Team learning (On-going reflection in practice)
• Systems Thinking ( Growing body of theory/
  Living mechanism to improve as an orgnaization/
  system)

72
Dealing with levels of Concerns
73
Concerns-based Model of Educational Change
Stage of Concern Teachers concerns typical expressions
0 Awareness Attention elsewhere
1 Informational Interest to know more
2 Personal Uncertainties
3 Management Focus on how to do
4 Consequence Evaluation of impact on students
5 Collaboration Co-ordination and communication to improve effectiveness
6 Refocusing How to work better
74
Innovation Configurations Mapping where were
heading to

• All too frequently the developers of an
  educational innovation have not thought clearly
  about what the use of the change will really
  entail. They have more about what is needed to
  support its implementation, such as training and
  materials.
• Innovation Configuration Map (e.g. Integrated
  use of I.T.)

Unacceptable Acceptable Ideal

e.g. Classrooms with computers with good Web
access students work with IT to research, plan
and present their learning
e.g. Schools build a culture of using IT in most
aspects Also catering for the needs or
self-motivated projects among students
e.g. Classrooms with few computers, no Web links
mainly for drilling and practice
75
Examples of Intervention strategies (1)
Stage of Concern (0-3) Examples of intervention strategies
0 Awareness Acknowledge little concern about the innovation is legitimate appropriate Share some information to arouse interests
1 Informational Share general descriptive information, short media presentation State realistic expectation about the costs benefits Provide genuine cases/ visits
2 Personal Establish rapport and signs of encouragement/ assurance Clarify how innovation relates to other priorities that potentially conflict in energy/time demand. Show how the innovation can be used via gradual introduction rather than leap
3 Management Provide answers to address small specific how-to Demonstrate models for effective use of innovation
76
Examples of Intervention strategies (2)
Stage of Concern (4-6) Examples of intervention strategies
4 Consequence Encourage reinforce regularly
5 Collaboration Use stage 5 concerned teachers to be teacher educators Create sharing networking opportunities
6 Refocusing Provide teachers at this stage with resources to access and encourage them to pilot new ideas that are of use
77
Intervention Strategies
Creating a context supportive of change
Developing, Articulating, and Communicating a
Shared Vision of Change
Providing Continuous Assistance
Checking on Progress
Planning and Providing Resources
Investing Professional Learning
78
The Concerns-based Adoption Model
I
Probing
I
I
I
I
Stages of Concern
Innovation Nonusers and Users
Change Facilitator Team
Levels of Use
I
Resource System
I
I
I
I
Innovation Configurations
I
I
I
Intervening
I
I
User System Culture
Environment
79
The Eight Propositions for 334
80
1. We have a clear, well-articulated moral
purpose underpinning 334

• Providing all students with the opportunity to
  receive a higher standard of education, and a
  more suitable curriculum catering to individual
  needs and abilities to ensure their success.

????
81
2. Schools need to develop effective leadership
teams to implement the 334 reform

• Leadership teams help sustain school improvement,
  provide support and advice, and develop
  leadership in others.

????
82
3. Leadership teams develop and promote a vision
and plan with the involvement of key stakeholders

• The 334 action plan sets out what has to be done,
  how it will be done, by whom and when

????
83
4. The 334 Action Plan will seek to transform
curriculum, pedagogy and assessment

• Schools must clarify what is worth learning, how
  teachers will teach and students will learn it,
  and how we will know what has been learned.

????
84
5. Efforts to build the capacity of all teachers
in the school are central to this task.

• The school should identify its professional
  learning needs and prepare a whole school
  professional development plan.

????
85
6. The broad 2005-9 Action Plan is supplemented
by more detailed annual plans

• These annual plans include specific goals, along
  with professional development and other
  strategies for key areas of activity.

????
86
7. Sharing between schools increases their
collective knowledge and capacity to act.

• Networking is an important source of advice and
  sharing of successful practice to supplement
  broader EMB support.

????
87
8. 334 Action Plans must be flexible enough to
accommodate change as needed

• Implementation of plans needs to be constantly
  monitored and regularly evaluated to ensure they
  are achieving what is intended and are adjusted
  where required.

????
88
Character Story Blending Confidence
Quality of Space