Student Learning Profile (SLP)

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Student Learning Profile (SLP)
Exploring..
Session 3
Students tell their own stories..
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The main objective

• To reflect a fuller picture of the students in
  terms of whole person development

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What is SLP?
Every student should be encouraged to build up a
personal profile for recording their learning
experiences during the senior secondary years.

• Academic performance in school
• Other Learning Experiences
• Awards / achievements gained outside schools
• Students self-account (e.g. impressive
  learning experiences, career goal setting etc.)

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Activity Design your ideal SLP
?
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What do you want to be put in SLP?
Students
Teachers
Parents
Multiple perspectives
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Will SLP be considered in university admission?

• Universities will consider taking account in
  their selection a broader range of information
  about student achievements in different areas and
  provide students the opportunity to demonstrate
  that they possess the range of competencies and
  personal qualities that they will need to benefit
  from undergraduate education. (HUCOM, 2006)
• We will continue to give broad support to the
  implementation of OLE and are ready to recognise
  SLPs as documents of good reference value.
  Practical arrangements will also be made to
  facilitate the use of the SLP as a reference
  document in the admission process from 2012.
  (HUCOM, 2008)

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Design
Schools will have full discretion over the design
of their SLP, including

• The format
• The content
• The level of detail required
• The implementation process

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Plenary

• Precise and concise
• No subjective comments
• Existing practice
• Recording and reporting

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What are the existing practices in schools?
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Part of the academic report
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(No Transcript)
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Different report sheets
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Multiple Intelligence Passport
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Portfolio
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Record inside the Handbook
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Powerful Web-based System
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Learning Diary
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Non-academic report
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Four Starting Strategies adopted by Seed Schools
in the case study
Educational value high sustainability
Student Ownership, but not learning-focused
student led
Self-regulated learning
Student-led, recording-oriented approach
Student-led, reflection-oriented approach



recording


Teacher-driven, recording-oriented approach
Teacher-driven, reflection-oriented approach
reflection




Turning experience into learning, but
insufficient student ownership

Tendency to compliance mentality

teacher driven
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SLP building workflow of Collect-Select-Reflect
Common features from school cases
COLLECT
SELECT
Teacher
Key participation and achievement
Finalise self- account
Validation
Report by end of SS
Student
Report
REFLECT
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Four Starting Strategies

• Teacher-driven, recording-oriented approach
• (Kings College)

Reason(s) for choosing it SLP tool(s) Arrangements to help students build SLP Validation Create space for teacher support Resources
Wish to refine the existing data management system for recording balanced development of students (e.g. review the frequency of reporting the collected data) WebSAMS Class teacher periods / Clerical support to input data given by teachers in the form of excel tables and word documents No extra funding
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Teacher-driven, recording-oriented
approach (Kings College)
COLLECT
SELECT
Teacher
Key participation and achievement
Finalise self- account
Validation
Report by end of SS
Student
Report
REFLECT
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Four Starting Strategies
2. Teacher-driven, reflection-oriented approach
(CNEC Lau Wing Sang Secondary School)
Reason(s) for choosing it SLP tool(s) Arrangements to help students build SLP Validation Create space for teacher support Resources
Well established existing practice to build profiles of students participation achievements Plan to turn students experience into learning WebSAMS (for recording) Booklet (for reflection) SLP Lesson Class teacher periods / Timetabled lessons Clerical support No significant extra funding
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Four Starting Strategies
3. Teacher-driven, reflection-oriented approach
(SKH Bishop Baker Secondary School)
Reason(s) for choosing it SLP tool(s) Arrangements to help students build SLP Validation Create space for teacher support Resources
Well established existing practice to build profiles of students participation achievements Plan to turn students experience into learning Self-developed electronic system Class teacher periods project learning periods / Timetabled lessons Clerical support Make good use of existing resources
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Teacher-driven, reflection-oriented approach
(CNEC Lau Wing Sang Secondary School SKH Bishop
Baker Secondary School)
COLLECT
SELECT
Teacher
Key participation and achievement
Finalise self- account
Validation
Report by end of SS
Student
Report
REFLECT
REFLECT
REFLECT
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Four Starting Strategies
3. Student-led, recording-oriented approach
(Po Kok Secondary School)
Reason(s) for choosing it SLP tool(s) Arrangements to help students build SLP Validation Create space for teacher support Resources
Well established existing practice to build profiles of students participation achievements Plan to increase student ownership Existing self-developed electronic system (Intranet) Class teacher periods Facilitate validation with teacher preset items pull-down manual Timetabled lessons Clerical support No extra funding
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Student-led, recording-oriented approach (Po Kok
Secondary School)
COLLECT
SELECT
Teacher
Key participation and achievement
Finalise self- account
Validation
Report by end of SS
Student
Report
REFLECT
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Four Starting Strategies
4. Student-led, reflection-oriented approach
(SKH Kei Hau Secondary School)
Reason(s) for choosing it SLP tool(s) Arrangements to help students build SLP Validation Create space for teacher support Resources
Well established existing practice to build profiles of students participation achievements Plan to promote self-regulated learning Existing self-developed electronic system (for recording) Booklet (for reflection) Religious Education lessons Language lessons Facilitate validation with teacher preset items Timetabled lessons for teachers to help students build SLP No significant extra funding
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Student-led, reflection-oriented approach (SKH
Kei Hau Secondary School)
COLLECT
SELECT
Teacher
Key participation and achievement
Finalise self- account
Validation
Report by end of SS
Student
Report
REFLECT
REFLECT
REFLECT
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Reflection
What kinds of reflection?

• Individual activity?
• Aims Personal goals
• Process Learning elements
• Product Learning elements, feelings, etc
• Personal growth as a whole?
• Personal development
• Selection of activities for presentation of
  oneself

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http//www.edb.gov.hk/cd/ole
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Tools and Templates
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Tools that you may consider

• WebSAMS provide two SLP templates for school
  reference
• School-based tailor-made system
• Systems available from the market

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What could a SLP tell you about the student?
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SLP template in WebSAMS

• Student Particulars
• Academic Performance
• Other Learning Experiences
• List of Awards and Major Achievements
• Performance / Awards and Key Participation
  Outside School
• Students Self Account

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Student Particulars
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Academic Performance in School
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Other Learning Experiences
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Awards and Major Achievements issued by School
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Performance / Awards and Key Participation
Outside School
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Students Self-Account
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Key Issues related to school-based SLP

• Using Electronic Systems ?
• Existing class teacher periods?
• Sense of responsibility and ownership ?
• Student motivation?
• Individual / class / form / whole school level?

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Myths
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Professional Development Programmes for SLP

• Seminars for school leaders from Dec 2007 to Feb
  2008
• Workshops on WebSAMS
• Workshops on enhancing quality student
  involvement in SLP