the gifted education magazine for educators - inspire issue no. 5 匯賢資訊 - 第五期
DESCRIPTION
Meeting the Social & Emotional needs of the Gifted 照顧資優生的社交及情意發展需要TRANSCRIPT
Issue No. 5第五期
FEATURE ARTICLE 專題文章 [ I ]
Exemplary Differentiated Curriculumfor the Gifted: Key Considerations
by Dr. Joyce VanTassel-Baska培育資優生的
適異性課程:考慮要點
FEATURE ARTICLE 專題文章 [ II ]
Curriculum Compacting: An Easy Start to Differentiating Instruction and Curriculum for
High Potential and Academically Talented Students by Dr. Sally Reis & Mr. Nicholas Gelbar
濃縮課程
Differentiating the Curriculum and Instruction
for Gifted Learners照顧資優生的
適異性課程與教學
Contents 目錄Visiting Academics訪問學者
Dr. Susan BaumDirector of Professional Development and Research, Bridges Academy, U.S.A美國布里奇斯學院專業發展及研究總監
12 / 2010
Dr. Joseph Renzulli Director of The National Research Centre on the Gifted and Talented, The University of Connecticut, U.S.A.美國康涅狄格大學 「國家資優人士及天才研究中心」主任
1 / 2011
Dr. Sally ReisProfessor & Department Head, Educational Psychology Department, Neag School of Education, The University of Connecticut, U.S.A.美國康涅狄格大學內亞教育學院教育心理學系教授兼系主任
Dr. Joyce Cooper-KahnClinical child psychologist 臨床兒童心理學家
3 / 2011
Dr. Joyce VanTassel-BaskaProfessor Emerita, The College of William and Mary, Virginia, U.S.A.美國維珍尼亞州威廉瑪麗學院教授
5 / 2011
Dr. David Yun DaiAssociate Professor, Faculty of Educational Psychology and Methodology, University at Albany, State University of New York美國紐約州立大學奧爾巴尼分校教育心理學及研究法學系副教授
1 EDITORS’ NOTE 編者的話
2 WHAT’S NEW 最新消息
4 MESSAGE FROM ASSOCIATE DIRECTOR 總監的話
The Soul of Continuing Professional Development in Gifted Education 資優教育持續專業發展之靈魂 by Patrick Hak-chung Lam 林克忠
6 FEATURE ARTICLE 專題文章 [I]
Exemplary Differentiated Curriculum for the Gifted: Key Considerations 培育資優生的適異性課程:考慮要點 by Dr. Joyce VanTassel-Baska
13 FEATURE ARTICLE 專題文章 [II]
Curriculum Compacting: An Easy Start to Differentiating Instruction and Curriculum for High Potential and Academically Talented Students 濃縮課程 by Dr. Sally Reis & Mr. Nicholas Gelbar
22 REFLECTIONS 感言
Frontline Experience Sharing on Gifted Education Implementation 前線經驗分享:資優教育的推行與實踐
•Sharing from St Stephen’s College 聖士提反書院分享
•Sharing from Pui Kiu College 培僑書院分享
31 NEWS BITES 要聞剪影
35 UPCOMING EVENTS OF THE ACADEMY 學院動向
Editors Note 編者的話
Acknowledging that gifted/high-ability learners
comprehend complex ideas quickly, learn more
rapidly and in greater depth than their age peers,
and also exhibit interests that differ from those of their peers,
they need time for in-depth exploration, manipulating
ideas and drawing generalisations about seemingly
unconnected concepts. A programme which builds
on catering for the characteristics and needs of this
target group is expected to be differentiated from the
curriculum by making appropriate modifications of content
and process, providing a diversified learning environment
and giving this target group the flexibility to demonstrate
their learning outcomes (product).
This issue looks into the ways of differentiating curriculum
and instruction to respond to gifted learners’ needs, interests
and abilities. In “Feature Articles”, we have invited gifted
education (GE) experts to share their views on this topic.
Dr. Joyce VanTassel-Baska points out the key considerations
of differentiation needed in the curriculum, instruction,
use of resources and assessment models to meet the
unique needs of the gifted population. In Dr. Sally Reis and
Mr. Nicholas Gelbar’s article, they introduce a differentiation
strategy entitled “Curriculum Compacting” to address the
demand for more challenging learning experiences to help
students realise their potential and achieve at high levels. In
addition, frontline experiences about GE implementation
from two local schools are shared.
By examining the topic of “Differentiating Curriculum and Instruction” more closely, we can learn more about
modifying the regular curriculum/developing a programme
that is sufficiently challenging and appropriate for gifted/
high-ability students.
Editorial TeamTeacher Professional Development DivisionThe Hong Kong Academy for Gifted Education
鑑於資優或高能力學生普遍比同齡朋輩較易且快地
學習及掌握複雜和深層概念,他們的學習興趣亦會
有別於其他同學。在求知慾強的個性驅使下,他們
喜歡尋根究底地探求知識,亦善於確立個人對事物
獨到的見解和連繫不同的概念。若要針對這個群組
的特質以照顧他們的需要,我們需在設計課程時
作出適當的回應,調適學與教的內容和過程,提供
多樣性的學習環境,以及給予他們展示學習成果
的彈性。
今期的《匯賢「資」訊》探討因應資優生的需要、
興趣和能力而調適課程與教學的方法。我們邀請了
資優教育專家於〈專題文章〉撰文,與大家分享他們
對這個課題的真知灼見。Joyce VanTassel-Baska博士
提出了一些照顧資優群組需要而設計適異性課程及
有關指引、資源運用和評估方法的考慮要點。在
SallyReis 博士與友人 Nicholas Gelbar撰寫的文章中,
他們介紹如何以「濃縮課程」回應學生追求更具
挑戰性學習經歷的訴求,從而讓他們盡展潛能,
獲取更佳的表現。此外,本地兩所學校分享了他們
實踐資優教育的寶貴經驗。
我們希望透過探討「適異性課程與教學」這個課題,
加深大家了解如何調適正規課程或設計適切而富
挑戰性的課程,以滿足資優或高能力學生的需要。
香港資優教育學院
教師專業發展部
編輯組
1INSP IRE ISSUE NO.5 匯 賢「資」訊 第 五 期
What’s New 最新消息
Outreach Professional Development Services
Aiming at enhancing teachers’ and school practitioners’ understanding of gifted
education and helping them acquire the necessary knowledge and skills, the
Teacher Development Division (TPD) of The Hong Kong Academy for Gifted
Education (HKAGE) provides three types of outreach professional development
services for schools and school sponsoring bodies upon request. These services
include (1) introductory seminars / workshops; (2) intermediate packaged workshops;
and (3) customised education consultancy services. The duration of the seminars,
workshops and customised services offered varies according to level and topic.
Introductory seminars / workshops address the major issues of giftedness, including
the conceptions, characteristics, identification methods and appropriate provisions.
By attending these workshops, teachers and frontline practitioners will be able
to learn how to cater for the needs of gifted learners. To facilitate teachers with
the essential and fundamental knowledge and skills of gifted education, introductory
thematic workshops on differentiation and affective education will also be offered.
Intermediate packaged workshops exploring topics as specific themes of affective
education, creative thinking, higher order thinking, and differentiation are also
available. Customised workshops and education consultancy services will also be
provided upon request.
For more information about the outreach professional development services,
please visit our webpage at http://hkage.org.hk/en/tz_programmes.html or
contact us by sending email to [email protected].
外展專業發展服務
香港資優教育學院轄下的教師專業發展部為有需要的學校及辦學團體
提供外展專業發展服務,協助教師及專業同工加深對資優教育的認識,
並掌握當中的知識和技能。本學院提供以下三類外展專業發展服務,
包括(1)入門講座 / 工作坊、(2)進階特設工作坊及(3) 特定教育諮詢
服務。至於所提供的講座、工作坊及諮詢服務的時間則因應不同程度
及主題而定。
入門講座 / 工作坊探討資優教育的主要議題,包括資優概念、特質、
識別方法及相關的培育安排,從而讓教師及前線教育同工認識怎樣
照顧資優生的需要。我們亦提供適異性課程及情意教育的入門專題
工作坊,協助教師掌握重要及基礎的資優教育知識與技能。
我們同時提供較深入的進階特設工作坊,探討情意教育專題、創意
思維、高階思維,以及適異性課程等課題。我們亦會應邀提供特定
工作坊及教育諮詢服務。
如欲了解詳情,請瀏覽學院網頁 http://hkage.org.hk/b5/tz_programmes.html
或電郵至 [email protected]與我們聯絡。
2 最新消息WHAT ’S NEW
Contribution of Articles and Learning and Teaching Resources
To facilitate professional sharing on gifted education practices and resources, the
HKAGE would like to invite you, teachers and other frontline professionals to share
your experience and/or learning and teaching resources in engaging, challenging
and supporting gifted learners. The HKAGE will have a quarterly review on your
submission. The articles or resource materials selected by the HKAGE will be published
in the Academy’s teacher magazine-INSPIRE or uploaded to the “Resources” webpage
under the Teacher Zone of the HKAGE website. You will receive a commendation
letter if your contribution is selected. For more information about the submission
method and details, please contact us by email to [email protected].
歡迎投稿!分享文章及學與教資源
為了促進有關資優教育實踐經驗及資源的專業交流,香港資優教育
學院誠意邀請各位教師及其他前線教育同工交流您們支援及啓發資
優生發展的經驗及/或分享相關的學與教資源。本學院將於每季
定期檢視提交的文章及資源,成功獲選作品將刊載於本學院的教師
雜誌《匯賢「資」訊》或上載於學院網站內「教師園地」的「資源庫」
一欄;而其作者亦將獲發嘉許信以資鼓勵。如欲了解詳情,請電郵至
[email protected]與我們聯絡。
Professional Development Framework in Gifted Education
The Teacher Development Division (TPD) of the HKAGE is developing a new professional
development (PD) framework in gifted education jointly with the Gifted Education
Section of the Education Bureau (EDB), through which several structured professional
development pathways will be provided for all school practitioners in Hong Kong.
Programmes/services under this new PD framework will be announced in the coming
2011–2012 academic year. For details, please refer to the EDB and the Academy websites.
EDB website: http://resources.edb.gov.hk/gifted/pd
HKAGE website: http://hkage.org.hk/en/tz_programmes.html
資優教育教師專業發展 架構
香港資優教育學院教師專業發展部及教育局資優教育組協力發展了
一個資優教育教師專業發展新架構,以照顧在校資優教育同工的專
業發展需要及促進學校在資優教育方面的持續發展。在這新架構下,
我們將提供不同的專業進修途徑予全港學校的專業同工。當中計畫
開辦課程 / 服務將於 2011-2012 學年公佈。詳情可參閱教育局及
本學院網頁。
教育局網頁︰http://resources.edb.gov.hk/gifted/pd
香港資優教育學院網頁︰http://hkage.org.hk/b5/tz_programmes.html
3INSP IRE ISSUE NO.5 匯 賢「資」訊 第 五 期
Teachers, like many other organisations around the world, are facing a lot of challenges ahead. It is believed that teachers, as reflective practitioners, bear some characteristics of many successful organisations – having HUNGER:
• intellectual hunger to learn• practical hunger to improve• emotional hunger to achieve• fearless hunger to invent
It is undeniable that life-long learning is crucial to people from different walks of life. As role models, we teachers are heavily engaged in continuing professional development (CPD). Notwithstanding the notion of qualification inflation, teachers in Hong Kong in particular, actively participate in different modes of CPD in order to acquire the latest education trends and pedagogical innovations in order to meet our students’ needs. It is because we are not educating our students for the present days but for facing their challenges in the 21st century.
The world is ever-changing. The societal changes, accompanied with evolving technologies and ideologies, impose magnificent changes in our current education system and classroom practices. The success of the changes lies on the hungers listed above. What we can start is to “UNLEARN” if we are going to re-discover the educational souls of our students, especially that of the gifted!
In order to cater for individual differences particularly for gifted learners, the craft of teaching is the manifestation of the unlearnt elements. The whole process requires a thorough reflection of existing pedagogies that aligns with the contemporary set of knowledge, skills and values.
Rubik’s Cube or the Magic Cube has been popular around the world. It was invented by a Hungarian sculptor and professor of architecture, Erno Rubik, in 1974. He originally invented it for his own intellectual challenge without dreaming of making huge sales (350 mi l l ion cubes sold since 1980). Mr. Rubik then improvised it in terms of material, colour
and shape. This became what we can buy easily in the toyshops nowadays. His new innovation, Rubik’s 360, sparked at the Nuremberg Toy Fair on 5 Feburary 2009. We can witness and enjoy it with Erno’s endless journey of innovation.
In education, we do not need to invent something totally new and unique. Rather, we may extract value from the creative understanding of what is already known. New pedagogical practice, is a continuum, from where it starts, being improved and adapted through time and space. Think and re-think of our classroom and eveyone is an innovator for catering the needs of our next generation.
