Briefing Session on Briefing Session on Seed Projects Seed Projects 2013/14 2013/14 Mr Stephen YIP Mr Stephen YIP Principal Assistant Secretary Principal Assistant Secretary (Curriculum Development) (Curriculum Development) Education Bureau Education Bureau 2 March 2013 2 March 2013
30
Embed
Briefing Session on Seed Projects 2013/14 Mr Stephen YIP Principal Assistant Secretary (Curriculum Development) Education Bureau 2 March 2013.
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
Briefing Session on Briefing Session on Seed Projects 2013/14Seed Projects 2013/14
Mr Stephen YIPMr Stephen YIPPrincipal Assistant Secretary Principal Assistant Secretary
(Curriculum Development)(Curriculum Development)Education BureauEducation Bureau
2 March 20132 March 2013
Key Messages
• Why? What are the aims of Seed Projects?
• How unique it is?
• What are the impacts on Seed Projects?
• Way forward?
Why Seed Projects (Collaborative Research and Development Projects)
Why Seed Projects (Collaborative Research and Development Projects)
• generate good practices on new curriculum emphases that could make impact on student learning, supported by collection of evidence, for the reference of other schools
• develop curriculum leadership and professional expertise in schools through collaboration of schools, experts and curriculum developers
• facilitate/improve overall school-based curriculum development in schools through connecting experiences of Seed Projects to future development and to suit different contexts of schools
as one of the Strategies to Support Curriculum Reform toas one of the Strategies to Support Curriculum Reform to
起動性
合作性
栽種性
Beginning with the End in Mind in 2000
21st Century Learner
Learning to learn (2000)The 21st Century Skills (US)
Collaborative Problem-solving (OECD)
5
Generic Skill
Value &Attitude
New Senior Secondary & Basic Education Curriculum Framework
4 Core Subjects: Chinese Language,English Language,
Mathematics,Liberal Studies
2-3 Elective Subjects out of 20 subjects or out of
courses in Applied Learning
Other Learning Experiences including moral and civic education,
community service, aesthetic and physical development
and career-related experiences
P.1- S.3P.1- S.3
NSSNSS
Moral and Civic
Education
Moral and Civic
Education
Intellectual DevelopmentIntellectual
DevelopmentCommunity
ServiceCommunity
Service
Physical & Aesthetic
Development
Physical & Aesthetic
Development
Career-related Experiences
Career-related Experiences
General Studies
what is worth learning
how to know students
have learned
how students learn & teachers teach
Curriculum
Pedagogy
Assessment
Alignment for student
learning
For Knowledge Building – Aligning Curriculum, Pedagogy & Assessment
Uniqueness of Seed Uniqueness of Seed ProjectsProjects
Uniqueness
Curriculum Support
Curriculum Innovation
School-based support
CD Visits
Seed Projects QEF projects
「槓桿」性 (leveraging)
Relationship between Seed Projects and Curriculum Reform
- School-based- Teaching improvement- Problem solving- Learning community
- Theory and practice
- Knowledge for practice
- Teaching resources
- …
“Seed” Projects
PDPSchool- based
support
Seconded teachers •Knowledg
e in and of practice
•Evidence- based
- Curriculum development + Reform emphasis
- Change agents in schools
• R&D in nature: collect evidence on the process of change
• Putting theories into Practice- Try-out new ideas/initiatives - Address to practical needs of students and teachers,
student-centred- Disseminate findings and useful experience to schools and
public
• Build up Learning Community via Change agent (Seconded Teachers Strategies)
Uniqueness
Three basic questions to be asked in all seed projects
1. How is the RD project conducted with regard to LEARNING OBJECTIVES, curriculum planning, learning & teaching strategies, LT resources, and assessment practice to achieve aims of Seed Projects?
2. What is the IMPACT on students, teachers and schools?
3. What are the FACILITATING and LIMITING CONDITIONS affecting the processes in 1., and how are the barriers overcome/not overcome (issues)? What experiences could we learn from them?
Plan
ActionReflect
Development Cycle of Seed Projects
SchoolEducation Bureau
Seed Projects
Exemplars
Early stage of the Reform
(Hargreaves D., 2003)
SchoolSchool
Exemplars/ Network and other experience sharing (self-organised)
Sustainability
Adjust & modify
Later stage of the Reform
“We need an ‘education epidemic’ which can catch on quickly throughout the system. It’s not possible for the system to change fast enough to become truly transformed unless knowledge of what works can by-pass the centre and flow from school to school and teacher to teacher.”Only by linking schools and teachers together into ‘innovation networks’ will it be possible to transfer knowledge about good teaching practice quickly.
