學校分享
羅定邦中學
譚淑賢校長
何時教?
何時學?
誰在教?
誰在學?
課程發展
(2001)
學會學習
基礎教育課程指引 高中課程指引
(2002)
(2009)
各盡所能
發揮所長
個人化學習
 廿一世紀人才
立足現在
創建未來
廿一世紀需要的
人才是甚麼?
學校應怎樣
配合?
自主能力
解難能力
溝通能力
策劃 / 反思能力
創意
解決方法
由學生
主導學習
香港中學
2010年校長會
年會
高彥鳴教授
“Student-led projects”
讓學生成為學習經歷設計者計劃
建立社群
實踐學習
Student led-project
2010-2011
Student-led projects at LTPSS 20102011
Student-led project
for Primary School Pupils
Core members: 10 (S.4 & S.5)
Participants: 24 (S.4 & S.5)
Duration: April – July, 2011
What was in our mind?
To conduct workshops at primary
schools in Tai Po to help P.6 students
with interview strategies and prepare
them for secondary school life.
How did the team do it?
Stage 1:
We formed a group of core members.
Core members discussed what activities to
organize
Core members recruited participants and
assign roles to every participant
Stage 2:
Core members drafted an activity proposal and
submitted it to Teachers advisor and principal
Core members held meetings to allocate duties and
distribute work
Wrote to primary school principals to introduce
our initial plans and negotiate a plan that suits
their schools
Presented the plan to other leaders of the primary
schools
Recruited primary school pupils
Stage 3:
Design material and activities for workshops
Conducted workshops at primary schools
Organize a half-day LTPSS school tour and learning
activities for the primary school pupils
Stage 4:
Reflection and celebrating and sharing success
stories
Other Student-LED projects
at LTPSS
THE BUDDY SCHEME 2010-2011
- Tutorial classes: academic support
- Ongoing activities led by senior form
buddies to boost confidence and
positive learning attitude of junior form
students
- Celebrated success and shared
learning experiences
Student led-project
2011-2012
Law Ting Pong
Secondary School
Student-LED Project
Tier 3
(2011 – 2012)
讓學生成為學習經歷設計者計劃
校本計劃基本資料
收集表
學校名稱
羅定邦中學
校本計劃的名稱
薪火相傳中一迎新活動週
服務對象
中一級新生
學習目標 (in point form)
-
深化曾參與 Student-Led Project (Tier
2) 核心成員的思想理念, 讓他們能
進一步學以致用, 讓計劃得以進一
步發展。
-
讓同學明白在這項計劃中「薪火相
傳」的重要性。
(2012 – 2013)
-
增強同學的自信心與領導才能。
-
啟發及培育新一代的接棒同學，增強
全校同學的凝聚力和歸屬感。
School:
Why did we join Tier 3
Nurture good relationship between students with
different forms
Create a stronger bondage among students with
various levels to sustain our school culture
“Activity is a kind of LEARNING.”
Teachers:
There are things that we can teach.
Teacher => Facilitator
“Learning should be from within”
Students:
-Knowledge, Skill and Values
Receiver (Participant) => Giver => Creator =>
Promotor
“Learning is to promote others’ learning”
What have we done?
Tier 2:
Adaptation Program to P6 students to
prepare for Secondary School
Tier 3:
- S1 Student Orientation Program
- Focus on our new S1 students
- Plan => Recruit => Train => Execute
What have we learnt - School
- Students are more capable than we
thought!!
Amazed by their proactiveness,
organization and creativity
Confidence is the key
- Matching with the essence of student LED project
Focus on skills and value training
Conceptualization of the essential value
of being a leader
What have we learnt - Teachers
Value:
Student-centered approach not only in
academic setting, but other learning
experiences too.
Skills:
When shall we let go? When shall we set
our foot on?
What have we learnt - Students
We learn much more
about the school !
There are more to activities.
We learn how to appreciate the effort
of our teachers!!!
Difficulties in attracting attention of
students? (Balancing learning and fun)
How shall we channel values, but not just
knowledge and skills to others???
