专业讲座三如何於探究学习中照顾学生的个别差异

1、Students Learning Diversity in Liberal StudiesDr. Joe LoHKIED9/1/2010Workshop3:1. Diverse learning needs / abilitiesMixed abilities of studentsNew educational paradigmMultiplicity in educational contexts/channels/resources 2. ProblemsMore curriculum spaceStudent-centred approachSkill-based (performa

2、nce-based)curriculumStandardized tests / examsIES process learning need of timely & instantaneous feedbackTime / resource implications3. Possible solutionsSmall class-size / project group Manageable projects (one-site multiple tasks)Group-based / collaborative learning (mix of abilities, peer suppor

3、t, tracking of diverse abilities at junior secondary level)Data bank / resource support multiple resources selected according students interests and abilities3. SolutionsMultiple modes of IES according to students interests / abilitiesClear / educative / informative rubricsBreakdowns of task into va

4、rious phases (short-term / focused / manageable)Students handbook Independent learning platforms / resources / data bank3. SolutionsConnectivity Students prior knowledge / lived experience / interestsContinuous diagnosis / data collection based on students work / feedback to inform & improve practic

5、esStudents self-reflection & peer review + peer support under teachers guidanceTests/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 a

6、nd open inquiry)a. Normal Practices: Engage Explore Explain Elaborate Evaluate4. 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-opera

7、tive learning in the inquiry process that accommodates diverse interests /abilitiesActivities are age-grade appropriate with levels of progression4. Suggested modifications in instructional devices/approachesQuestions are designed to guide students through inquiry that is developmental, not accumula

8、tiveIncorporate 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/approachesMore concept constructions, reconstructio

9、ns and applications in different contexts from familiar to strange problematizing the unproblematic from conceptualization to reconceptualizationMore hands-on activities4. Suggested modifications in instructional devices/approachesii. Direct Instruction (teacher-centred or student-centred)a. Normal

10、Practices: Introduction Development Guided Practice Closure Independent Practice Evaluation4. Suggested modifications in instructional devices/approachesb. Tips for modification:Situational analysis before introductionChecking students understanding during the process of developmentGuided practice s

11、hould 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/approachesClosure is something more than wrapping up; it should be grounded on improvement based on evidence and reflectionIndependent practices (repetitions with variations)Evaluation not only focusing on expected learning