David Hargreaves, 2003
Started in 2001-2002 school year & over 500 seconded teachers have been seconded to CDI since then Bring in front-line experience to EDB Develop teachers’ professionalism & insight through exposure to
new areas of work and collaboration with other education professionals
Provide cross-fertilization of expertise and experience Enhance partnership between EDB and schools
Gained professional growth and knowledge through various learning opportunities. Enhanced professional capacity of teachers in curriculum leadership, awareness of learning
Shared views and effective strategies among seconded teachers through professional network established
Seconded teachers strategy for Seed Projects -
The concept of
Change Agents
Impact of Seed Projects
17
Impact of Seed ProjectsImpact of Seed Projects
Strongly agree / agree
06-07 07-08 08-09 09-10 10/11 11/12
The seed project(s) have facilitated curriculum development in my school
96% 96% 92% 95% 97% 98%
The seed projects strategy helps to promote the curriculum reform in Hong Kong
98% 93% 96% 91% 95% 95%
The seed project(s) have improved student learning in my school
95% 90% 95% 95% 95% 97%
The seed project(s) have enhanced the effectiveness of teaching in my school
93% 92% 96% 95% 95% 97%
The seed project(s) have enhanced teachers’ professional development in my school
97% 94% 95% 97% 98% 98%
Year Primary Schools Secondary Schools
2001/02-2005/06 414 396
2006/2007 55 96
2007/2008 54 70
2008/2009 42 46
2009/2010 53 43
2010/2011 38 30
2011/2012 33 29
Total 689 710
No. of Participating Seed Schools(2001/02 - 2011/12)
No. of Participating Seed Schools(2001/02 - 2011/12)
19
YearPrimary
LevelSecondary
LevelPrimary &
Secondary Levels
2001/02-2005/06
38 74 39
2006/2007 5 20 4
2007/2008 7 13 4
2008/2009 8 13 2
2009/2010 8 12 3
2010/2011 8 10 3
2011/2012 8 12 2
Total 74 154 57
No. of Seed Projects (2001/02 - 2011/12)
No. of Seed Projects (2001/02 - 2011/12)
The practice of curriculum adaptation, collaborative lesson planning and class observation has begun to take root
School-based curriculum development has become common practice in different KLAs
Generic skills have been infused into daily learning activities across different KLAs/subjects
Schools have developed assessment for learning policies and used assessment to improve learning and teaching
Impact is sustained through continuation of participating seed projects, sharing of experiences among teachers, extending the planning and practice to other levels and reinforcing the experiences gained
Sustaining the positive impact on curriculum development, learning-teaching-assessment policies
Impact of Seed Projects on Schools
Enhanced professional capacity of teachers in curriculum leadership, awareness of learning
Teachers become more reflective & their level and skill of questioning in classroom teaching have been promoted
Teachers have better understanding of curriculum planning, learning and teaching strategies in relevant KLAs/subjects
More teachers adopted student-centred approach in teaching Teachers have designed more activities for students both
inside and outside the classroom to enhance learning and teaching
Teachers have more collaboration with professional staff and fellow teachers
Teachers gained professional knowledge and increased their teaching effectiveness
Impact of Seed Projects on Teachers
Improvement in learning attitudes Students become more motivated and active in participating in
class activities. More effective learning (including self assessment and ownership enhancement) with various learning experiences provided.
Students’ learning in relevant KLAs/subjects have been enhanced
Students are more involved, observant and expressive, thus creating a more student-directed lesson and a more interactive class
Students – more interest in aesthetic experiences, confidence in speaking and expressing one’s own ideas
Impact of Seed Projects on Students
Subsequently, students become independent learners. Learners’ autonomy and ownership have been promoted.
Some latest first fruits!...A vast majority of NAS students considered the subjects to different extents had helped lay a foundation for their current studies:
English Language - 98.4% Chinese Language – 93.1% Mathematics – 90.6% Liberal studies – 85.4%
Majority of the students considered OLE to different extents had helped lay a foundation for their current studies/ campus life:
Community Service (CS) – 83.6% Career-related Experiences (CRE) – 82.2% Moral and civic Education (MCE) – 81.4% Aesthetic Development (AD) – 75.1% Physical Development (PD) – 73.5%
Student Achievements in Student Achievements in International AssessmentsInternational Assessments
Sustained high student rankingsSustained high student rankings
PISA: Programme for International Student AssessmentPIRLS: Progress in International Reading Literacy StudyTIMSS: Trends in International Mathematics and Science Study
Student Performance under the NAS & in the HKDSE Examination
• 70% students eligible for post-secondary programmes (10% more than in old system)
• 37% students meeting minimum admission requirements for degree courses in local government-funded universities (10+ % more than in old system)
• Positive feedback from tertiary and vocational education institutions – 1st cohort of DSE Students more focused, proactive & inquisitive
LPF/LOF, curriculum
guides, CDs, reports,
teaching materials and
exemplars
Meetings, seminars, workshops and training courses, forums, visits
networks and learning communitiesReferences in
EDB Website
Outcomes of Seed Projects
十年樹木
Promote Learning to Learn through the 4 Key Tasks (Reading to Learn, IT for Interactive Learning, Moral and Civic Education & Project Learning)
Generic Skills (other than the 3Cs, collaboration, self-management)
Assessment as Learning (assessment literacy) Whole-school curriculum planning (& leadership) Co-construction (e.g. via e-resources/ platforms)
A broad and balanced curriculum for whole-person development will be provided in schools to meet the needs for life-long learning, and to raise the quality of education further
Reflection (across different contexts) & story-telling ability Self-regulated learning (building sense of agency in schools) Interface
Our students will possess life-long learning qualities such as information literacy, resilience, motivation, critical mindedness and creativity, + SEN students (Catering for diversity)
(Ben Jensen, Catching Up: Learning from the Best Schools Systems from the East Asia, Gratten Institute’s Report 2011)
""Education is Education is not the piling on of not the piling on of learning, information, data, facts, skills, learning, information, data, facts, skills, or abilities - that's training or instruction or abilities - that's training or instruction
- but is - but is rather making visible what is rather making visible what is hidden as a seed.hidden as a seed.