daughters of mary help of christians siu ming catholic secondary school...

Daughters of Mary Help of Christians Siu Ming Catholic Secondary School 天主教母佑會蕭明中學

Students as Learning Experience Designers

Project

Daughters of Mary Help of Christians

Siu Ming Catholic Secondary School

15.7.2011

The Team• Bowie Chan• Hilda Chan• Emily Cheung• Bernadette Lai• Caryl Lau• Gigi Leung• Jasmine Leung• Rainbow Liu• Cordelia Ngai

• Sr. Anita Kwok• Ms. Lo Y.Y.• Ms. Innerve Ng• Mrs. May Chan

Essence of Student LED Project • Students as learners and organizers design

learning activities for themselves and others to experience and reflect to learn

• Teachers as facilitators provide tools to students at their planning, implementation, reflection and evaluation stages

• Expected outcome includes students stating explicitly what they have learnt and how they will transfer this learning

School’s Agenda

• To enhance teachers’ skills in facilitating students’ learning from quality reflection

• To establish with time a perpetuating system to provide service experiences as part of the senior OLE curriculum

• To realize the school target “Self-directed Learning” in a non-academic context

The Project – teacher-centred stage

Teacher-advisors

Promoting

Recruitingcore

•Given training and working framework •Preliminary planning, adjusting mindset toprepare for uncertain output of students

•Promotion of project to S.4 students•Invitation to target students by personalcontact

•High profile individual & group interviews of all student applicants•Confirmation of enrolled core members

Confirmation of enrolled core members

The Project – student-centred stage

Core Group

Recruiting

Service

•Preliminary plan of project & service events •Teachers’ input if needed – learning objectives,success criteria, timeframe, trouble shooting

•Recruiting and training peer volunteers in S.4

•Teaching primary students to make cookies•Fun day with cookies at home for the aged•Various facilitators as trouble shooters& cheer-leaders during organizing period

Recruiting and training peer volunteers

Teaching children to make cookies

Fun day for home for the aged

The stage of critical guidance

Reflection - 1

Reflection - 2

Report

Teachers to facilitate in-depth personal reflection by core group on A,S,K acquired Their anticipated impact in a new context

Core group to facilitate in-depth personalreflection by peer volunteers on A,S,K acquired Their anticipated impact in a new context

•Poster presentation to participants of pilot scheme•Sharing of learning experience with school-mates at school assembly in the new school year•Core members as mentors of a new core group

The stage of critical guidance

Poster presentation

How it turned out

Reflection - 1

Reflection - 2

Report

•On site evaluation by core group & peer volunteersof organizing skills with sharing of learning points•Social worker as facilitator

•EDB staff, by questioning, elicited learning points of unique significance at the personal & team levelsTeachers privileged to observe

•Poster presentation to participants of pilot scheme•(Teachers reflecting as learners)•Teachers as facilitators to frame in-depth reflection on attitude, skills & knowledge acquired•Further presentation to focus on what’s been learnt

Specific features identified

Highly responsible core group, self-drivenwith great autonomy, fair mastery ofnecessary skills & common purpose; gotthings done on their own

Emphasis on initiation of a school culture ofself-directed learning and pre-occupation of teachers might have undermined their facilitating role

Tangible & Intangible Project Outcomes for Students

• Successful self-organized service experiences

• Learning points captured at on-site evaluation with volunteers

• Transfer of learning facilitated by delayed but repeated in-depth reflection

• Presentation relating how changes acquired would affect behaviour in future context

Expect the unexpected

Leadership

Collaboration

Communication

Mutually Supporting Learners

Learning points for teachers• High-profile selection process helps

informulating learning objectives

• Print-out frameworks, designated meeting dates, etc. could definitely enhance reflection to elicit learning points for personal growth at various stages

• Right decision in whether to prompt and guide or to step back and let go is crucial to optimize learning

Learning points for teachers• Trusting core members’ potential and allowed

them to work on their own

• There was a clear framework but needed to emphasis, deliver and follow-up

• 2 models for deeper reflection– PIE – Planning Implementation Evaluation– ASK – Attitudes, skills, knowledge

Visit of EDB staff

Impact on the School

• Know more substantially how to develop teachers in prompting students’ in-depth reflection

• Prepared to put in more effort in holding teachers firmly to common objectives, focus and mentoring strategies for similar projects

Impact on the School• Strengthened confidence in continual

provision of learning-oriented & self-initiated service projects involving S.5, S.4 as core members and S.2 as volunteers

• School target of “Self-directed Learning” can now be extended to cover the non-academic aspects

School’s Agenda

To enhance teachers’ skills in facilitating students’ learning from quality reflection

To establish with time a perpetuating system to provide service experiences as part of the senior OLE curriculum

To realize the school target “Self-directed Learning” in a non-academic context

Celebration of learning outcomes

• Professor Edmund Ko (HKUST)

• Staff of EDB

• Hong Kong Association of Heads of Secondary Schools

daughters of mary help of christians siu ming catholic secondary school...

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