Certainly, there are many others…
the idea that learning itself is an event. In this age, it is a continual process. In view of this, assessment should be re-defined.
the premise that we know more than our students. In many cases, teachers and students can learn new things together.
the idea that we are the sole content experts in the classroom, because we can now connect our students to people who know far more than we do about the material we’re teaching.
our fear of putting ourselves and our students “out there” for we’ve proven we can do it in safe, relevant and effective ways.
the notion that our students don’t need to see and understand how we ourselves learn.
the idea that we can teach our students to be literate in this world by continually blocking and filtering access to the sites and experiences as they need our help to navigate.
We need to unlearn...
the idea that every student has to learn the same content when what they need to learn is how to self-direct their own learning.
the practice that teaches all students at the same pace. Is it any wonder why so many of our students who love to play online games can move forward from one stage to another at their own pace?
the notion that students learn in the same way and style. Do we believe in the success of a famous local composer Kwun-ting Lo, suffering from dyslexia, who selected to submit a song he composed for his writing assignment i n s c h o o l ? D o w e a p p r e c i a t e dyslexic Tom Cruise’s two musical performances before graduating from high school in 1980? What is the implication on assessment?
the strategy that collaborative work inside the classroom is enough and understand that cooperating with students f rom around the globe can teach relevant and powerful negotiation and team-building skills. Learning environment , in this way, should be re-identified.
Patrick Hak-chung Lam (Associate Director, Teacher Professional Development & Parent Support)
OF CONTINUING PROFESSIONAL DEVELOPMENT IN GIFTED EDUCATION
資優教育持續專業發展之靈魂
The secret to learning new things
is to be willing to unlearn even if your
behaviours previously brought success.
Marcia Conner (2006)2
4 總監的話MESSAGE FROM ASSOCIATE DIRECTOR
為照顧課堂內包括資優學生的個別
差異,適切的教學法可視為一門
藝術,以及彰顯以上「捨棄已學」
的方法。整個過程需要對現時教學
法進行透徹的反思,亦需顧及現今
社會對知識、技能及價值觀的需要。
魔術方塊又稱扭計骰,是匈牙利雕塑
家兼建築學教授厄爾諾 ‧ 魯比克
(Erno Rubik) 於 1974 年發明的,在
世界各國流行多年。這本是他挑戰
自己的益智機械工具,他從未想過
銷量會如此驚人 ( 自發明以來在全球
已經售出 3 億 5 千多萬個 )。經過魯
比克先生改善其物料、顏色及形狀,
才創新成為現今在玩具店可買到的
扭計骰。2009 年 2 月 5 日,其創新
的「魔術方塊 360」在紐倫堡玩具展
再度綻放光芒。我們一直見證着魯比
克先生連綿不斷的發明及創新歷程。
在教育層面,我們未必需要重新創作
獨一無二的教學法,但我們可從已有
知識尋求創見。教學創新是一個持續
的過程,隨時空不斷改進及調適。
試想想及反覆思考我們的課程,每位
教師皆是裝備我們下一代的創造者。
NOTES 註[1]Source資料來源http://news-service.stanford.edu/news/2005/june15/jobs-061505.html [2]Source資料來源 http://www.fastcompany.com/resources/learning/conner/022706.html
跟世界上其他組織一樣,我們現正
面對不少未來的挑戰。但是我們深信
作為反思型實踐者的教師,皆擁有
很多成功機構的共同特質—渴求:
‧篤志勵學的渴求
‧務實求進的渴求
‧美滿成果的渴求
‧勇於創新的渴求
終身學習是現代教育的目標,對
任何人仕也是重要的。作為學生之
模範,我們老師積極參與持續專業
發展。同工們樂於其中,並不是因為
他們的學歷不斷貶值,而是他們能
洞察最新的教育趨勢及相關教學
策略,從而為我們 21 世紀的學生
預備適切的課程及教學設計。我們
不但讓學生為今天而努力,還為
未來作好準備。世界急速轉變。社會
的改變,加上科技及意識形態之
演進,對傳統的教育制度帶來莫大
的衝擊。轉變會否帶來成就取決於
以上所列舉的渴求,我們可從深入
探求當今之資優教育真諦作開始—
捨棄已學 (unlearn) 的思維。
我們需要捨棄…
「每位學生皆學相同內容」的意念,
因為他們學會自學更為要緊。
「所有學生學習步伐一致」的做法;
試想想為何我們的學生熱愛那些能
在個人達標時進階的網上遊戲呢?
「所有學生採取同一學習模式」的
做法。我們信不信有讀寫障礙的
本地作曲家盧冠庭求學時,曾以
歌曲創作完成寫作作業?我們又
會否欣賞同樣有讀障的電影明星
克魯斯 (Tom Cruise)在1980年中學
畢業前的兩齣歌舞劇?究竟這對
評估有何啟示?
「課堂內之協作已足夠」的意念,
因為我們若落實學生層面的國際
協作,他們便能發展更多 21 世紀
所需的技能,例如溝通及協作能力。
故此,我們需重新界定學習環境。
「學習是一件東西 / 事件」的意念,
因為對於當今學生的學習來說,
過程是同樣重要的。故此,我們
也需重新釐定評估策略。
「老師比孩子知得多」的意念,因
為在很多情況下,學生可以和老
師一起探求新知。
「老師是知識專家」的意念,因為
我們可以把孩子與專才聯繫上,
而專才比我們所知的豐富得多。
一些過去人們相信是安全及有效
的教學方法。
「同學不需了解教師怎樣學習」的
意念。
「引導式上網」的意念,祇是不斷
攔截不良網頁並不能促進同學的
文化修養。
當然,還有很多…
Steve Jobs, the current CEO and founder of Apple Computer and Pixar Animation Studios, ended his commencement address at Stanford University on June 12, 2005,
“Stay hungry; stay foolish”.1
蘋果電腦公司及彼思動畫製作室的創辦人
兼現任行政總裁史提夫‧賈伯斯 (Steve Jobs) 2005年6月12日於美國史丹福大學演說
結束時,用以下句子來勉勵該屆畢業生:「求知若飢、虛心若愚。」1
林克忠(教師專業發展及家長支援部總監)
「學習新事物 的竅門是捨棄 一些以前令您 成功的做法。」瑪茜亞.康娜 (2006)2
5INSP IRE ISSUE NO.5 匯 賢「資」訊 第 五 期
Dr. Joyce VanTassel-Baska
Defining differentiation for the gifted requires recognition of the interrelated importance of curriculum, instruction, and
assessment. A differentiated curriculum for the gifted is one that is tailored to the needs of groups of gifted learners and/or individual students, that provides experiences sufficiently different from the norm to justify specialised intervention, and that is delivered by a trained educator of the gifted using appropriate instructional and assessment processes to optimise learning.
6 專題文章FEATURE ARTICLE [ I ]
Curriculum design is one major component of a differentiated
curriculum for the gifted, as it delineates key features that
constitute any worthwhile curriculum. What is important
for these students to know and be able to do at what
stages of development? A non-negotiable foundation in
a curriculum for gifted learners is a sound d e s i gn t h a t
l inks general curriculum principles to subject matter
features and gifted learner characteristics. A well-con-
structed curr iculum for the gi f ted has to identi fy
appropr iate goals and outcomes and related activities
that support their achievement. How do planned learning
activities focus on meaningful experiences
that provide depth and complexity
at a pace that honors the gifted
learner’s rate of advancement
through material? The
curriculum for the gifted
must also be exemplary
for the subject matter
under study, mean-
ing that it should
be standards-based
and grounded in
the habits of mind
of the discipline,
thus, relevant to the
thinking and doing of
real-world professionals
who practice writing, pose
and solve mathematical
problems, or engage in
scientific inquiry for a living.
Moreover, it should be designed to
honor high ability students’ needs for
advanced challenge, in-depth thinking and doing,
and abstract conceptualisation. Some general questions
to ask in judging appropriate differentiation for the
gifted would be as follows:
• Is the curriculum sufficiently advanced for the strongest
learners in the group?
• Is the curriculum complex enough for the best learners,
requiring multiple levels of thinking, use of resources,
and/or variables to manipulate?
• Is the curriculum sufficiently in-depth to allow students
to study important issues and problems related to a topic
under study?
• Is the curriculum sufficiently encouraging of creativity,
stimulating open-ended responses and providing high-
level choices?
Typically, a curriculum is organised according to grade levels,
with each subsequent grade-level expectation being more
demanding than the preceding. In this way, we can cali-
brate level of difficulty to ensure that students are working in
their zone of proximal development (Vygotsky, 1978). When
we differentiate curricula for the gifted, we must move to a
higher level of expectation in respect to content, process, and
concept demands. Thus, one way of accommodating higher
expectations effectively is to make more advanced curricula
available at younger ages, ensuring that all levels of the
standards are traversed in the process. In language arts,
for example, this should mean reading more
challenging books that are above the
functional reading level of gifted
learners. Differentiating curricula
then requires attention to
level of functional learning
matched to advanced ex-
pectations. Adaptation
of advanced learning
expectations needs
to occur, as well. It
may be insufficient
mere ly to move
students through
the next stage of the
curriculum without a
concomitant apprecia-
tion for depth and com-
plexity of the underlying
experiences to be provided.
Thus, the curriculum level for
gifted learners must be adapted
to their needs for advancement, depth,
complexity, and creative opportunity.
Project work also needs to be carefully differentiated for the
gifted, as well, in order to meet the criterion of creativity. As
more emphasis is placed on collaborative project work at all
levels of schooling, it is critical that educators of the gifted
use a set of standards to judge whether or not such work
is sufficiently challenging for this group of learners and
whether or not the contextual settings in which the work
is carried out will promote sufficient growth for them.
Differentiation of project work may be judged based on the
medium in which the project is done and the variables and
skills addressed by the demands of the work. Provision of
alternatives for student products also enhances the creativity
dimension of the curriculum. For example, students might
write a poetry book using their choice of poetry forms.
Is the curriculum• sufficiently advanced for the strongest
learners in the group?
• complex enough for the best learners, requiring multiple levels of thinking, use of resources, and/or variables to manipulate?
• sufficiently in-depth to allow students to study important issues and problems related
to a topic under study?
• sufficiently encouraging of creativity, stimulating open-ended responses and
providing high-level choices?
7INSP IRE ISSUE NO.5 匯 賢「資」訊 第 五 期
Differentiated curriculum resourcesAs differentiation of the curriculum is so central to the
enterprise of gifted education, it would follow that the
choice of differentiated curriculum resources would be
critical in curriculum planning and delivery of instruction to
ensure that the appropriate level of challenge is provided
in each content area. We have a strong evidential base
that suggests that materials constitute the curriculum
in most classrooms (Apple, 1991) and that most basal
materials are inappropriately geared to challenging gifted
students (Johnson, Boyce, & VanTassel-Baska, 1995). Taken
together, these findings suggest the need for careful
selection of materials that meet basic specifications for
exemplary curricula in the subject area in question, as well as
appropriate curricula for the gifted based on differentiation
features. While the selection of
available materials meeting these
specifications for the gifted may
be small, such materials do exist
and should be used to guide the
differentiation process for curricula.
There are also criteria available
to guide the development of
differentiated materials (Purcell,
Burns , Toml inson , Imbeau , &
Martin, 2002); these criteria have been used by the National
Association for Gifted Children (NAGC) to award exemplary
curriculum units that have been developed by various
individuals and groups and implemented in classrooms.
Differentiated curricular materials for gifted students
should go beyond a single text as resource, provide
advanced readings, present interesting and challenging
ideas, treat knowledge as tentative and open-ended, and
provide a conceptual depth that allows students to make
interdisciplinary connections. High quality technology
resources that meet the same criteria should be used as an
important part of integrated learning.
Instructional differentiationAnother aspect of differentiation that needs clarification is in
the choice of instructional strategies. In many respects, there
are no strategies that are differentiated only for the gifted.
Rather, strategy use is inextricably tied to the nature and
level of the curriculum being addressed. Thus, the reason
that the diagnostic-prescriptive approach to instruction is
so powerful with the gifted is that it allows for a process by
which curricular level can be efficaciously discerned and
addressed in an adaptive fashion. Yet, we know that some
strategies are highly effective with the gifted in combination
with an advanced curriculum. For example, questioning
can be a powerful tool for evincing high-level discussions
in gifted clusters, if the stimulus reading or viewing is also
challenging. Use of open-ended activities can also prove
effective if they are of requisite difficulty. Problem-based
learning (PBL), because of the sheer demands of working
on ill-structured problems, poses a particularly appropriate
instructional approach for gifted programme use. Thus,
strategy differentiation involves a set of techniques that need
to be matched to advanced curricula in order to be effective
for advancing the learning of gifted students. Instructional
approaches that foster differentiated responses among
diverse learners include those that are inquiry-based and
open-ended and that employ flexible grouping practices
(VanTassel-Baska & Brown, 2007).
