1 Teaching Thinking Skills in Junior Liberal Studies —Hui Kwai Yin, Shau Kei Wan Government Sec. Sch.

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Teaching Thinking Skills in Junior Liberal Studies

—Hui Kwai Yin,

Shau Kei Wan Government Sec. Sch.

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Liberal Studies

Junior Level Senior Level

Geography

Chinese History

History

EPA Liberal Studies Economics

-started in September 2005 as an independent subject in Secondary 1

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Lesson Allocation S1&2 3 double lessons per cycle (10-day)

- 2 parallel session- 1 non-parallel session

1 collaborative preparation lesson per cycle (formally fitted into teachers’ timetable)

S3 2 double parallel lesson per cycle 1 collaborative preparation lesson

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Curriculum

Personal development S1-2: 成長新動力 S3: Personal development & Interpersonal relationships

Current issue discussion

Module S1 – S2: 2 modules per term S3: 1 module per term

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S1 Modules

1st term 生活在「一國兩制」下的香港 Our Neighbouring Environment

2nd term Disease and Public Health in Hong Kong Religion and Society in Hong Kong

1st term 當代中國 Rich and Poor in Hong Kong

2nd term Mass Media and Society in Hong Kong Technology and Society in Hong Kong

S2 Modules

S3 Modules

1st term Sustainable Development & Hong Kong

2nd term Globalisation & Hong Kong

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Teaching Thinking Skills

To enable students to develop multiple perspectives on issues in different contexts

To help students become independent thinkers

To develop in students skills for life-long learning

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Teaching Thinking Skills

Set clear goals for learning tasks Apply to cases

less abstract Discuss in lesson Consolidate the skills in writing assignmen

t Students are ready and able to think

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Secondary 1

Module “Religion & Society in Hong Kong” + a workshop

-Critical thinking skills : classifying, organising, analytical

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S1 Liberal Studies

Workshop :?Questioning Skills

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每事問歌 陶行知

knowledgeA knowledgeable person

有學識懂發問

Knowledge is Power; wonder is the essence of knowledge! -F. Bacon 培根

發明千千萬，起點是一問。禽獸不如人，過在不會問。智者問得巧，愚者問得笨。人力勝天工，只在每事問。

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Bloom’s Taxonomy- a classification of levels of intellectual behaviour in learning

Know

Analyze

Synthesize

Evaluate

ApplyUnderstand

得知理解應用分析

綜合評估

布林母 知識分類法

know the

facts

know why

make use of it

classify, examine

combine & create

weigh, judge, decide

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Why is questioning skills important?

To get more information than others

do!To train our high order thinking

skills - we get cleverer!

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To know the truth faster !

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There are four kinds of questions:

1. Fact Questions

2. Why Questions

3. Idea Questions

4. Opinion Questions

Who? What? Where? When?

Why? How? In what ways?

Imagine.., Suppose.. If....,then…, Predict

Do you agree …. What is your view about…

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Workshop on Questioning Skills Student Worksheet 1

: note taking Student Worksheet 2

: application Student Worksheet 3

: synthesis & evaluation

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Religion & Society in Hong Kong

Lesson 2 – Project Preparation

:Project Instruction Sheet

:Student Assignment Sheet

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Secondary 1

“Our neighbouring Environment”

-Critical thinking skills : analytical (causal relationship)

Enquiry Question: What is the quality of the

environment of our neighbouring districts?

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Enquiry Process

Lesson 1 Input of related concepts and knowledge: the quality of the environment, level and types of pollution

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Lesson 2

Preparation for field study

: briefing

: field study skills

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Lesson 3

Field work

: data collection

evidence

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Lesson 4

Data Analysis for the Field Study Report: The relationship between the quality of the environment and level & types of pollution Land use

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Lesson 5

Presentation of field study report

: a summary report to other groups

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Lesson 6

Generalizations on the findings of the four study areas:: The relationships between the quality of the environment, level and types of pollution and land use.

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Intended Outcomes

1. Students understand their neighbouring environments on their own.

2. Students are able to find out the relationship between quality of the environment, level and types of pollution and land use.

3. Students are able to make generalizations on the quality of the environment, level and types of pollution and land use.

4. Students are able to acquire learning skills e.g. observation, recording, presentation and report writing.

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Lesson 4: Data Analysis for the Field Study Report organise the data collected in the field stud

y (Lesson 3)

- a summary map 1

- a summary map 2

All the data are marked in the summary

map for easy use in the analysis.

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relate the quality of the environment and level & types of pollution

- a warm-up exercise at the

beginning of the lesson

- learning outcome

Students are given direction for

analysing the data.

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To prepare students analyse the data for the field study report

- a graphic organiser in the worksheet

- introduce the concept of land use to help land use students to make generalizations on the quality of the environment, level of pollution and land use

Students are guided to do the analysis.

