student learning profile – a vehicle to promote whole person development among students
DESCRIPTION
Student Learning Profile – A vehicle to promote Whole Person Development among students. Life-wide Learning and Library Section CDI , EDB. Objectives. To disseminate the findings in Seed Project To share school experiences in the planning and implementation of SLP - PowerPoint PPT PresentationTRANSCRIPT
Student Learning Profile – A vehicle to promote Whole Person
Development among students
Life-wide Learning and Library SectionCDI, EDB
Objectives
• To disseminate the findings in Seed Project
• To share school experiences in the planning and implementation of SLP
• To identify practical approaches in devising school-based strategies of SLP to promote whole person development.
Life-wide Learning and Library Section, CDI
ScheduleProgrammes
Registration
Session 1: Introduction and findings from seed project
Session 2: School Experience Sharing (A)
- SKH Kei Hau Secondary School
Break
Session 3: School Experience Sharing (B)
- SKH Bishop Baker Secondary School
- School Experience Sharing (C)
Session 4: Information about SLP tools
Open Forum and Discussion
Life-wide Learning and Library Section, CDI
What is SLP?
• Provide supplementary information on secondary school leavers’ competencies and specialties, for giving a fuller picture of the students, in terms of whole person development.
• Under the NSS education, students should be encouraged to build up a profile to record and reflect on their learning experiences and achievements.
Life-wide Learning and Library Section, CDI
Suggested Design and Implementation
• It would be school-based and the content may include brief information about:– Academic performance in school;– Other Learning Experiences; and– Awards/ achievements gained outside schools
Life-wide Learning and Library Section, CDI
What is the role of SLP in students’ learning experiences?
Life-wide Learning and Library Section, CDI
Students tell their own stories…
as to celebrate their success
Habits of students
Diary Letter
Journal / Writing Assignments
BlogLife-wide Learning and Library Section, CDI
School Practices
School Report
Assignment
Activity Records
Life-wide Learning and Library Section, CDI
Session 1
Findings from Seed Project
Life-wide Learning and Library Section, CDI
Findings from Seed Project
School-based models in organizing
“Other Learning Experiences” and
“Student Learning Profile”
in SS curriculum (05/06 - 07/08)
Life-wide Learning and Library Section, CDI
Three Development Phases
Phase 1(05/06)
Total no. of seed schools: 16
Concerns of schools - collected in the process of trying out electronic tool at senior secondary level
Phase 2(06/07)
Total no. of seed schools: 42
Build up capacity for teachers and students to address whole person development – investigated various school practices and provided support on using electronic tool at junior secondary level
Phase 3(07/08)
Total no. of seed schools: 31
School voices on educational values and administrative convenience - Building on existing school strengths with provision of WebSAMS SLP module to achieve both educational and administrative purposes.
Life-wide Learning and Library Section, CDI
Findings and Implications
• Purpose of SLP?
• Content of SLP?
• Implementation approach?
• Choice of tools?
Life-wide Learning and Library Section, CDI
Phase 1 Phase 2 Phase 3
Teachers’ perception
(WHY)
•Many teachers were not sure about the purpose,
•but positive toward using it as a tool to give feedback on students’ OLE performance.
More teachers started to perceive it as a tool to address students’ whole person development.
Teacher integrated SLP in life-education.
Findings – Perception on the Purpose of SLP
Teachers tried to clarify the purpose of SLP.
Teachers tried to use SLP as a vehicle to promote life education.
Phase 1 Phase 2 Phase 3
Students’ perception
(WHY)
•Many students were not sure about the purpose,
•but they valued teachers’ feedback on their OLE performance.
More students used the tool to share their learning experiences with teachers and peers.
More students used the tool to record and reflect on their participation and achievements in OLE.
Students were willing to share because they got feedback from teachers and peers.
Feedback from teachers and peers led them to think about themselves.
Findings – Perception on the Purpose of SLP
Phase 1 Phase 2 Phase 3
Format
(WHAT)
Handbooks, Report cards, electronic records
Handbooks, Report cards, more schools looked for electronic tools.
Handbooks, Report cards, more schools looked for electronic tools with due consideration of their school contexts.
Findings – Content of SLP
More teachers thought that using electronic tools was more efficient.
A growing awareness of the need to consider school goals and expected student outcomes when selecting SLP tools.