Assessment differentiationJust as dif ferentiat ion involves careful selection of
core materials and curriculum that underlies them and
the deliberate choice of high-powered instructional
approaches, it also requires the choice of differentiated
assessment protocols that ref lect the high level of
learning attained. High stakes assessments are the
standardised symbols of how well gifted students are
doing in comparison to others of their age. Secondary
schools, in order to be considered high quality, must be
producing students scoring at the top levels. Yet deep
preparation for success on these tests rests in individual
classrooms. Even strong learners like the gifted cannot
do as well as they could without adequate preparation in
relevant content-based curriculum archetypes. The use
of assessments as planning tools for direct instruction in
each relevant subject area is a key to overall improvement
in student performance. Administrators responsible for
the review of teacher lesson plans need to know how
such assessment models can be converted into work
in classrooms and need to spend planning time on
strategies for incorporating such elements.
In addition to standardised measures being employed
to assess student learning, it is also crucial that more
“Instructional approaches that foster differentiated responses among diverse learners include those that are inquiry-based and open-ended and that employ flexible grouping practices.”(VanTassel-Baska & Brown, 2007)
8 FEATURE ARTICLE [ I ] 專題文章
ConclusionThis article has provided a discussion of key aspects of differentiation needed in the curriculum, use of resources, instruction, and assessment models in order to respond to the unique needs of the gifted population. At the same time, it acknowledges that well-done differentiation can only be accomplished by thoughtful teachers using their considerable intellectual skills in the service of students they know may make a positive difference in our world.
References
Apple, M. W. (1991). The culture and commerce of the textbook. In M. W. Apple & L. K. Christian-Smith (Eds.), The politics of the textbook (pp. 22–40). New York, NY: Routledge.
Johnson, D. T., Boyce, L. N., & VanTassel-Baska, J. (1995). Science curriculum review: Evaluating materials for high-ability learners. Gifted Child Quarterly, 39, 36–43.
Purcell, J. H., Burns, D. E., Tomlinson, C. A., Imbeau, M. B., & Martin, J. L. (2002). Bridgingthe gap: A tool and technique to analyse and evaluate gifted education curricular units. Gifted Child Quarterly, 46, 306-321.
VanTassel-Baska, J., & Brown, E.F. (2007). Toward best practice: An analysis of the efficacy of curriculum models in gifted education. Gifted Child Quarterly, 51, 35-40.
VanTassel-Baska, J. & Johnsen, S. (2007). National teacher education standards: A vision for the 21st Century. Gifted Child Quarterly, 51, 182-205.
VanTassel-Baska, J. (Ed.) (2008). Alternative assessment in gifted education (Vol. 2), Critical Issues in Equity and Excellence in Gifted Education. Waco, TX: Prufrock Press.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
performance-based tools be used to assess individual
growth and development (VanTassel-Baska, 2008). In
tandem with more standardised measures, they provide
a more complete picture of individual progress toward
specific education goals. For gifted learners, in particular,
the quality of performance on such measures may be a
better indicator of skills and concepts deeply mastered than
paper-and-pencil measures, because performance-based
assessments require students to articulate an understanding
of the learning process as well as to provide responses to
multi-part and open-ended questions and tasks.
Quality teaching Just as the role of curriculum, instruction, and assessment
are central to the differentiation process, so too is
the teacher. In the absence of a well-trained teacher,
differentiation of materials is insufficient to effect student
growth. Access to high-quality, well-trained teachers in
specific subject areas who can provide challenge and
nurturance for our best learners is clearly a critical issue in
appropriate education of the gifted. Without thoughtful
teachers, the best curricula will lie dormant in classrooms,
unable to be energised and vivified by expert instruction.
Teachers with only strong management skills also will fail
to excite the gifted if lack of knowledge is apparent.
What are the critical requirements for identifying high-
quality teachers of the gifted? First of all, teachers of the
gifted need to be lifelong learners themselves, open
to new experiences and able to appreciate the value
of new learning and how it applies to the classroom.
Secondly, they need to be passionate about at least one
area of knowledge that they know well, and be able to
communicate that passion and its underlying expertise to
students. This would imply deep knowledge in a subject
area, coupled with the ability to use the skills associated
with that knowledge domain at a high level. Thirdly,
they need to be good thinkers, able to manipulate ideas
at analysis, synthesis, and evaluation levels with their
students within and across areas of knowledge. Fourth,
teachers of the gifted must be capable of processing
information in a simultaneity mode, meaning that they
need to be able to address multiple objectives at the
same time, recognise how students might manipulate
different higher level skills in the same task demand, and
easily align lower-level tasks within those that require
higher-level skills and concepts. In addition, they must be
creative engineers, able to structure lessons and learning
opportunities shaped by available student data and an
intuitive sense of student need in an area of learning.
9INSP IRE ISSUE NO.5 匯 賢「資」訊 第 五 期
我們要界定培育資優生的適異性課程,就需要先認識課程、
教學及評估三者之間相互關係的重要性。適異性課程是為照顧
資優生群組及 / 或個別學生的需要而設,讓教師能針對學生的
需要提供有別於一般課程的學習經驗,並由接受過資優教育
訓練的教師利用合適的教學及評估過程優化學生的學習。
課程設計是適異性課程的重要一環。教師須篩選
課程的學習重點,並了解資優生學習甚麼才是最為
重要。在甚麼發展階段他們能做甚麼事情呢?設計
培育資優生的課程有着無庸置疑的基本原則,就是
要將學科知識的特色與資優生的特質聯繫。結構
完善的適異性課程須認定合適的目標、預期的學習
成果及相關活動,協助學生取得成果。有計畫的
學習活動應提供甚麼有意義的經驗,甚麽應有的
深度、複雜性及進度,以配合資優生的發展速度
呢?此外,針對資優生而調適的課程亦必須對學生
正在研習的學科內容具有示範作用,意思是該課程
需要以多個準則為基礎,並符合學科的研習特性 /
習性,切合現實世界中專業人士(例如從事寫作、
提出及處理數學問題或研究科學的人士)的思維及
做法。還有,課程應顧及資優生的需要,即喜歡挑
戰難度、善於作深層思維及運用抽象概念。以下的
基本問題有助你評估課程是否適合資優生的需要:
培育資優生的適異性課程 :考慮要點
Joyce VanTassel-Baska 博士
10 FEATURE ARTICLE [ I ] 專題文章
課程規畫一般是按級別程度編排的,每個級別的
要求會逐步提升,這個方法讓我們可以調較
難度,以確保學生於自己的「近側發展區域」
(zone of proximal developmen) 學習 (Vygotsky, 1978)。我們設計適異性課程時,必須對內容、過程及概念
的要求有所提昇。其中一種達到更高要求的方法,
就是讓此類學生從小接觸較高階課程,確保可以
顧及過程中的所有層面。以學習語言文學為例,
就是讓他們閱讀更多比自己程度為高的書籍。
適異性文學課程除了為學生提供高階的閱讀材料
外,我們亦需提高對學生學習成果的要求;只把
學生帶到另一個課程階段,而沒有相應提升基本
學習經驗的深度及複雜性是不足夠的。因此,課程
的程度必須迎合他們要求高階、深度、複雜性及
創意的需要而發展。
資優生亦需要適異性的研習課業以滿足他們對創意
的要求。學校應着重在各年級引入協作方式的
課業;教師需利用一系列準則評估研習課業是否
足以啟發這類型的學生,以及能否讓學生在適切的
環境狀況下充分發展。我們可根據課業的研習方法
及作業要求的可變因素與技巧來評估適異性課業的
適切性。另外,給予學生展示研習成果的空間亦可
加強課程的創意元素,例如可讓學生以自由選擇
的詩體寫詩集。
適異性課程資源
因為適異性課程對發展資優教育十分重要,所以
選擇適異性課程的教材對課程規畫及教學是不可
或缺的,它可以確保每一個內容範疇都能提供適
當程度的挑戰。我們有充分的證據顯示大多數課堂
均採用教學材料 ( Apple, 1991),而大多數基本教材均未能有效啟發資優生 (Johnson, Boyce, & VanTassel-Baska, 1995)。這些研究顯示,教師需要仔細選擇才能夠達到該學科範疇中模範課程的基本要求,以及
滿足按適異性特質而設的資優課程的要求。雖然
符合這些要求的教材很少,但這些材料是可以找到
的,教師應運用這些材料指導適異性教學過程。再
者,教師亦需依據一些標準 / 準則去指導發展適異
性 教 材 (Purcell, Burns, Tomlinson, Imbeau, & Martin, 2002),美國「全國資優兒童協會」曾用這些原則評審由個別人士及團體發展並應用於課堂中有關的
課程單元。
培育資優生的適異性課程材料不應只是單一的教材
篇章,它應同時提供進階讀物、提出有趣及具挑戰
性的構思、給予沒有絕對答案的知識、提供有深度
的概念,讓學生進行跨學科學習。教師亦應該在這
類綜合學習中使用符合相同標準的優質科技資源。
適異性教學適異性課程有另一點是需要釐清的,就是選擇教學
的策略。在很多方面,我們均沒有只適用於資優生
的適異性策略,我們的教學策略通常都無可避免地
只針對課程的性質及程度而設計。故此,應用診斷
性的教學取向對資優生的學習極為有效,原因是它
提供了一個過程,當中我們可以有效地識別及調整
課程以配合學生的程度。我們知道在進階課程的
配合下,有些策略對資優生極為有效。譬如資優生
可利用「提問」這個強而有力的方式引發高層次
討論,前提是他們所看或閱讀的材料必須具啟發
性。此外,我們亦可利用「開放式活動」,而這
些活動亦須同樣具備一定的難度。「問題為本學
習」要求學生處理結構模糊的問題,是一個很
適合培育資優課程所應用的教學方法。適異性教學
策略包含一系列的技巧,這些技巧需要配合高層
次的學習才可以有效地提昇資優生的學習成效。
適異性教學方法亦包括探究式、開放式以及靈活
分組方法 (VanTassel-Baska & Brown, 2007)。
• 對學習能力最強的學生而言,課程的程度是否足夠呢?
• 對於表現最出色的學生而言,課程是否具足夠的複雜性,讓學生
能夠運用不同層次思維、資源及/或考慮各種可變因素?
• 課程的深度是否足以讓學生探究重要的議題?
• 課程能否鼓勵創意、啟發多元化的答案及提供
高階選擇?
11INSP IRE ISSUE NO.5 匯 賢「資」訊 第 五 期
本文探討適異性課程的主要內容、資源運用、教學
及評估模式,以滿足資優生的獨特需要,並且指出
透過教師悉心規畫課程及運用種種知識和技能教導
學生,才可以建構完善的適異性教學,為我們的
世界帶來積極的轉變。Dr. Joyce VanTassel-Baska is Professor
Emerita at The College of William and
Mary in Virginia, where she had served
as the Executive Director of the Centre
for Gifted Education.
Dr. VanTassel-Baska’s research interests are on the
talent development process and effective curricular
interventions with the gifted. She has received numerous
awards including the International Mensa Research Award,
2001 and 1995, and was selected as a visiting scholar to
Cambridge University in England in 1993.
Joyce VanTassel-Baska 博士是美國維珍尼亞州
威廉瑪麗學院教授及該學院的資優教育中心
前任行政總監。VanTassel-Baska博士的研究範圍主要為人才培育與發展和照顧資優生的課程
策略。她獲獎無數,包括 1995及2001年國際門薩研究大獎 (International Mensa Research Award),並1993年獲英國劍橋大學邀請出任訪問學者。
總結
優質教學 課程、教學及評估對調適學與教的過程是不可或缺
的,然而教師的角色亦同樣重要。缺乏訓練有素的
教師,單憑使用適異性的教材是不足以促使學生
成長的,當中更需要接受過專科訓練及熱衷培養
資優生的教師去實踐。若教師有豐富的專科知識但
對培養資優生的工作未感興趣,即使是最好的課程
也會變得毫無生氣;然而,教師只有出色的管理
能力卻缺乏相關知識,亦無法啟迪資優生。
教導資優生的教師應具備甚麼條件呢?首先,他們
本身需要是個終身學習者,樂於接受新事物,重視
學習新事物的重要性及能在課堂上學以致用。
第二,他們需要對至少一個自己熟悉的知識範疇
有熱誠,並將這份熱誠及專業知識傳授給學生。
他們應對自己教授的學科充分認識,以及能有效
提昇學科涉及知識的技能。第三,他們需要具
備出色的思考能力,可以跟學生一同分析、整合
及評估各個範疇的知識。第四,他們必須能同時
處理多項資料,在同一時間內達到多個目標,知道
學生怎樣可以在同一個作業中運用不同的高階
技巧,以及能調校課業的深淺程度,使程度較淺
的課業亦可以運用高階技巧及概念。最後,他們
必須具備創意,能夠根據已知的學生資料及學習
需要,設計課程及為學生提供多樣化的學習機會。
適異性評估除了悉心選擇核心的教學材料、課程內容以及優質
教學方法之外,我們亦需要恰當的適異性評估工具
以反映學習程度。具成效標準的高質素評核方法可
以讓資優生跟其他同齡學生比較。學校(尤指中學)
為了給人優秀的感覺,一般需要造就一些能於
公開試中取得卓越成績的學生,而要達到這個目的
就需要在課堂上裝備他們,即使是學習能力十分強
的資優生亦需要在合適的課程內容中有充分的準備
才會表現出色。於每個合適的學科裏運用評估工
具規畫教學對改善學生整體表現很重要。負責
評核教師規畫課程的管理人員需要認識這些評
估工具怎樣可以轉化為課堂教學的工作,並需
要花時間計畫實現這些元素的策略。
除了實行標準化的措施評估學生的學習情況外,
我們亦需要運用更多表現為本的工具以評估個別
學生的成長與發展 (VanTassel-Baska, 2008)。表現為本的工具結合標準化的評估措施讓我們更清楚
看到個別學生邁向特定教育目標所取得的進展。
這種方法較紙筆評估更能有效反映資優生所掌握
的技巧及概念,因為它要求學生闡明對自己對學習
過程的認識,並解答多層面及開放式的問題和課業,
以提昇其學習層次。
12 FEATURE ARTICLE [ I ] 專題文章
CURRICULUM COMPACTINGAn Easy Start to Differentiating Instruction and Curriculum for High Potential and Academically Talented StudentsDr. Sally Reis &Mr. Nicholas Gelbar
In order to accommodate for the
needs of students across many
d i f f e r e n t l e v e l s o f a c a d e m i c
a c h i e v e m e n t , m a n y t e a c h e r s
have adopted a variety of within-
classroom strategies collectively
r e f e r r e d t o a s d i f f e r e n t i a t e d
instruction. Differentiation is an
attempt to address the variation of
learners in the classroom through
multiple approaches that modify
instruction and curriculum to match
the individual needs of students
(Renzulli, 1977; Tomlinson, 2000).