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get familiar with report writing format

- Project Instruction Sheet

Students are able to write the report in

a proper way.

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Lesson 6: Generalizations on the findings of the four study areas Organise the data of the four areas

- a group worksheet

All the data are shown in the tables for easy reference

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Generalize the findings of the four study areas

- a group worksheet

students are given directions to make generalisations on the quality of the environment, level and types of pollution and land use

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Get familiar with report writing format- Project Instruction Sheet

Students are guided to analyse the findings

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Secondary 2

“Mass Media & Society in Hong Kong”

-Critical thinking skills : fact + opinions, identify fallacies

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Mass Media and Society in Hong Kong

Concepts about mass media

Identifying facts and opinion Interpreting data Identifying fallacies and logical flaws in news

reporting Evaluating news and making value

judgements about mass media

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Mass Media & Society in HK Thinking Skills Group similar or different ideas under meaningful

categories

Identify cause-effect relationships

Distinguish between fact and opinion

Use multiple perspectives

Identify fallacies

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Lesson 2

Data Interpretation in News Report

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Case Study

The wallet of one of your classmates was stolen by someone in the classroom during lunchtime yesterday.

Who was the thief?

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Student A

assumption: Bullying = Theft

Student A likes bullying classmates doesn’t mean that he steals things from others as well.

Valid or Invalid statement? Why?

Invalid—Making wrong assumption

Student A always bullies his classmates, he must be the thief!!

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Student B

Not enough evidence to show that student B was the only student in the classroom. There might be other students as well.

Valid or Invalid statement? Why?Invalid

—Insufficient supporting reasons given in the argument

I saw student B stayed in the classroom during lunch time. She must be the

thief!!

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Student C

Student C was having lunch with other classmate outside school but the theft took place in the classroom.

Valid or Invalid statement? Why?

Invalid--Inconsistent argument

She told me she would like to buy a new bag as schoolbag when we were having lunch in a

restaurant. She brought a new famous brand name bag as schoolbag today. She must be the thief!

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Student D

Student D’s action is not related to the theft that happened in the classroom during lunch time.

Student D took out a wallet from his pocket in the garden after school.

Valid or Invalid statement? Why?

Invalid--Irrelevant information

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Conclusion

In order to construct valid statements, the following principles should be met:Avoid making wrong assumptionsConsistency of the argumentsSufficiency of the supporting reasons given in the argumentsRelevancy of the arguments

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Student Worksheet

: Reading material

: Worksheet

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Secondary 3

Modules “Sustainable Development & Hong Kong” & “Globalisation & Hong Kong”

: consolidate thinking skills learnt in S1 & 2

: more sophisticated

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Secondary 1-3Current Issue DiscussionExample 1: multiple perspectives

Secondary 1 – 校本驗毒計劃 請選擇以下兩類持份者，並對「校本驗毒計劃」

的「以強制作為原則」這一做法作出回應。

持份者： (1) 教育局 (2) 禁毒處 (3) 警方 (4) 學校 (5) 中學生家長 (6) 學校社工 (7) 有吸毒習慣的學生 (8) 未嘗接觸毒品的學生

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Secondary 2 - To revive, or not to revive?

Should the government revive the home ownership scheme? How do you think the following stakeholders would respond to this proposal?

Stakeholders: The government, Private land developer, Public housing residents, Sandwich-class

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Secondary 3 - Liberal Studies Textbooks

1. Should schools use a textbook for Liberal Studies? How do you think the following stakeholders would answer this question? Choose any four from below.

Education Bureau Officer, Publishers, Professor of Liberal Studies, School Head, Liberal Studies Teachers, Parents

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Example 2 : analysis

Secondary 1 - 香港無車日

資料二提及本港近年越來越多人購買大馬力汽車。試解釋其中的原因

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Secondary 2 - Internet subsidies

Can an annual $1300 subsidy help students from low-income families to access the internet? Discuss.

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Secondary 3 – The Influence of Public Figures

Why do people in general have higher expectations for the behaviours of civil servants and politicians than that of celebrities? Give examples to support your answer.

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Example 3: Evaluation

Secondary 1- 人類豬流感疫苗

人類豬流感疫苗接種計劃實施後，接連發生懷疑吉巴氏綜合症的個案。若政府擴大疫苗資助計劃的接種群組至小學生，你會否贊成你的弟妹接種呢？請參考資料二、三，解釋你的立場。

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Secondary 2 - Drunken Driving

Do you think the guilty driver’s loss of his driving license will deter other drivers from driving dangerously? Explain.

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Secondary 3 – Post 80’s generation

Some claim that improving the economy can relieve the grievances of the Post-80’s generation. Do you agree?

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Reflection- Teaching Thinking Skills

Collaboration within LS Department School support Students’ ability

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-Thank You -