Induction Course for

New History Panel Chairpersons

(New)

Mr FONG Ho-nam, Nelson

STFA Leung Kau Kui College

19 November 2013 CDI020140502

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My Major Concerns…

 Curriculum planning
 Learning and teaching strategies
 Assessment policy
 Panel and personnel management

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Part 1
Curriculum planning

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1. Curriculum planning
 Source A: Students’ priority of DSE electives
1st 2nd 3rd 4th 5th 6th
Economics 37 31 32 28 14 15
Chemistry 34 46 16 21 18 7
Biology 38 28 29 19 20 12
BAFS 16 23 29 33 26 13
Physics 24 17 21 16 20 17
Chinese History 9 10 11 15 12 19
Geography 2 9 15 21 30 33
Chinese Literature 5 6 6 2 2 7
ICT 5 3 7 5 11 14
Visual Arts 3 1 6 3 1 6
History 4 2 2 4 14 10
Integrated Science 0 1 3 9 8 23

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1. Curriculum planning
 Source B: Number of lessons per cycle
07-08 08-09 09-10 10-11 11-12 12-13 13-14
F. 1 3 2 2 2 3 3 3
F. 2 2 2 3 3 3 2 3
F. 3 3 3 3 3 2 2 2
Senior 6 6 6 6 6 6 7

A change in subject content is needed!!

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1. Curriculum planning
 Source C: Topics offered in junior forms
Form 1 Form 2 Form 3

Prehistoric times Voyages of Discovery First World War

Ancient Egypt Renaissance Second World War

Greco-Roman Industrial Revolution Cold War

civilization
American Revolution International
HK before 1841 Cooperation
French Revolution
HK 1941-1970s
HK 1841-1941

About 28-40 lesson Too much!?!

hours all year round Too rushed!?!
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1. Curriculum planning
 More issues…
 Other subjects’ needs, e.g.
 Liberal Studies – HK History (1960s-80s)
 Liberal Studies – China (1949-2000)
 Liberal Studies – Int’l peace-keeping (1945-2000)
 Economics – HK economic stages (1946-2000)
 Students’ degrading ability/willingness to learn
 Widening learner diversity

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1. Curriculum planning
 Interim solution
Form 1 Form 2 Form 3

Prehistoric times Voyages of Discovery First World War

Ancient Egypt Renaissance Second World War

Greco-Roman Industrial Revolution Cold War

civilization
American Revolution International
HK before 1841 Cooperation
French Revolution
Voyages of Discovery HK 1941-1970s
HK 1841-1941
HK 1841-1941
HK 1941-1970s

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1. Curriculum planning
 Steps towards REAL solution…
1. Consider the role of History in a student’s learning
journey
2. Define the skills and attitudes to be acquired
3. Seek Vice Principal’s & other panel heads’ advice
4. Collect pupils’ voice
5. Exchange ideas with panel heads of other schools
6. Reach the outcome:
WHAT to teach, WHEN to teach, HOW to teach…

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Part 2
Learning and teaching
strategies

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2. Learning & teaching strategies

 About us…
Positive side The other side
EMI status Students’ language ability
Band 1 in Tuen Mun School’s established culture
• Direct teaching
• “Silence is golden.”
• Rote learning
• Heavily exam-oriented

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2. Learning & teaching strategies

 Steps towards solution…

 Teachers’ side:

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2. Learning & teaching strategies
 Steps towards solution…
 Students’ side:
 Extended reading tasks
+ discussions & presentations

Sources:
e.g. current news/History reference books

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2. Learning & teaching strategies
Colleagu
e’ s initiativ
e

Hyperlinks with
extended reading

Extended reading &

revision materials
attached

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2. Learning & teaching strategies

 Steps towards solution…

 Students’ side:
 Learning excursions – local &
overseas

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2. Learning & teaching strategies
Colleagu
es’ initiat
iv e

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2. Learning & teaching strategies

 Steps towards solution…

 Students’ side:
 Presentations on exam skills

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2. Learning & teaching strategies
Colleagu
es’ initiat
DSE-level ive
command Junior-form assessment questions
words
Compare [F.1] Identify the similarities and differences in the leadership
qualities of Alexander the Great and Julius Caesar.
[F.2] What were the similarities and differences between the
government systems of the United States and Meiji Japan?
Impact [F.1] How did the conquest of Alexander the Great affect the areas
he conquered?
[F.2] How did the American Independence affect Europe in the 19th
century? Explain your answer.
Justify [F.3] “Democratic countries like Britain, France and the United
States should be blamed for causing the outbreak of WWII.”
Explain why this statement is reasonable with relevant
historical facts during the period 1919-39.