Students within a classroom will vary
in their abilities, interests, and prior
knowledge. Differentiation serves to
mitigate this variation by matching
the instruction and assessment to the
child’s needs and interests. Tomlinson
( 1 9 9 5 ) e m p h a s i s e d t h a t w h e n
teachers differentiate curriculum,
they stop acting as dispensers of
knowledge and serve as organisers of
learning opportunities. Differentiation
of instruction and curriculum suggests
that students can be provided with
materials and work of varied levels
of difficulty with scaffolding, diverse
kinds of grouping, and different time
schedules (Tomlinson, 2000). In other
words, differentiation is the antithesis
of a one size fits all curriculum.
13INSP IRE ISSUE NO.5 匯 賢「資」訊 第 五 期
Renzulli (1977; 1988; Renzulli & Reis, 1997) defined differentiation as
encompassing five dimensions: content, process, products, classroom
organisation and management, and the teacher’s own commitment to
change themselves into a learner as well as a teacher. The differentiation
of content involves adding more depth to the curriculum by focusing on structures
of knowledge, basic principles, functional concepts, and methods of inquiry in
particular disciplines. The differentiation of process incorporates the use of various
instructional strategies and materials to enhance and motivate various students
learning styles. The differentiation of products enhances students’ communication
skills by encouraging them to express themselves in a variety of ways. To differentiate
classroom management, teachers
can change the physical environment
and grouping patterns they use in
class and vary the allocation of time
and resources for both groups and
individuals. Classroom differentiation
strategies can also be greatly enhanced
by using the Internet in a variety of
creative ways. The Internet can expand
the learning environment far beyond
the walls of the classroom and offers
particularly promise for engaging and
differentiating content for children. Last,
teachers can differentiate themselves
by modeling the roles of athletic or
drama coaches, stage or production
managers, promotional agents, and
academic advisers. All these roles differ
qualitatively from the role of teacher-
as-instructor. Teachers can also “inject”
themselves into the material through
a process called artistic modification
(Renzulli, 1988). This process guides
teachers in the sharing of direct, indirect,
and vicarious experiences related to
personal interests, travel experiences,
collections, hobbies, and teachers'
“extra-curricular” involvements that can
enhance content.
Related research demonstrates that
many talented students receive little
differentiation of curriculum and
instruction and spend a great deal of time in school doing work that they have
already mastered (Archambault, Westberg, Brown, Hallmark, Emmons, & Zhang,
1993; Reis, Westberg, Kulikovich, Caillard, Herbert, Purcell, Rogers, & Plucker, 1992;
Westberg, Archambault, Dobyns, & Salvin, 1992). Too often, for example, some of our
brightest students spend time relearning material they already know, which can lead
to frustration, boredom and, ultimately, underachievement. Curriculum compacting
has been effective in addressing underachievement when the compacted regular
curriculum is replaced with self-selected work in a high interest area, making
schoolwork much more enjoyable (Baum, Hebert & Renzulli, 1995; Reis, et al., 1995).
14 FEATURE ARTICLE [ II ] 專題文章
Defining Curriculum Compacting
C u r r i c u l u m c o m p a c t i n g i s a
differentiation strategy that incorporates
content, process, products, classroom
management, and teachers' personal
commitment to accommodating
individual and small-group differences.
This approach can benefit teachers
of all grades in most content areas,
and addresses the demand for more
challenging learning experiences
designed to help all students achieve
at high levels and realise their potential.
Curriculum compacting streamlines
the grade-level curriculum for high
potential students to enable time
for more challenging and interesting
w o r k . T h e e m p h a s i s i s n o t o n
providing more work for students,
but providing them with activities
that allow them to grapple with ideas
that are currently out of their grasp or
to create products that they are not
currently able to do with their current
skill set. This differentiation strategy
was specifically designed to make
appropriate curricular adjustments
for students in any curricular area and
at any grade level.
Most teachers who use compacting
learn to streamline or “compact”
cur r i cu lum through a pract ica l ,
step-by-step approach to the skills
required to modify curriculum, and
the techniques for pre-assessing
students and preparing enrichment
and/or acceleration options based on
individual areas of interest. Practical
issues such as record keeping and
how to use the compacting form are
also necessary to help guide teachers
toward implementing this strategy.
Once they have tried to compact for
students, these guidelines can help to
save valuable classroom time for both
teachers and students.
Curriculum Compacting: Definitions and Steps for Implementation
The procedure involves:
1 def in ing the goals and outcomes of a p a r t i c u l a r u n i t o r block of instruction;
2 d e t e r m i n i n g a n d d o c u m e n t i n g t h e students who have already mastered most or all of a specified set of learning outcomes; and
3 providing replacement strategies for material a l r e a d y m a s t e r e d t h r o u g h t h e u s e o f i n s t r u c t i o n a l options that enable a more challenging, i n t e r e s t i n g , a n d p r o d u c t i v e u s e o f the student’s time.
15INSP IRE ISSUE NO.5 匯 賢「資」訊 第 五 期
1 Select relevant learning objectives in a subject area or grade level.To select curricular content and learning objectives,
teachers may refer to the curriculum guides issued
by the education authorities. After locating the objectives,
teachers must focus on those that are appropriate for their
students. For instances, teachers should ask:
˙To what extent do these objectives represent new learning?
˙Which objectives will best help students increase their use of this content area?
˙Which objectives deal with developing skills or concepts, as opposed to merely memorising facts?
˙Which objectives are important for high ability students to understand?
2 Find an appropriate way to pre-assess the learning objectives.Pre-assessment, as its name implies, is intended to
measure students’ skills and talents before instruction
begins. It should provide teachers with precise information on:
˙Which objectives students have already met?
˙Which objectives students have not yet attained?
˙Any problems that may prevent student progress with the objectives?
Performance-based assessment is a popular alternative to
objective-referenced tests. By asking students to do oral,
written or manipulative work in front of them, teachers can
observe and evaluate the process students use to arrive at an
answer. This procedure is especially successful with younger
children who are not yet ready for paper and pencil tests.
Students may be evaluated individually or in small groups,
through conferences, interviews or portfolios of completed
work. As with objective-referenced tests, this requires
preplanning. Teachers must take the time to locate or create
the performance assessment tasks, making sure that they are
aligned with the desired learning objectives.
3 Identify students who should take the pre-assessment.In step three, teachers identify students who
should participate in the pretesting activity. To do
this, teachers must first discern students’ specific strengths.
Academic records, standardised tests, class performance and
evaluations from former teachers are all effective means of
pinpointing candidates for pre-assessment. Another informal
assessment method is observation. Teachers should watch
for students who complete tasks quickly and accurately, finish
reading assignments ahead of their peers, or seem bored or
lost in daydreams. Some students will even tell their teachers
that the work assigned is too easy. These pretests results can
be used to organise ad hoc, small groups of students with
common instructional needs.
Providing Support for Teachers to Implement Compacting
In our experiences with curriculum compacting professional
development, we have learned that most teachers can
implement compacting, but this process is easier for some
teachers than for others. In practice, an eight-step process is
recommended (Reis, Burns, & Renzulli, 1991).
16 FEATURE ARTICLE [ II ] 專題文章
4Pre-assess students to determine mastery levels. Pre-assessments, both formal and informal, help teachers determine student mastery of course
material. But what constitutes mastery? Since definitions
of mastery vary so, teachers within the same school should
strive to reach a consensus. Some teachers may want to use
performance-based assessment. The teachers would observe
students closely, by taking notes, tracing thought-patterns,
and posing open-ended questions to assess proficiency with
the objectives. Equipped with a matrix of learning objectives,
teachers can fill in the assessment results and form small,
flexible groups based on skill needs.
5Streamline practice or instructional time for students who show mastery of the objectives.Students who have a thorough grasp of the learning
objectives should be allowed to take part in enrichment or
acceleration activities. This exposes them, during class time,
to material that is not only new and stimulating, but also
more closely aligned to their learning rates and abilities.
6 Provide small group or individualised instruction for students who have not yet mastered all the objectives, but are capable of doing so more quickly than
their classmates.Teachers can provide differentiated opportunities to instruct
high potential students who qualify for compacting, but have
not yet mastered all the objectives.
Content compacting differs from skills compacting. As the
name implies, it compresses overall course material that
students have already mastered, or are able to master in a
fraction of the normal time. Skills compacting, on the other
hand, eliminates specific skills that students have already
acquired. Content compacting is also designed for general
knowledge subjects — social studies, science, and literature
whereas skills compacting is intended for mathematics,
spelling, grammar and language mechanics.
7Offer academic alternatives for students whose curriculum has been compacted.Alternatives often exist to provide acceleration and/or
enrichment for students whose curriculum has been
compacted. The possibilities for replacement activities include:
˙Providing an accelerated curriculum based on advanced concepts
˙Offering more challenging content (alternative texts, fiction or non-fiction works)
˙Adapting class work to individual curricular needs or learning styles
˙Initiating individual or small group projects using contracts or management plans
˙Using interest or learning centers
˙Providing opportunities for self-directed learning or decision-making
˙Offering mini-courses on research topics or other high interest areas
˙Establishing small seminar groups for advanced studies
˙Using mentors to guide in learning advanced content or pursuing independent studies
˙Providing units or assignments that are self-directed, such as creative writing, game creation, creative and critical thinking training
Teachers will have to decide which replacement activities
to use and their decisions will be based on factors such as
time, space, resources, school policy and help from other
colleagues in school (such as a library media-specialist).
8K e e p r e c o r d s o f t h e c o m p a c t i n g process and instructional options for compacted students.Any differentiated program requires added record
keeping. Teachers and administrators should collectively
decide how the compacting process should be documented,
and all written documentation should include these basics:
(i) Student strength areas, as verified by test scores or performance
(ii) The pretests used to determine mastery, and the learning objectives that were eliminated
(iii) Recommended enrichment and acceleration activities
17INSP IRE ISSUE NO.5 匯 賢「資」訊 第 五 期
Fig 1. The Compactor. (Reprinted with permission.)
An overview of the curriculum An overview of the curriculum compacting process is best
provided by the use of the management form ‘The Compactor’,
as presented in Fig. 1. It serves as both an organisational and
record-keeping tool. Teachers usually complete one form
per student, or one form for a group of students with similar
curricular strengths. Completed compactors should be kept in
students’ academic files and updated regularly. The form can
also be used for small groups of students who are working at
approximately the same level (e.g., a reading or math group).
The Compactor is divided into three columns:
• The first column includes information on learning
objectives and student strengths in those areas.
• In the second column, teachers should list the ways in
which they will pre-assess whether students already know
the skills that will be taught in class. The pre-test or
pre-assessment strategies they select, along with results
of those assessments, should be listed in this column.
• The third column is used to record information about
acceleration or enrichment options. To determine
these opt ions , teachers must cons ider s tudents ’
individual interests and learning styles. They should not
uniformly replace compacted regular curriculum work with
harder, more advanced material that is solely determined
by the teacher.
How to Implement the Compacting Process
Assessing Students’ Interests
Considering students’ interests are crucial in choosing
curriculum alternatives. When asked what students enjoy most
about compacting, they consistently cite the freedom to select
their own topics of study; conversely, their biggest objection
is the limited opportunity to pursue their favorite subjects.
The Interest-A-Lyzer1 (Renzulli, 1977) is a 13-item questionnaire
devised to help students examine and focus their interests.