Phase 1 Phase 2 Phase 3
Content
(WHAT)
Simple activity records
1. Simple activity records
2. Records + optional reflection
1. Some schools started to develop SLP with
selective records + periodic reflection
Some teachers realized that reflection could enhance student learning.
Some schools realized the importance of space for students to think about their thinking and achievements.
Findings – Content of SLP
Turning experience into learning, but insufficient student ownership
Tendency to compliance mentality
Student Ownership, but not learning-focused
Self-regulated learning
Life-wide Learning and Library Section, CDI
Implementation Strategies – School Practices on SLP
Phase 1 Phase 2 Phase 3
School Approach
(HOW)
1. More teacher-led, recording-oriented.
2. All records had to be recorded in SLP.
1. Moving towards student-led, reflection-oriented approach
2. Schools put most of the records when generating SLP.
1. Moving towards student-led, reflection-oriented approach
2. Schools put records selectively when generating SLP.
Findings – Implementation (I)
Recording and reporting were mixed up.
Some teachers started to provide space for students to make sense of
the SLP.
More teachers would like to provide space for students to make sense of the SLP.
Phase 1 Phase 2 Phase 3
Leadership
(WHO)
VP, IT teacher VP, OLE team, IT teacher, RS teacher, teachers from committees promoting student development
VP, OLE team, IT teacher, RS teacher, teachers from committees promoting student development
Findings – Implementation (II)
Schools using electronic tools interpreted SLP leadership to be rested on one / two IT teachers.
Leadership started to rest on a team of teachers with more long-term educational goals.
Life-wide Learning and Library Section, CDI
Phase 1 Phase 2 Phase 3
Use of Data
(HOW)
For record-keeping of students’ OLE
1. For record-keeping of students’ OLE
2. For students to review their participation / achievements in OLE
1. For record-keeping of students’ OLE
2. For students to review their participation / achievements in OLE
SLP data were mainly used at individual student level.
Findings – Implementation (III)
Life-wide Learning and Library Section, CDI
Phase 1 Phase 2 Phase 3
Generation of SLP
(HOW)
For record-keeping of students
For record-keeping of students
For record-keeping of students
Many schools put much emphasis on the generation of SLP – the final product - to
celebrate student participation and achievements.
Findings – Implementation (IV)
Life-wide Learning and Library Section, CDI
Findings – Implementation (V)
More teachers
wanted to integrate SLP in students’ school and daily life.
More teachers
wanted to integrate SLP in students’ class, school and daily life.
Phase 1 Phase 2 Phase 3
Space for SLP activities
(WHEN)
During computer lessons
DuringDesignatedlessons & athome
During designated lessons, class teacher periods, at home
Phase 1 Phase 2 Phase 3
Reason for choice of tool
(WHY)
Choice of tool was mainly based on administrative convenience of its recording functions.
Choice of tool in some schools was mainly based on the school contexts (e.g. student needs & school development plan)
Findings – Choice of tools
Many teachers did not see SLP’s relationship with school planning to support student development.
Schools / Teachers understood the flexibility of SLP as a tool to facilitate school / student development.
Findings and Implications• Purpose of SLP• Content of SLP • Implementation approach
– School Approach– Leadership– Use of Data– Generation of SLP– Space for SLP activities
• Choice of tools
Life-wide Learning and Library Section, CDI
Session 2
School Experience Sharing (A):
SKH Kei Hau Secondary School
Life-wide Learning and Library Section, CDI
Break(10 minutes)
Session 3
School Experience Sharing (B):
SKH Bishop Baker Secondary School
Life-wide Learning and Library Section, CDI
School Experience (C)
Life-wide Learning and Library Section, CDI
Leadership Computer teacher
Teachers involved Computer teachers
Purpose Mainly a response to policy directives
Content Every achievement in Computer subjects is recorded.
Tool Much effort spent on selection of electronic tool without considering the school contexts.
Life-wide Learning and Library Section, CDI
School Experience Sharing (C)
Use of SLP data
Both teachers and students regard SLP as an assignment rather than a PROCESS of student development.
Generation of SLP
“Thick” documents without much selection and planning
Sustainability Low – motivation drops, very unlikely that efforts of both teachers and students can sustain
School Experience Sharing (C)
Life-wide Learning and Library Section, CDI
Life-wide Learning and Library Section, CDI
Stage 1: Recording achievements in Computer subjects
Much effort spent to explore data management tools.
