Dr. Lo Tin Yau Joe24/4/2010

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Self & PersonalDevelopment

Science, Technology& the Environment

Society & Culture•Personal Development &

Interpersonal Relationships

•Hong Kong Today

•Modern China

•Globalization

•Public Health

•Energy ,Technology &

the Environment

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1. Inquiry / Experiential learning problems, issues, themes

2. Concept-based3. Skill-based4. Perspective consciousness5. Core values – values analysis / clarification6. Participatory learning7. Concentric circles8. Science-technology-society

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From near to remote From concrete to abstract From breadth to depth (or vice versa) Spirally progressive and developmental, not

accumulative

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Primary context: Construction of knowledge conceptualization ( categorizations, attributes, examples and non-

examples….)

Secondary context: Applying concepts to analyze problems / issues Revisiting / reinterpreting the concepts

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Bloom’s taxonomy (Bloom & Krathwohl,1956)

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The seven basic Multiple Intelligences formulated by Gardner (1993):◦ Linguistic intelligence◦ Logical-mathematical intelligence◦ Musical intelligence◦ Bodily-kinesthetic intelligence◦ Spatial intelligence◦ Interpersonal intelligence◦ Intrapersonal intelligence

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The nine types of Generic Skills identified in the HK school curriculum (Liberal Studies C & A Guide S4-6, 2007)◦ collaboration skills◦ communication skills◦ creativity◦ critical thinking skills◦ information technology skills◦ numeracy skills◦ problem solving skills◦ self-management skills◦ study skills

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Connectivity & disciplinary skills Skill integration, not isolated / orphaned

skills Guided inquiry → Open/independent inquiry Single method → mixed (multiple) methods

for developing multiple perspectives Contextualized and meaningful learning

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Primary context:◦ strand-based + connecting learning experiences

in 3 KLAs (PSHE, SE & TE) Secondary context:

◦ discipline-based + parallel disciplines + multiple disciplines

◦ LS: provides a platform to integrate & apply disciplinary perspectives

◦ Multiple perspectives ≠ listing out concepts / views from various disciplinary perspectives

◦ Issues / problems know no disciplinary boundaries

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Basic five priority values:◦ Perseverance◦ Respect for Others◦ Responsibility◦ National Identity◦ Commitment

How are they articulated with the core values of the curriculum guides?

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Primary context:◦ valuation + inculcation◦ more personal than social◦ civic literacy (understanding)

Secondary context:◦ evaluation + critical reflection◦ more values clarification / analysis / judgment◦ civic competency

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1. Collaborative lesson planning co-construction of knowledge

2. Longitudinal studies (how students learn?) for continuous improvement grounded on evidence-based & evidence-informed practices

3. Putting “curricular connectivity” on the top priority of school-based curriculum development

4. Making “curriculum audit” to avoid meaningless overlaps and / or replications

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