Teachers play a dual role in fostering student interests. Once
they have identified general categories of interest, they must
refine and focus them, then provide students with creative
and productive outlets for expressing them. Teachers must be
sensitive to students’ talents and inclinations within their fields
of interest, and at the same time, encourage them to explore a
range of options within those fields.
NOTE[1]For more information of the Interest-A-Lyzer, you may refer to an article entitled “The Total Talent Portfolio: A Plan for Identifying and Developing Gifts and Talents.” Retrieved June 20, 2011 from http://www.gifted.uconn.edu/sem/semart09.html
18 FEATURE ARTICLE [ II ] 專題文章
SummaryThe many changes that are taking
place in schools require all educators to
examine a broad range of techniques
for providing equitably for all students.
Curriculum compacting is one such
process. It is not tied to a specific content
area or grade level, nor is it aligned
with a particular approach to school or
curricular reform. Rather, the process is
adaptable to any school organisational
plan or curricular framework, and it
is flexible enough to be used within
the context of rapidly changing
approaches to general education.
L ike any innovat ion , curr iculum
compacting requires time, energy,
and acceptance from teachers. Yet,
educators we have studied who
compact effectively indicate that it
takes no longer than normal teaching
practices. More importantly, they
reported that the benefits to all students
certainly make the effort worthwhile.
One teacher’s comment about the
compacting process reflects the attitude
of most teachers who have participated
in research about compacting,
References
Archambault, F. X., Jr., Westberg, K. L., Brown, S., Hallmark, B. W., Emmons, C., & Zhang, W. (1993). Regular classroom practices with gifted students: Results of a national survey of classroom teachers. Storrs, CT: The National Research Center on the Gifted and Talented.
Baum, S. M., Renzulli, J. S., & Hebert, T. P. (1995). Revers ing underachievement: Creat ive productivity as a systematic intervention. Gifted Child Quarterly, 39, 224-235.
Reis, S.M., Burns, D.E., & Renzulli, J.S. (1991). Curriculum compacting: The complete guide to modifying the regular curriculum for high ability students. Mansfield Center, CT: Creative Learning Press.
Reis, S. M., Hebert, T. P., Diaz, E. I., Maxfield, L. R., & Ratley, M. E. (1995). Case studies of talented students who achieve and underachieve in an urban high school. Monographs of the National Research Center on the Gifted and Talented. (Research Monograph 95120).
Reis, S.M., Westberg, K.L., Kulikowich, J., Caillard, F., Hébert, T.P., Purcell, J.H., Rogers, J., Smist, J., & Plucker, J.A. (1992). Technical report of the curriculum compacting study. Storrs, CT: The National Research Center on the Gifted and Talented.
Renzull i , J .S. (1977). The interest-a-lyzer . Mansfield Center, CT: Creative Learning Press.
Renzulli, J. S. (1977). The enrichment triad model: A guide for developing defensible programs for the gifted and talented. Mansfield Center, CT: Creative Learning Press.
Renzulli, J. S. (1988). The multiple-menu model for developing differentiated curriculum for the gifted and talented. Gifted Child Quarterly, 32, 298-309.
Renzulli, J. S., & Reis, S. M. (1991). The reform movement and the quiet crisis in gifted education. Gifted Child Quarterly, 35, 26-35.
Renzulli, J. S., & Reis, S. M. (1997). The schoolwide enrichment model: A comprehensive plan for educational excellence. Mansfield Center, CT: Creative Learning Press.
Renzulli, J.S., & Smith, L.H. (1978). The compactor. Mansfield Center, CT: Creative Learning Press.
Renzulli, J.S., & Smith, L.H. (1978). The learning styles inventory. Mansfield Center, CT: Creative Learning Press.
Tomlinson, C. A. (1995). How to differentiate i n s t r u c t i o n i n m i x e d - a b i l i t y c l a s s r o o m s . Alexandria, VA: Association for Supervision and Curriculum Development.
Tomlinson, C. A. (2000). Differentiation of instruction in the elementary grades. (Report No. ED 443572). Champaign, IL: ERIC Clear inghouse on Elementary and Early Childhood Education.
Westberg, K. L., Archambault, F. X., Dobyns, S. M., & Salvin, T. J. (1992). Technical report: An observational study of instructional and curricular practices used with gifted and talented students in regular classrooms. Storrs, CT: The National Research Center on the Gifted and Talented.
“As soon as I saw how enthusiastic
and receptive my students
were about the compacting
process, I began to become more
committed to implementing this
method in all my classes.”
19INSP IRE ISSUE NO.5 匯 賢「資」訊 第 五 期
針對資優及高能力學生較同輩更早通曉及
掌握課程內容的特質,教師在規畫課程時應
按學生對課程的掌握程度及學習興趣作出調
適,安排富挑戰性的學習經歷,避免學生重
覆學習已通曉的內容,並將騰出的時間讓
學生更有效地學習,從而提升學習效能。
「濃縮課程」是其中一項回應這些學生需要
的適異性課程與教學模式,於 1978 年由
Dr. Renzulli 和 Linda Smith 共同開發。濃縮
課程能夠配合學生的不同學習需要、能力
及興趣作出調適與指導,為他們提供加速
或加深 / 加廣的增潤學習活動,因此對資優
及高能力學生甚具裨益。
濃縮課程 ( 摘要 )
芮斯教授及傑布先生
課程濃縮的八個步驟
1 確立學習目標
教師可在學科或年級中選取
適合的學習目標,藉以
反映學習層次的遞進、應用該
學科的新知識、發展技能或概念,
以及了解學習目標對資優及高
能力學生的重要性。
2找出適當的預試方法
教師需花時間預先規畫,
從而確定所編製的預試
方法是否配合學習目標。教師能
通過不同形式的習作 / 課業評核
學生的表現基本技能 /,觀察及
檢視資優及高能力學生的思考
過程,了解學生已經或尚未掌握
哪些學習目標,以及是甚麼因素
導致學生未能達標。
20 FEATURE ARTICLE [ II ] 專題文章
Mr. Nicholas Gelbar Mr. Gelbar is completing his PhD in School Psychology and Gifted Education at the University of Connecticut. His r e s e a r c h i n t e r e s t s a r e e f f e c t i v e assessment systems, interventions for twice exceptional students, and implementing the principles of universal design in online courses. Previously, Nicholas taught history for several years at a secondary school in Connecticut.
傑布先生正在美國康涅狄格大學
攻讀心理學及資優教育博士學位。
他的研究興趣包括有效的評估
系統、對雙重特殊資優生的介入
支援及在網上課程施行通用設計
的法則。傑布先生早前曾在康涅
狄格州任教中學歷史科數年。
Dr. Sally ReisDr. Reis is a Professor a n d t h e D e p a r t m e n t Head of the Educational Psychology Department i n t h e N e a g S c h o o l
of Educat ion at the Univers i ty of Connecticut where she also serves as Principal Investigator of the National Research Center on the Gifted and Talented. Her research interests are related to talent development in all children as well as special populations o f g i f t e d s t u d e n t s . S h e h a s w o n several professional awards including the Distinguished Service Award for outstanding service by the National Association for Gifted Children and most recently, she was named the Distinguished Scholar by the National Association for Gifted Children, for her scholarly contributions to the field.
芮斯博士為美國康涅狄格大學內
亞教育學院教育心理學系教授兼
主任,以及是該大學的「國家資優
人士及天才研究中心」首席研究
員。她的研究興趣涉及所有兒童
及優生的才能發展,亦包括有學
習困難的學生。芮斯教授曾獲數
個專業獎項,當中包括美國國家
資優兒童協會傑出服務獎。此外,
她最近亦獲該協會提名傑出學者,
以表揚她對資優教育方面的學術
貢獻。
5精簡教學內容或時間
對學習目標已充分掌握的
學生,教師可讓他們參與
增潤或加速學習活動,讓他們在
日常課堂中除了學習新知識外,
更可緊密配合其學習進度與能力,
向更高層次的學習邁進。
6學生尚未掌握學習目標,
但有能力學得比同學快,
教學應精簡迅速
教師可就內容或技巧方面作濃縮:
內容濃縮是指把學生已掌握的
課程內容濃縮或以較短的時間教
授;技巧方面是指刪除學生已
掌握的技巧,以避免重覆學習。
3確認需要預試的學生
教師可透過檢視學生以往
的成績表、上課表現、曾
任教老師的評語等辨識學生的
專長領域。此外,觀察學生的
行為,如較同輩更早完成閱讀、
完成習作或表現沉悶、甚至表示
習作過份顯淺等,均可視作辨識
應否讓學生參加預試的理據。
8記錄課程濃縮的過程 /
程序及教學指導的選擇
教師及學校管理人員應
通力合作,決定如何記錄濃縮
課程的過程及進展,當中應包括
學生被辨識的專長、如何以預試
確定學生的掌握程度及調適學習
目標,以及建議學生應參與的
增潤或加速學習活動等。
4讓學生參加預試,以確定
其對選定目標的掌握程度
教師以不同的預試方法
辨識學生的掌握程度,並可運用
表列形式,記錄符合學習目標的
評估結果和相應的調適策略。
當教師能夠掌握濃縮課程的
概念與步驟,就可考慮運用
「濃縮課程活動設計表」(The Compactor) 作記錄。
7藉 由 課 程 濃 縮 所 提 供 的
時 間 來 安 排 具 挑 戰 性 的
替代活動
教師可因應時間、空間、資源、
校政及同工協作等因素考慮選取
替代活動。替代活動包括提供富
挑戰性的課程內容(如學習高層
次概念)、調適課業以配合個別
學習目標的需要、給予學生時間
規畫以興趣或學習為本的個人或
小組研究 (Project)、發展學生自我調控/自主學習的(Self-regulated Learning) 能力等。
21INSP IRE ISSUE NO.5 匯 賢「資」訊 第 五 期
FRONTLINE EXPERIENCE SHARING ON GIFTED EDUCATION IMPLEMENTATION
Sharing from St Stephen’s College
Choi Lam Kit Ying Deputy Principal, St Stephen’s College
Differentiation using
CURRICULUMCOMPACTINGLearners Differences – A Reality in Today’s Classroom
Visualise yourself at a senior
secondary classroom in the school
where you teach. This is the beginning
of a unit that students have been
studying since Secondary 1.
Along with the implementation of 12-year
free education, catering for learner
differences has become a challenge
to most teachers nowadays. Research
shows that people process new and
difficult information differently. The
terms analytic/global, left brain/right
brain, and inductive/deductive have been
used in the literature interchangeably.
“Analytic” distinguishes from “Global”
that “Analytic” learns more easily when
information is presented step by step
in a cumulative sequential pattern
that builds toward a conceptual
understanding while “Global” prefers
to understand the concept first and
follows by concentration on the
details, or prefers to be introduced
to the information with, preferably, a
humorous story replete with examples
and graphics. Neither set of procedure
is better or worse than the other; they
are merely different. One fascinating fact,
as mentioned by Dunn and Dunn (1993),
is that most intellectually gifted students
with an IQ of 145 or higher are “globals”
while most gifted underachievers also are
globals. A mismatch between analytic
teaching styles and global learning
preferences occurs far too often,
resulting in low academic achievement
and poor self discipline.
Every learner is unique that we
should develop their potential to
the full. To this end, subject to the
nature of the topic, we may use such
approaches as curriculum compacting,
accelerated contents or enrichment
activities, competitions and so forth
to create a challenging environment
for all. Here is an example on how
curriculum compacting is used to
achieve differentiation in an advanced
mathematics class.
Will the whole class be attentive?
How will you know that they have mastered the basics?
What should they know and be able to do through your lessons?
How will you adapt the curriculum and instruction in the light of students’ varying abilities, interests and needs?
Will the gifted and not so gifted benefit the most from your lessons?
22 感言REFLECTIONS
Curriculum Compacting - An Example
Before the lessons, for a particular unit,
teacher identifies a set of learning
objectives from low to high and the
expected outcomes. Bloom’s taxonomy
(Anderson, & Krathwohl, 2001) of
cognitive levels: Remembering,
Understanding, Applying, Analysing,
Evaluating and Creating, provides an
excellent way for teachers to formulate
learning objectives for class and therefore
raises awareness of how frequently the
higher levels of thinking are addressed
and how assessments are linked to
learning and teaching.
The lesson begins with a short quiz as a
pre-assessment on the basic knowledge
and skills that students should have
acquired in previous years. They are then
asked to grade their own work. This pre-
test helps assess what students know
and what they still need to learn. The
pace of instruction, practice time, and
the content of teaching can then be
modified to meet the best interest and
needs of the students.
Next, the class is set to work in groups
by comparing and contrasting
two solutions to one problem in
the 12-minute short quiz, and
sharing one another their ideas. The
discussion, though short, serves as an
ice-breaker and an eye-opener.
The class is then presented with a
problem-based learning1 question
“Treasure Hunt” and an outline of
the tasks (see Annex 1 on page 25).
