
专业讲座三如何於探究学习中照顾学生的个别差异教案.ppt
15页专业讲座三如何於探究学习中照顾学生的个别差异Stillwatersrundeep.流静水深流静水深,人静心深人静心深Wherethereislife,thereishope有生命必有希望有生命必有希望Students’ Learning Diversity in Liberal StudiesDr. Joe LoHKIED9/1/2010Workshop3:1. Diverse learning needs / abilitiesØMixed abilities of studentsØNew educational paradigmØMultiplicity in educational contexts/channels/resources 2. ProblemsØMore curriculum spaceØStudent-centred approachØSkill-based (performance-based)curriculumØStandardized tests / examsØIES → process learning → need of timely & instantaneous feedbackØTime / resource implications3. Possible solutionsØSmall class-size / project group ØManageable projects (one-site multiple tasks)ØGroup-based / collaborative learning (mix of abilities, peer support, tracking of diverse abilities at junior secondary level)ØData bank / resource support – multiple resources selected according students’ interests and abilities3. SolutionsØMultiple modes of IES according to students’ interests / abilitiesØClear / educative / informative rubricsØBreakdowns of task into various phases (short-term / focused / manageable)ØStudents’ handbook ØIndependent learning platforms / resources / data bank3. SolutionsØConnectivity → Students’ prior knowledge / lived experience / interestsØContinuous diagnosis / data collection based on students’ work / feedback to inform & improve practicesØStudents’ self-reflection & peer review + peer support under teachers’ guidanceØTests/Exams – open-ended, less structured /prescriptive, more on skill/concept applications, catering for diverse abilities….4. Suggested modifications in instructional devices/approachesi. Inquiry Learning (guided inquiry and open inquiry)a. Normal Practices: Engage→ Explore →Explain →Elaborate →Evaluate 4. Suggested modifications in instructional devices/approachesb. Tips for modification:•More planning with expected learning outcomes from students with a wider range of abilities (outcomes-based)•Use collaborative /co-operative learning in the inquiry process that accommodates diverse interests /abilities•Activities are age-grade appropriate with levels of progression4. Suggested modifications in instructional devices/approaches•Questions are designed to guide students through inquiry that is developmental, not accumulative•Incorporate discovery and observation into lessons (with more student inputs) – wait-time? interrogative approach?•Use rubrics that are easily understandable, manageable, informative and EDUCATIVE4. Suggested modifications in instructional devices/approaches•More concept constructions, reconstructions and applications in different contexts → from familiar to strange→ problematizing the unproblematic→ from conceptualization to reconceptualization•More hands-on activities4. Suggested modifications in instructional devices/approachesii. Direct Instruction (teacher-centred or student-centred)a. Normal Practices: Introduction → Development → Guided Practice → Closure → Independent Practice→ Evaluation4. Suggested modifications in instructional devices/approachesb. Tips for modification: •Situational analysis before introduction•Checking students’ understanding during the process of development•Guided practice should not be modeling and repeating, more emphasis on and spaces for students’ initiated alternatives (knowledge in practice, not only knowledge for practice)4. Suggested modifications in instructional devices/approaches•Closure is something more than wrapping up; it should be grounded on improvement based on evidence and reflection•Independent practices (repetitions with variations)•Evaluation – not only focusing on expected learning outcomes, but also the unintended learning outcomes•Concrete and individualized feedback for improvement•Linkage between formal and non-formal assessments•LS –problem? solution? -END-。