Stage 2…N: School should see how SLP may be used to achieve school goals.
School Experience (C)
??
?
Student Ownership, but not learning-focused Self-regulated
learning
Tendency to compliance mentality
Turning experience into learning, but insufficient student ownership
Turning experience into learning, but insufficient student ownership
Tendency to compliance mentality
Student Ownership, but not learning-focused
Self-regulated learning
Life-wide Learning and Library Section, CDI
Implementation Strategies – School Practices on SLP
Life-wide Learning and Library Section, CDI
Stage 2: Reflection 4 times a year
Stage 1: Recording at S.1, 2
Stage 3…N: Increase students’ participation
Teachers address students’ personal growth
School Experience Sharing (A)
Self-regulated learning
Student Ownership, but not learning-focused
Tendency to
compliance mentality
Turning experience into learning, but insufficient student ownership
Life-wide Learning and Library Section, CDI
Stage 2: Building of reflective culture, review the content of handbook with teachers and students
Stage 1: Shared vision + active learning handbook at S.1
Stage 4: Use of tailor-made tools to address the needs of schools, teachers and students
Stage 3: Explore various electronic tools to alleviate admin workload and increase students’ involvement
School Experience Sharing (B)
Self-regulated learning
Student Ownership, but not learning-focused
Tendency to compliance mentality
Turning experience into learning, but insufficient student ownership
Life-wide Learning and Library Section, CDI
More educational values – need to develop by stages
Summary
Self-regulated learning
Student Ownership, but not learning-focused
Tendency to compliance mentality
Turning experience into learning, but insufficient student ownership
Conclusions from the 3 school cases
Life-wide Learning and Library Section, CDI
How to secure SLP sustainability? Senior leadersLeadership: Parallel leadership Teams
Purpose: Consider how SLP may be used as a tool to achieve school goals about student developments in School Annual Plan (SAP) & School Development Plan (SDP)
Content: Periodic and selective entries
Tool: Consider students’ development needs
Life-wide Learning and Library Section, CDI
Recording for individual studentsUse of SLP data Tracking student participation and achievements to inform school planning
Generation of SLP: Periodic to celebrate student success
regularly throughout the 3 years in NSS
How to secure SLP sustainability?
Time for SLP activities: Ample / Regular (e.g. form-teacher periods)
Life-wide Learning and Library Section, CDI
A school using SLP as a life-planning tool
“Individual Student Planning”
Continuing education
Developing a career
Local Overseas
Sustainable development of holistic self
Student developmentduring NSS
Whole-person Development as a PROCESS
SLPfor whole person
development
Reflection: Developing a
‘reflective’ habit of mind
Audience-specific: Learning in a
community (e.g peer feedbacks)
Managing Complexity: A ‘Whole Person’
overview and tracking progress, building a sense of
future
Celebrating Multiplicity:
Participation and achievements of
different activities
Personal
SLP in Student Development during NSS
Social
Integrity Multiplicity
Information about other learning experiences required in entry requirements
• The University of Melbourne (Australia)
• The University of Western Ontario (Canada)
• The University of Edinburgh (UK)
• UC Berkeley, UCLA (USA)
• 清華大學 , 北京大學 (China)
Session 4
Information about SLP tools
Life-wide Learning and Library Section, CDI
Some information on tools
• WebSAMS SLP Module (07/08)
• SLP Tool
• Hands-on tools from the market
• School-based tailor-made tool
Life-wide Learning and Library Section, CDI
Provided by EDB
WebSAMS SLP Module
• Newly added SLP features + Enhanced STA
• To be released in 07/08
• Pilot study from Feb – April 08
• Design templates as reference– Simplified version from WebSAMS– Sophisticated version from WebSAMS
Life-wide Learning and Library Section, CDI
OLE Programs (Enhanced STA)
Key Projects
Students’ Awards
Adding Participation Outside School - Optional
Import Participation Outside School- Optional
Import Self Account – Optional
Print Sequence for selection of OLE
Print SLP A, B
(Simplified and Sophisticated versions)
Professional Development Programmes
Seminar on Student Learning Profile - A vehicle to promote Whole Person Development among students (Dec 2007 – Feb 2008)
Workshops on WebSAMS + introduction of new tool (Feb – April 2008)
Life-wide Learning and Library Section, CDI
Open Forum and Discussion
Life-wide Learning and Library Section, CDI
Thanks for your participation