Students will work in groups to
brainstorm, formulate and solve
these problems, for instance, where
the treasure is if the gallows is
found, and what if the gallows is
not there as described in the story.
Inquiry learning2 is recommended
in the problem-solving process. One
merit is that through questioning,
conversations and collaboration that
stem from questioning, students
are engaged to relate their prior
knowledge with new ideas or
experiences, and encouraged to
create new conceptual frameworks
that allow for greater understanding of
and application in the world. Based on
observations and the pre-assessment,
teachers can then further compress
the content that is already known by
students to allow time to be spent
in independent study. To guarantee
proficiency in basic curricular area, apart
from solving the problem, students
must design a learning kit from which
the young man in the problem can
acquire the necessary knowledge,
concepts and processes for locating
the treasure.
The independent study component
takes about 2 – 4 weeks. On completion,
students need to present their products
in groups. Each group will then obtain
feedback and grades from the teacher
and their peers. Teacher reflects on
students’ work and offers challenging
alternatives for quick learners by
compacting the curriculum.
In sum, the compacting procedure of this programme involves these six steps:
Identify the objectives in a subject area
Develop and conduct appropriate assessments to track student learning
Evaluate assessment data to determine student mastery level of the chosen objectives
Eliminate instructional time for contents and skills that are known to students or have been mastered by them
Streamline instruction of those objectives that have not yet been mastered
Offer challenging alternatives for time provided by compacting
STEP 1
STEP 4
STEP 2
STEP 5
STEP 3
STEP 6
NOTES[1] For more information about the use of problem-based learning to enhance gifted learners’ thinking, you may refer to the Feature Article of INSPIRE Issue No.4, pp.10-13. Retrieved July 2, 2011 from http://hkage.org.hk/en/tz_publications.html
[2]You may refer to the following website on the explanation of “Inquiry Learning”. http://www.thirteen.org/edonline/concept2class/inquiry/index.html
23INSP IRE ISSUE NO.5 匯 賢「資」訊 第 五 期
References
Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom's Taxonomy of educational objectives. New York: Longman.
Dunn, R. & Dunn, K. (1993). Teaching secondary students through their individual learning styles: Practical approaches for grades 7 – 12. Massachusetts, US: Allyn and Bacon.
Gamow, G. (1988). One, Two, Three, … Infinity. New York: Dover Publications
Reis S. (2011). Compacting and differentiation. Retrieved July 2, 2011 from www.gifted.uconn.edu
Success from the Student’s Point of View
Why use curriculum compacting?
My quick answer is that through
curriculum compacting, we can offer
challenging alternatives for students
especially the gifted for time provided
by compacting, without which the
students would not have the chance to
stretch their potential to the full.
I have been using the “Treasure Hunt”
question as an enrichment activity
to enhance student learning in my
advanced mathematics class. This kind
of problem-based learning task is so
fascinating that it can be solved by
various approaches, such as plane
geometry, coordinate geometry, complex
number, matrix etc. Students could
be creative in communicating their
findings. For example, they could create
a wood model or use flash to create
animation to teach the young man
the theory and to locate the treasure.
The reflection from students and the
products they submitted assured
that they had a thorough grasp of the
important concepts and processes, and
most importantly, through team work,
they knew better where they were,
where to go and how best to get there
along the learning continuum. After all,
they shared a passion for learning.
Under this project, we not only
revisited the theorems that we
learned in Form 2 and Form 3,
but also went into the depths
of the theorems which were
used in this project. We put in
lots of effort in strengthening
what we have learned in the
past, searched for the proofs
and the applications of the
theorems and practically used
them for the project. This
project enhanced our ability
to do research, work as a team
and solve problems that we
have never encountered before.
It was a real eye-opener.
Furthermore, to be honest, the
project was a bit demanding,
not because we had to solve
the problem, but to explain
the concepts and theorems
used in order that others can
keep track of our steps of
solution. But we were up to
the challenge. We managed
to find out the way to come
up with the conclusion using
the easiest methods possible.
Then, we had to think of a way
to present our ideas; we started
to talk about how we used the
fundamental ideas and further
elaborated and applied to our
question. It was hard work,
but it was experience and
skills that could be of use for
a lifetime.
(Reflection from one student team)
STUDENTS’ REFLECTION
24 感言REFLECTIONS
St. Stephen’s CollegeIndependent Study Project
(Treasure Hunt)Read the story below. The young man in the story had his education up to secondary 3 level and did not know co-ordinate geometry. “There was a young man who found a note and a map among his great-grandfather’s paper. The note and map revealed the location of a hidden treasure. According to the instructions from his great-grandfather, he should see a pine tree and an oak tree on the north shore of the island; and a gallows on this island. Then, he should walk from the gallows to the oak counting the number of steps. At the oak he must turn right by 90 degrees, take the same number of steps and then put a spike in the ground. Afterwards, he should return to the gallows and walk to the pine counting the steps. At the pine he must turn left by 90 degrees, take the same number of steps and then place another spike in the ground. The treasure should be half-way between the spikes.The young man was excited about this. He then chartered a ship and sailed to this island. He found the oak and the pine, but not the gallows. This young man fell into despair and began to dig randomly over the area. Unfortunately, the island was too big. He couldn’t find the treasure and had to sail back with empty hands. He might have had the treasure if only he had known a bit about mathematics, and specifically, the use of co-ordinate geometry.”
(Adapted from Gamow, G. (1988). One, Two, Three, … Infinity. Dover Science Book.)
Imagine you were a university graduate with a mathematics degree and would like to help this young man. Task 1Do you agree with the following comment at the end of the story?He might have had the treasure if only he had known a bit about mathematics, and specifically, the use of co-ordinate geometry.
Can you apply co-ordinate geometry theory to find the treasure for the young man? Show your working.Task 2You design a learning kit from which the young man can acquire the necessary knowledge and skills on co-ordinate geometry on his own.Your learning kit should include˙some reading materials (can be ‘Word’ documents and / or powerpoint or other forms); and˙some assignments for practice.
ANNEX 1
25INSP IRE ISSUE NO.5 匯 賢「資」訊 第 五 期
聖士提反書院分享 ( 摘要 )
前線經驗分享 : 資優教育的推行與實踐
為照顧高能力/資優學生的學
習差異,教師可嘗試運用濃
縮課程 (Curriculum Compacting)調適學習內容和進度,為他們
安排加速學習或加深 / 加廣的
增潤活動,營造富挑戰性的學習
環境。以下是該校於中六數學
科 的「 解 析 幾 何」(Coordinate Geometry) 課節中運用濃縮課程這個調適策略的分享。
蔡副校長首先參考了「布魯納教學
目標分類」,訂立該單元的學習
目標及擬定預期的學習成果。
她強調這過程可讓教師連繫學與
教及評估,並引入高階思維策略。
由於學生已於初中時學習有關
課題,故此課節開始時,教師先以
小測做預試,了解學生對課題
基本概念及技巧的通曉及掌握
程度。此外,教師會根據學生
自評的個人表現,綜合評估學生
對課題的熟悉及掌握程度,從而
修訂教學進度、學習目標和內容,
並依據學生的興趣及需要設計富
挑戰性的替代活動。接着,學生
會分組及對照小測內兩個不同的
答案,目的是營造協作學習的
氣氛,並讓學生了解問題可有多
於一個解難方案。
教師為這個校本課程設計了一個
以尋寶遊戲為主題的解難任務,
讓學生透過小組形式進行探究活
動、討論、提問及提出解難方案,
合力把任務完成。教師運用探究
式學習 (Inquiry Learning) 連結學生已掌握的知識與新學的概念或
經驗,加深學生對課題的了解及
應用。根據課堂觀察及預試結果,
教師可把課程再作濃縮,騰出時
間讓學生參與小組獨立研究,以
兩至四星期的時間,設計一個教
材套來闡釋尋寶遊戲中的主人翁
如何掌握所需的知識及運用不同
的解難策略去確定寶藏的位置,
並在課程完結時分享學習成果;
每一組均會從教師及同學 / 朋輩
中取得回饋及建議。教師可根據
學生的學習表現及作品質素考慮
安排更富挑戰性的學習內容及具
彈性的學習模式予能力較高的學
生,使他們得以延展學習和發揮
專長。
聖士提反書院
蔡林潔瑩副校長
26 感言REFLECTIONS
Wan Wai-yan Sally Pui Kiu College
What is your first impression when reading the above
title? School classroom? World classroom? What are they?
In alignment with the recommendation
by the Hong Kong SAR Government
(Education Commission, 1990), schools
in Hong Kong can plan their school-
based gifted development programme
in responding to their current situation
such as students’ characterist ics ,
teachers’ professional knowledge,
etc. (Education Department, 2000).
Curriculum reform “Learning to Learn”
also calls for “catering for individual
differences” (Curriculum Development
Counci l , 2002) . There is a strong
need for catering for the diversity of
students’ learning needs at the whole-
class environment where teachers
can observe and identify high ability /
gifted students to give them support
as each more than 90% of student
learn ing happens in the normal
classroom environment. In doing so,
differentiation is the most direct means
to achieve this goal. The process of
differentiation is regarded as the
deliberate adaptation and modification
o f the cur r icu lum, ins t ruct iona l
p r o c e s s e s , a n d a s s e s s m e n t s t o
respond to the needs of gifted learners
(VanTassel Baska, 1994, 2008). However,
how can we do it in reality? At the
same time, facing the demands of
the 21st century, how can we facilitate
our students to develop the 21 st
century skills? What can we do? —
Collaboration. This “collaboration” is not
restricted to the learning in classroom
or at school; instead, it is connected
with the outside world, including the
community and other cities in the
world. The following is my sharing of
a Grade 5 differentiated teaching unit
on the topic of Exploring Alternative
Energy in a school based integrated
curriculum in my school.
Collaboration Changes Learning
Using an inquiry-based learning
approach as the main instructional
model for differentiation (VanTassel
Baska, 2008), with global collaboration
with another classroom in Mexico, the
programme unit provides students
with complex and challenging learning
opportunities to develop creative,
in-depth conceptual understanding of
the learning topic – alternative energy.
Students explore different types of
alternative energy and propose the
best alternative energy for Hong Kong
situation. In-depth studies about
different types of alternative energy
are carried out through a wide range
of learning activities including field
trips, cooperative learning activities,
global discussion forum, video
conferences. Instead of illustrating
the teaching steps one by one below,
the underlying principles of the
unit design are shared according to
“collaborate” as follows.
FRONTLINE EXPERIENCE SHARING ON GIFTED EDUCATION IMPLEMENTATION
Sharing from Pui Kiu College
Enriching Learning Experiences Through
CollaborationFrom school classroom to world classroom
27INSP IRE ISSUE NO.5 匯 賢「資」訊 第 五 期
Connected Learning is unlimited and without boundaries. Connecting with students in Mexico enables the students to enrich their understanding on the same inquiry issues, including: What alternative energy is available in other parts of the world? Which alternative energy is the best to the other country? and What contextual factors affect the choice of the best alternative energy in the other country? Students working on the same online platform post their ideas and share their ideas and opinions with the Mexican students, where oral and written communication is more emphasised on real-world audience. A video conference is thus carried out so that students can share their final learning products with each other and present special cultures and festivals. This enhances students’ global awareness of environmental protection and sustainability issues as well as extends their understanding of cultures in the partner country.
Open-mindedOpen-minded is an attitude to facilitate the effectiveness of learning and teaching. Both teachers and students are eager to inquire knowledge. At the beginning of the unit, students can raise their own inquiry questions and select the most wanted inquiry questions for the class. Apart from that, looking from multiple perspectives is encouraged through different learning activities, for example, debates and case studies. With reference to Bloom‘s Taxonomy (Bloom, 1956; Anderson and Krathwohl, 2001), “creating” and “evaluation” are more emphasised and students have more opportunities to develop their own ideas and thinking more deeply with evidence to the information gathered from the internet and the field trips. Last but important, open dialogue between students and teachers through discussion and scaffolding questions is fundamentally allowed to unfold knowledge and
uphold knowledge advancement.
ActiveHaving a great variety of opportunities of engaging in a wide range of cooperative learning activities such as group discussion, envoy exchange and so on, students thus have a high sense of ownership of learning. Students’ learning is also visible by others through presentation and making learning products. This keeps students’ momentum to inquire and explore further in the learning topic under such an intellectually challenging environment where students can find it meaningful and purposeful to learn. Students have more opportunities to study the concept in multiple applications through project
work and presentation.
OriginalOriginality is important to learning and thinking. With encouragement to develop creativity, at the first stage of learning, students working in different groups focus on one type of alternative energy and they design their own models for their envoy exchange activity, in which different groups are to present their alternative energy to each other. Besides, students can choose different ways to present their learning products, that is, the best alternative energy in Hong Kong, where students are provided alternatives for tasks, products, and assessments with reasonable justification of their own choice while they have to make decision about their presentation with specifications given for creative
work under clear directions.