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Part 3
Assessment policy

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3. Assessment policy

 How much to assess?

 Key issue:
 Role of formative assessment

Assessment for
Learning

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3. Assessment policy

 Assessment ratio
Different schemes of assessment ratio (per school term)
Simplest Uniform Test
Examination (70%)
structure (30%)

Better
Uniform Test (40%) Examination (60%)
balance
F.A
Greater Uniform Test . Examination (60%)
diversity (30%) (10%
)

Bolder Uniform Formative

Examination (50%)
suggestion Test (25%) Assessment (25%)

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3. Assessment policy

 Components of formative assessment

Different combinations of assessment components

Quiz-based Q1 Q2 Q3 Q4 Q5 Q6 Q7 …. Qn

HW + Quiz HW1 Q1 HW2 Q2 HW3 Q3 HW4 Q4 HW5

HW + Quiz +
HW1 Q1 L1 HW2 Q2 L2 HW3 Q3 L3
Lesson
HW + Quiz +
Lesson + HW1 Q1 FT1 L1 HW2 FT2 Q2 L2 FT3
Field trips

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3. Assessment policy

 How to assess a student’s lesson performance?

Options of in-class performance assessment

Participation in discussion Presentation

Response to questions Punctuality

Discipline General impression

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3. Assessment policy

 How to assess a student’s lesson performance?

Adapted from Prof. Magdalena M.C. Mok's presentation in the EDB PD event "Workshop on cultivating
students' self-directed learning in the context of e-Learning" on 3 October 2013.

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3. Assessment policy

 How to assess a student’s lesson performance?

Stage Assessment component
Metacognition Pre-lesson online quiz
自知 Preparation of lesson
Self-management 自 Keeping of log-book and worksheets
理 Self-checking of DBQ assignments
Self-assessment Post-lesson online quiz
自評
Personal best Self-reflection upon marked essay
自強 assignment
Adapted from Prof. Magdalena M.C. Mok's presentation in the EDB PD event "Workshop on cultivating
students' self-directed learning in the context of e-Learning" on 3 October 2013.
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3. Assessment policy

 e-Class: a good assessment tool

Pre-lesson assessment Post-lesson assessment
Poll DBQ assignment
YouTube viewing +
Quiz
Question to ponder
Fact sheets / handouts Poll

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Part 4
Panel and personnel
management

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4. Panel and personnel management

 Challenge (1): Question of Quantity

History English
Teacher A 1A 1B 1C 1D F.3 F.3

Teacher B 2A 2B 2C 3E F.2 F.3

Teacher C 2D F.2 F.4 F.5

Panel Head 3A 3B 3C 3D F.4 F.5 F.6

 Heavy pre-occupation with major subject (English)

 Inability to concentrate on History

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4. Panel and personnel management

 Solution (1):
History English
Teacher A 1A 1B 1C 1D 2A 2B 2C F.3

Teacher B F.2 F.3 F.3

Teacher C 2D F.2 F.4 F.5

Panel Head 3A 3B 3C 3D F.4 F.5 F.6

 Re-allocation of subject combination upon liaison

 Specialization and economy of scale
 Vertical coherence and sustainability
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4. Panel and personnel management

 Challenge (2): Colleagues’ lack of access to subject

information

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4. Panel and personnel management

Very usef
u l!

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4. Panel and personnel management

 Solution (3):
Markers’ meeting + Co-marking practices

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4. Panel and personnel management

 Solution (4): Peer Lesson Observation

Organizational priority: Pedagogical priority:
1. Same subject, same level 1. Questioning skills (Teacher-
student interaction)
2. Same subject, different levels
2. Student’s learning motivation
3. Different subjects, same level
3. Student-student interaction
4. Different subjects, different levels
4. Students’ ability to speak in
English

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4. Panel and personnel management

 Solution (5): Collaborative Lesson Preparation + Peer Lesson Observation

Setting lesson Drafting lesson Confirming

objectives plans lesson plan

Fine-tuning lesson Production of

plan & teaching
Peer Lesson teaching
materials Observation materials

Evaluation by Evaluation by
Archiving
students teachers

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Closing remark…

Great oaks from little acorns grow.

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 Thank you.

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