Life-Long
Think about life-long skills. What are they? They are generic skills leading to learning capacity. The foci of the development of life-long skills in the unit design are collaboration skill, communication skills and critical thinking skills. For example, at the stage of making a model for the presentation of a specific type of alternative energy, students work in groups and discuss how to present that type of alternative energy while allocation of work and contents of presentation are shared amongst the group members. Critical thinking is encouraged during discussion while students have to think about what ways are the best for the presentation with good, sound reasons. Students need to be able to consider multiple points of view, sharpen or broaden their thinking in order to provide strong arguments for or against other perspectives.
BlendedBlended learning is applied in the design of the whole unit. The unit design allows for combination and alignment of different learning environments for motivating students, where students’ learning experience is enriched throughout an integrative learning approach. Such a complex approach enhances and accelerates learning to be undertaken in face-to-face sessions with learning opportunities created outside the classroom through field trips and online environment for discussion. Knowledge is thus gained through a deep and meaningful learning journey.
Conclusion:
28 感言REFLECTIONS
References
Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. Boston, MA: Allyn & Bacon.
Bloom, B. S. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York, NY: David McKay Co Inc.
Curriculum Development Council. (2002). Basic Education Curriculum Guide: Building on Strengths (Primary 1 - Secondary 3). Hong Kong: Hong Kong Government Printer.
Education Commission. (1990). Education Commission Report No.4. Hong Kong: Government Printer.
Education Department. (2000). Development of Gifted Education in Hong Kong. Retrieved on 8th February 2011 from: http://www.edb.gov.hk/FileManager/EN/Content_3201/policy_paper.pdf
Partnership for 21st Century Skills. (2004). Framework for 21st Century Learning. Retrieved from: http://www.p21.org/index.php?option=com_content&task=view&id=254&Itemid=120.
VanTassel-Baska, J. (1994). Comprehensive Curriculum for Gifted Learners (2nd ed.). Boston: Allyn & Bacon.
VanTassel-Baska, J. (2008). What Works in Curriculum for the Gifted. Keynote address at the Asia Pacific Conference on the Gifted, Hong Kong, July 18, 2008. Retrieved from: http://hkage.org.hk/en/events/080714%20APCG/01-%20Keynotes%20&%20Invited%20Addresses/1.9%20Van%20Tassel-Baska_What%20Works%20in%20Curriculum%20for%20the%20Gifted.pdf
ReflectiveStudents have a chance to reflect on their learning for their ongoing and continuous improvement and development. With structured opportunities, students can spend considerable time on assessing their own learning outcomes and the others’ learning products. During the process, students can examine and interpret their learning products about their understanding of alternative energy so as to help them to gain new understanding to the study topic more deeply. In-depth understanding and self-actualisation is fostered through students’ personal reflection and peer assessment in which they can give further comments and suggestions to each other for improvement and development.
TechnologicalStudents are exposed to use different types of ICT tools in support their learning. Not only information search and data collection during the learning process, students can use different kinds of ICT tools for making their learning products such as website (e.g. wikispaces), e-book (e.g. issuu), e-poster (e.g. glogster) and so on. This helps to encourage students to make their learning visible and creates an impetus to encourage them to learn beyond the classroom and share with each other.
AffectiveAffective education is incorporated during the learning and teaching process. Social emotional elements such as mutual respect and cooperation are taught to students. For example, during the classroom debate on the topic of the feasibility of wind power, students are keen on the arguments on agreeing and disagreeing with each other. Being given guidance to understanding conflicting accounts of others’ opinions, students show their appreciation and support to each other while they give a good point to their opponents at the end of the debate activity. Infusing social emotional elements is naturally tuned in the process
of learning and teaching.
ExploratoryExploring new things is always a good start to keep students’ motivation to learn. Therefore, some field trips are organised. All classes go for a trip to Ma Wan Park to explore what is alternative energy and how it works in Hong Kong. Apart from that, interested students are selected for the visit to Lamma Island Wind Power Station Open Day as organised by the Hong Kong Electric Ltd. With their rich experiences in the field trip to Lamma Island, students bring back and share their ideas and views to their belonging groups in the class. Students working in groups further investigate the study topic and do a proposal, make an e-poster or create a model to recommend the best alternative energy for sustainable development in
Hong Kong.
Last, but not the least, “collaborate” can be at anytime, any where. Collaboration is across different levels: teachers, schools, communities and the global world. This concept of “collaborate” should be further explored and deeply rooted in daily classroom for the unlocking of potentials of individual students.
29INSP IRE ISSUE NO.5 匯 賢「資」訊 第 五 期
培僑書院的溫老師分享該校教師
如何運用多元化的教學策略來
照顧學生的個別差異及學習需要,
並提升學生身處廿一世紀應具備
的能力。
在小學五年級的「社會成長科」中,
溫老師主要以探究式學習作為
藍本,並滲入「協作」這個重要
元素,發展了一套校本課程—
「 探 索 替 代 能 源 」(Exploring Alternative Energy)。她在課程中營造了有意義、具挑戰性的學習
機會,並以多樣化的教學活動讓
學生發揮創意,從而加深他們對
課題的了解。
此課程特色在於讓學習擴展到
課室以外,如透過實地考察、
網上討論等,令學習不再局限
於傳統的面授;它亦更能與世界
接軌,讓香港與墨西哥兩地的
學生進行學術交流,透過探討
不同議題,例如不同類型的能源
及最適合兩地使用的能源等,藉
以加深學生對課題的了解。教師
與學生均持開放態度:學生在教節
開始時主動表達他們的學習需要
和興趣,而教師則以學生為本,
鼓勵學生以多角度思考問題。學生
主動參與活動提升了他們對學習
的自主性;而他們在學習過程中
持續反思和互相評價,以及教師
就課業、作品及評估三方面為學
生提供選擇方案,鼓勵他們選擇
適合自己的表達手法,發揮創意,
這些都能協助學生評估其學習
成果及對課題概念有所掌握。
此課程着重培育學生的終生學習
能力(如協作、溝通和批判性
思考能力),以及培養學生互相
尊重及協作精神,並且懂得善用
各類的資訊科技如創作網頁、
電子書等,這些均能豐富學生的
學習經驗,有助他們的全人發展。
「協作」能把師生及不同地域的
學生連繫起來,把學習延伸至
校外、社區和世界層面。如能
深入探討這個概念及讓其植根於
日常教學中,學生定能發揮所長,
提升學習效能
培僑書院
溫慧欣老師
溫老師列舉了該課程的八項特點:Connected ( 聯繫的 )、Open-minded
( 開 放 的 )、 Life-Long ( 終 生學 習 的 )、 Active ( 主 動 參 與 的 )、 Blended ( 混合的 )、Original ( 原創的 )、Reflective ( 反思的 )、 Affective ( 感性的 )、
Technological (科技的)和 Exploratory (探索的) 帶出COLLABORATE 「協作」
為規畫該課程核心的概念。
培僑書院分享 ( 摘要 )
前線經驗分享 : 資優教育的推行與實踐
30 感言REFLECTIONS
香港資優教育學院旨在集合教育界
領袖及各持分者的力量,為資優或
高能力學生提供一個更適切的環境
栽培他們成長。本學院舉辦的資優
教育周年演講正是讓本港教育界
領袖了解資優教育的重要性,從而
提高他們對資優教育的關注。
第二屆何東資優教育演講已於2011年
1 月 7 日 假 九龍灣國際展貿中心
舉行。繼教育局常任秘書長謝凌潔貞
太平紳士及本學院院長湯敏思博士
致歡迎辭後,兩位著名的資優教育
專家任汝理博士及芮斯博士分別向
本地教育界領袖分享他們對資優教
育的真知灼見。任汝理博士探討了
21世紀資優教育的特點及好處;
芮斯博士隨後則向與會者說明資優
教育課程如何改寫學生的一生。演講
吸引了逾3 0 0位教師、課程統籌
主任、學校領導、負責支援高能力
學生或資優生的教育心理學家及
其他教育工作者出席。
News Bites 要聞剪影
(12/2010 – 5/2011)
Annual Special Event周年特別活動
Teacher Professional Development教師專業發展課程
The HKAGE has a significant role in
rallying the support of education
leaders and various stakeholders
to provide a more conducive and
appropriate environment to nurture
gifted and/or high-ability learners.
The Annual Hotung Lecture aims to
raise the awareness of the importance
of gifted education among the
education leaders in Hong Kong.
The second Annual Hotung Lecture
took place at the Kowloonbay
International Trade & Exhibition Centre
on 7 January 2011. Following the
welcoming addresses by Mrs. Cherry Tse,
JP, Permanent Secretary for Education
and Dr. Stephen Tommis, our Executive
Director, two renowned experts
in gifted education, Dr. Joseph
Renzulli and Dr. Sally Reis shared
their views on gifted education
with our education leaders. Dr.
Renzulli shared his insights into
the unique aspects and benefits
of gifted education in the 21st
century. It was followed by Dr. Reis
presenting compelling evidence
about the ways in which gifted
programmes make a difference
to students’ lives. The lecture was
well attended by over 300 teachers,
curriculum coordinators, school
leaders, educational psychologists
as well as other school practitioners
providing support to gifted or high-
ability learners.
The Annual Hotung Lecture 2011 何東資優教育演講2011By Dr. Joseph Renzulli and Dr. Sally Reis
7 January 2011任汝理博士及芮斯博士主講
2011年1月7日
31INSP IRE ISSUE NO.5 匯 賢「資」訊 第 五 期
Thematic Seminars / Workshops – Past Events專題講座 / 工作坊 — 已舉辦課程
WORKSHOP 專題工作坊
Feedback from participants:
Understanding how to identify and cater for 2E (Twice Exceptional) students by using “Dual Differentiation” strategy.
學員回饋:
我認識到運用適異性 策略辨識 及照顧
雙重特殊資優生的重要性。
Providing Support to Twice Exceptional Students支援雙重特殊資優生
By Dr. Susan Baum17 December 2010
Susan Baum 博士主講
2010年12月17日
WORKSHOP 專題工作坊
Reaching the Highest Level: Reversing Underachievement and Increasing Achievement in Gifted Students協助潛能未展資優生提升卓越表現
By Dr. Joseph Renzulli & Dr. Sally Reis8 January 2011
Joseph Renzulli 博士及
Sally Reis 博士主講
2011年1月8日
Feedback from participants:
˙The speakers reminded me of the importance of catering for learner differences and taught me some practical skills for improving students’ academic performance.
˙The speakers’ experience-sharing enabled me to learn how to help underachieved students to reverse underachievement.
學員回饋:
˙ 講者提醒了我有關照顧學習差異的重要性,同時也教授了一些實用方法來提升學生的學術表現。
˙ 講者的精闢見解讓我了解如何協助學生提升表現,逆轉潛能未展的情況。
WORKSHOP 專題工作坊
Late, Lost and Unprepared: How to Help Students with Executive Functioning如何運用執行功能支援學生
By Dr. Joyce Cooper-Kahn3 March 2011
Joyce Cooper-Kahn 博士主講
2011年3月3日
Feedback from participants:
˙The clarity of the speaker is greatly appreciated because she made complicated materials accessible and concrete to participants.
˙Very practical, lots of useful instructional strategies for developing students’ executive functioning skills.
學員回饋:
˙ 十分欣賞講者能把複雜的教材清晰地、具體地表達,讓與會者易於掌握。
˙ 工作坊內容很實用,講者分享了很多有用的教學策略以協助資優生發展執行功能。
32 要聞剪影NEWS BITES
WORKSHOP 專題工作坊
Understanding Gifted Students with Emotional and Behavioural Disabilities and Strategies to Help Them了解資優生的情緒及行為障礙與支援策略
By Ms. Cindy Heslin4 March 2011
Cindy Heslin女士主講
2011年3月4日
Feedback from participants:
˙The insights of the speaker and the tools (assessment forms and sample intervention plans) introduced give me more ideas of how to deal with students with emotional difficulties.
˙Case studies gave me opportunities to apply what I had just learned in the workshop.
學員回饋:
˙ 講者的精闢見解及介紹的工具 ( 如評估表和介入方案示例 ) 讓我更能掌握如何處理有情緒困擾的學生。
˙ 個 案 研討環 節 讓 我 有 機會應 用我 剛 在工作坊上學到的知識。
SEMINAR 專題講座
Assessment for Learning of Gifted Learners促進資優生學習的評估
By Dr. Joyce VanTassel-Baska9 May 2011
Joyce VanTassel-Baska
博士主講2011年5月9日
Feedback from participants:
˙I have learned how to execute performance based assessment by building a link between learning objectives and activity design.
˙I recognise the importance of setting reasonable goals and assessment methods to meet students’ needs.
學員回饋:
˙我學會了如何透過把學習目標和活動設計連結以實踐實作評量。
˙我認識到訂立合理目標及評估方法以切合學生需要的重要性。
WORKSHOP 專題工作坊
Curriculum/Programme Planning and Evaluation in Gifted Education資優教育課程規劃及評鑑
By Dr. Joyce VanTassel-Baska14 and 21 May 2011
Joyce VanTassel-Baska
博士主講2011年5月14及21日
Feedback from participants:
˙The workshop was very relevant to my job and I found the ideas shared were useful.
˙Dr. VanTassel-Baska walked through the six features of differentiated curriculum planning with practical examples.This helped participants to capture the ideas systematically.
學員回饋:
˙是次工作坊和我的工作有密切聯繫,其中的分享很有用。
˙ VanTassel-Baska 博士以實例幫助學員有系統地掌握設計適異性課程的六項特點。
33INSP IRE ISSUE NO.5 匯 賢「資」訊 第 五 期
MASS LECTURE 大型講座
Developing an Affective Curriculum for Talent Development有助才華發展的情意教育課程
By Dr. David Yun Dai27 May 2011
David Yun Dai 博士主講
2011年5月27日
INTRODUCTORY COURSE 入門課程
FOUNDATION COURSE 基礎課程
Introduction to Gifted Education (Primary School Session)19 February 2011
Nurturing Gifted Learners (Event 3)November 2010 – March 2011
資優教育簡介(小學場次)2011年2月19日
培育資優生(場次三)2010年11月至 2011年3月
Structured Courses – Past Events結構課程 — 已舉辦課程
Feedback from participants:
˙The “Cope and Grow Model” developed by Dr. Dai and his colleagues is valuable as it helps us look at students’ individual needs.
˙I got some inspiration about teaching gifted students: the teaching focus should be students, rather than the subjects taught
學員回饋:
˙ 講者介紹他本人及其研究伙伴共同開發的「 解 困及 成長」(Cope and Grow) 模 式很 有價 值, 能 讓 我 們 看 到 學 生 的 個 別需要。
˙我得到一些啟發 : 教學著眼點應是學生,而非所教科目。
Outreach Services外展專業發展服務
我們不時收到學校的邀請提供有關資優教育的專業
發展服務。近數月來,我們應邀到校主持資優教育
入門講座、較深入的工作坊如「適異性課程」或「社交
情緒學習」課題,以及提供教育諮詢服務。
From time to time, we have received requests from schools
to deliver onsite professional development programmes in
gifted education (GE). In the recent months, introductory
seminars in GE and in-depth workshops on specific topics
like differentiation and social emotional learning have
been conducted and customised services have also
been provided.
34 要聞剪影NEWS BITES
The above information provided is subject to confirmation. Please visit the “Parent Zone” of our website: www.hkage.org.hk for details.上述各項活動資料以本學院網頁內公佈為準。請登入學院網站內的「家長園地」查閱詳情。網址:www.hkage.org.hk
Consultation and Assessment Centre Information 諮詢及評估中心Hotline 熱線電話:3698 3947 Email 電郵: [email protected]
Free-of-charge Outreach Parent Seminars 免費到校家長講座
ABCs of Giftedness資優基本法
A 1.5-hour school-based seminar will be provided. Schools and organisations are welcome to call 3698 4025 for details and appointment.
以校本形式提供1.5小時的講座,歡迎學校及機構致電3698 4025預約及查詢。
Priority will be given to applications by the same school sponsoring bodies; or a joint-school event; or an event with more than 200 participants.
以同一辦學團體,或最少三間學校,或多於二百位與會者名義提出的申請,將獲優先考慮。
Nurturing the Gifted如何培育資優兒
Affective Needs of Gifted Children情意百寶袋
Nurturing Creativity in Young Children解開創造力之謎
Critical Thinking Skills批判思維放大鏡
Parent Workshops 家長工作坊 Target 對象 Date 舉辦日期
Communicating with My Gifted Child 1: Parent-childcommunication (Re-run)親親孩子(1):親子溝通篇(重辦)
Parents of gifted children資優兒童的家長
17 and 24 September 20112011年9月17及24日
Nurturing Creativity through Experiments創意與科學
8 and 15 October 20112011年10月8及15日
Communicating with My Gifted Child 2: Marital communication親親孩子(2):夫妻溝通篇
19 and 26 November 20112011年11月19及26日
Mindfulness - Stress Management for gifted children (Re-run)正念—壓力管理篇(重辦)
10 and 17 December 20112011年12月10及17日
Special Events 特別項目 Target 對象 Date 舉辦日期
Project Twice-exceptional Resource Pack Dissemination「尋找雙重特殊資優兒」計劃資源套發佈會
Social workers and School Guidance Personnel社工及學生輔導人員
October 20112011年10月
Parent Orientation 2012新學員家長迎新日2012
Parents of our new student members in 2012二零一二年新學員家長
Early 20122012年初
Charged Customised Programmes 收費特定工作坊
Customised consultancy and training in schools特定諮詢服務及駐校培訓課程
We also offer customised workshops and consultation services to schools and organisations for a modest charge. They can be tailor-made to meet the needs of parents. For details and appointment, please contact us at 3698 4025 / [email protected].我們亦為學校及機構提供適度收費的特定工作坊及諮詢服務,其內容
可另作擬定及剪裁,以滿足家長的需要。歡迎致電3698 4025 或電郵[email protected]預約及查詢。
Parent Support 家長支援服務
2011年 7月至12月JULY – DECEMBER 2011
35INSP IRE ISSUE NO.5 匯 賢「資」訊 第 五 期
Leadership領導才能
Leaders for the New Generation新一代社會領袖
Ethical Leadership and Value Study誠信管理及價值觀研究
Public Speaking Workshop演說技巧工作坊
Communication Skills Workshop溝通技巧工作坊
Project Planning - Project Management 項目規劃—項目管理
Team Dynamics團隊動力
Effective Leadership and Social Service Projects有效領導與社會服務
Mathematics數學
Mathematics in 18 Lessons (Phase II)數學十八章經(第二階段)
Mathematics in 18 Lessons (Phase III)數學十八章經(第三階段)
Introduction to Olympiad Mathematics (Phase II)數林匹克初探(第二階段)
Introduction to Olympiad Mathematics (Phase III)數林匹克初探(第三階段)
International Mathematical Olympiad Training (Phase I)國際數學奧林匹克訓練(第一階段)
International Mathematical Olympiad Training (Phase II)國際數學奧林匹克訓練(第二階段)
Mathematics Ignition數學燃動課程
Online learning modules in Mathematics數學網上學習課程
Student Programmes and Services 學生服務
Humanities人文學科
Introductory Course in Chinese Classical Literature中國古典文學初階課程
Introductory Course in English Classical Literature英國古典文學初階課程
Intermediate Course in Chinese Script Writing中文劇本寫作進階課程
Intermediate Course in Philosophy哲學進階課程
Future Curator Training Course未來館長培訓班
Enigma of the Social Worlds社會科學課程
Introductory Course in Critical and Creative Thinking批判及創意思維初階課程
Introductory Course in Cultural Studies文化研究初階課程
Intermediate Course in Sociology社會學進階課程
Introductory Course in Social Studies社會研究初階課程
Intermediate Course in Psychology心理學進階課程
Introductory Workshop on Research Methodology and Writing for the Social Science社會科學研究方法及寫作初階工作坊
Online learning modules in Humanities人文學科網上學習課程
Sciences 科學
Enhancement Programme for Gifted Students in Physics (Phase I to III)資優學生物理培訓課程(第一至三階段)
The 9th International Junior Science Olympiad Student Training Programme第九屆國際初中科學奧林匹克訓練課程
Credit-bearing course in Marine Sciences Training 海洋科學大學學分課程
Environmental Science Programme環境科學課程
Chemist in Laboratory實驗室中的化學研究
Astronomy Programme天文課程
Software Development Programme軟件開發課程
Biomedical Engineering Workshop生物醫學工程工作坊
Technology Design Programme科技與設計課程
Medical Science Entry Programme醫學初探課程
Summer Medical Programme暑期醫學學習計劃
2011年 7月至12月JULY – DECEMBER 2011
36 學院動向UPCOMING EVENTS OF THE ACADEMY
Thematic Courses / Workshops / Seminars / Learning Circle 專題課程/工作坊/講座/小組研習
Thematic Seminar: “Introduction to Gifted Education” (Secondary School Session)專題講座:「資優教育簡介」(中學場次)
Secondary School Teachers中學教師
September / October 20112011年9月或10月
Thematic Seminar: “Quality Standards for Gifted Education Programmes”專題講座:「資優教育課程質素標準」
Primary & Secondary School Vice-Principals, Curriculum leaders and Subject Panel Heads中、小學副校長、課程領導及學科主任
November 20112011年11月
Thematic Workshop: “Adapting Learning & Teaching in the Regular Classroom for the Gifted” 專題工作坊:「為資優生調適課堂學與教」
Primary & Secondary School Teachers中、小學教師
December 20112011年12月
Learning Circle: “Adapting Learning and Teaching in Mathematics for the Gifted” 小組研習:「為資優生調適數學科學與教」
Primary & Secondary School Teachers中、小學教師
December 20112011年12月
Thematic Workshop: “Identification: Principles and Practices”專題工作坊:「識別資優:原則及實踐」
Primary & Secondary School Teachers中、小學教師
December 2011/ January 20122011年12月/2012年1月
The above information provided is subject to confirmation. Please visit the “Student Zone” of our website: www.hkage.org.hk for details.上述各項活動資料以本學院網頁內公佈為準。請登入學院網站內的「學生園地」查閱詳情。網址:www.hkage.org.hk
Personal Growth and Social Development Series個人成長及社交發展系列
Learning Skills Workshop學習技巧工作坊
Conflict Management Workshop衝突管理工作坊
Self-understanding Workshop自我認識工作坊
Multi-disciplinary 跨學科課程
University-based Multi-disciplinary Study Projects全方位大學研習課程
Thematic Talk 主題式講座
Academic talks in each domain are held regularly定期舉辦各範疇學術講座
教師專業發展課程
2011年 8月至12月
Teacher Professional Development Programmes
AUGUST – DECEMBER 2011
Special Event Target Group 培訓對象 Date 舉辦日期
“Giftedness in East-Asia: Explorations in the Actiotope Model of Giftedness” 國際討論會及工作坊http://www.ied.edu.hk/giftedea/
Educators & School Practitioners教育界及學校專業同工
Symposium: 1-2 AugustWorkshop: 3 August討論會:8月1至2日工作坊:8月3日
The above information provided is subject to confirmation. Please visit the “Teacher Zone” of our website: www.hkage.org.hk for details.上述各項活動資料以本學院網頁內公佈為準。請登入學院網站內的「教師園地」查閱詳情。網址:www.hkage.org.hk
37INSP IRE ISSUE NO.5 匯 賢「資」訊 第 五 期
The Hong Kong Academy for Gifted Education 香港資優教育學院
East Block, Kowloon Tong Education Services Centre, 19 Suffolk Road, Kowloon Tong, Hong Kong香港九龍塘沙福道19號教育服務中心東座Tel電話 : (852) 3698 4103 Fax 傳真 : (852) 3586 3445Email電郵 :[email protected] Website網址 : www.hkage.org.hk
Copyright © 2011 by The Hong Kong Academy for Gifted Education Ltd. Printed in Hong Kong. All rights reserved. 香港資優教育學院有限公司2011年©版權所有香港印刷。未經許可,不得轉載。
TITLE 刊物名稱
INSPIRE: The Gifted Education Magazine for Educators匯賢「資」訊
AUTHOR 作者
The Hong Kong Academy for Gifted Education Ltd香港資優教育學院有限公司
EDITORS 編輯
Patrick Lam, Clara Tam, Man-kit Ng, Nelson Lai, Mo-yam Chan林克忠、談勵紅、吳文潔、黎永業、陳武鑫
TRANSLATOR 翻譯
Solomon Hui, James Lee許金城、李浩海
PUBLISHER 出版The Hong Kong Academy for Gifted Education Ltd 香港資優教育學院有限公司
The electronic version of INSPIRE is available on our website. 學院網站備有《匯賢「資」訊》網上版,可供參考及下載。
ISSN 2219-4576
Contact Us聯絡我們
If you have comments and suggestions to improve INSPIRE, please contact us. You are welcome to contribute articles to this magazine!
假如你對今期內容有任何意見及建議,歡迎聯絡我們。
歡迎各位踴躍投稿!
Email 電郵:[email protected]
Subscribe to INSPIRE Issue No.5訂閱《匯賢「資」訊》第五期
If your school/organisation is interested in subscribing to this issue of INSPIRE, please fill in the form below and fax it to 3586 3429.
假如 貴校/機構有興趣訂閱今期《匯賢「資」訊》,請填妥下列資料,
並傳真至3586 3429。
Subscription service for INSPIRE, order quantity 訂閱數量
□ 50 copies or less50本或以下 □ 51-100 copies51-100本□ 101-200 copies101- 200本 □ 201 or more201本或以上
Contact information 聯絡資料
Name姓名 :
Position職位 :
Telephone電話 :
Name of School/Organisation學校/機構名稱 :
「在異質分組的課室裡,適異性課程可作為
躍升和發展資優生和其他學生潛能的催化劑。」
Sandra Kaplan
“Differentiated curriculum can be a catalyst to excite the potential of students who are gifted and to develop the potential of all other students in a heterogeneous classroom”