Way Forward
Expanding our Tier 2 and 3 program
To other areas in school
To other regions
Incorporating leadership and studentcentered training to our whole-school
planning
Co-curricular activities
Prefect
Students’ Association
Houses
楊愉琛之反思
在上一年度，我參加了此計畫，它給我機會學習做一個領導者，增加我的自信心，同時也提升我的溝通技巧。
這年度，我選擇繼續參加此計畫，我希望能夠把上年度做得不足的地方做到最好，如與其他參與者溝通不
足和籌備活動過程的準備不足等。除此之外，我們不但要從錯誤中學習，還要在學校中訓練出一班新人才，
把我們從學習中所吸收到的經驗傳授給新班子，繼續燃點着我們的火，把我們的精神發揚光大，做到「薪
火相傳」的效果。
要做到薪火相傳對於我來說的確一個重大的挑戰，比學習和教導他人還要難得多，不是三言兩語就能做得到的，
我十分擔心自己能否做到。但我知道傳授前我們必需有一定的經驗，每一次活動的反思就是我們最好的機
會去總結經驗，能否訓練出一班人才就有賴於我們了。我要首先做樹立榜樣，其他人才願意從我們身上吸
取經驗，把事情做得愈來愈暢順和有效率，並繼續傳授給將來的其他繼承者。我相信將來的傳授者一定會
比現在有更好的共同願景。
在準備活動的過程中，我們在聯絡和溝通方面都改善了不少，我們在本年度已特意安排一位同學是負責聯絡的，
讓每位同學都清楚知道事情的發展。另外，當大家發現對方有甚麼做得不足的地方時，便會把問題直接向
那人說出並提出見議。有時我會不接納和認同他們，覺得自己沒有問題，但當我細心地想想時，其實大家
都是想把活動做到最好，我應該嘗試去聽取他們的意見和改善我的不足。過程中曾經有令大家沮喪的地方，
各人都有不同的觀點，無法作出結論，但經過上學年的錯誤學習，我們現在會互相討論意見，然後才作出
一個最好決定，希望能夠把事情做到最好。
或許如此，我們仍有很多不足的地方。比較表面的東西我們尚且能夠做得妥當，但事實上我們忽略了一些微細
的事情。例如選擇傳授對象就是其中一個例子。起初我們要求所有願意幫忙的中五生必須成為我們的對象，
而其他年級的就可以自行選擇。但後來才發現我們主要的對象應是中四或以下的同學。因為中五生在下學
年度只能為學校服務半年，相反，中四或以下的同學則能有足夠的時間培訓繼承者，因此為了學校的未來，
我們需要更多初中生成為繼承者，讓他們能夠有更長時間為學校服務。除此以外，我也經常忽略繼承者的
感受和意見。當繼承者想表達自己的想法時，我卻沒有理會他們，只向着我的目標前進，讓他們感到困惑。
但現在我知道必須要尊重他們，並鼓勵他們說出意見，這可令更多同學樂意成為我們的繼承者。
我會把以上的種種經歷和學習化為我的經驗，把它們傳授給繼承者，讓他們接力，繼續運用我的經驗，培訓更
多新人，同時也把學校的活動推展到社區。能夠成就他人，不但使他人開心，我也得到很大的滿足感。我
認為此確實是一個很有意義的計畫，值得推薦其他學生參與。
蔣頌謙之反思
能夠參與去年的第二階段及成為本年第三階段的一員我感到
十分榮幸和自豪。在這計劃之中我真的獲益良多。第三階
段的理念是<<傳承>>。有人認為第三階段是一個挺艱辛的
一個層次，由於難度上的增加以及概念上更為抽象，故此
人們普遍有這一種錯覺。而我就認為其實第三階段是一種
鞏固及深化的層面，以致薪火相傳。透過那五個領袖具備
的條件，令我學會了一個團隊中建立一個共同願景以及鼓
舞人心的重要性。
回想起上年我們策劃和實踐第二階段的時候，出現了一個完
全失去溝通的情況，縱使整個活動順利地完成了，但實情
是我們未能達成我們的目標以及願景。經過一年的洗禮，
今日的我真的能夠裝備自己，邁向一個廿一世紀的領袖。
蘇卓謙之反思
從去年的第二階段中，我們不只得到了不少寶貴的知識和經驗，還深深的體驗到策劃一個活動對策劃人
和參與者的巨大影響力和益處。因此，我非常希望有更多的人可以懂得去策劃一個活動，因為自己
總有機會參加別人的活動，成為參與者之一，從而得益。同時，我亦希望這種學習的方式能夠在學
校薪火相傳，使更多同學得益。
所以，我參加了第三階段，使更多的同學了解這種學習的方式。
我們這次的計劃是策劃即將在暑假舉行的中一迎新週，感覺上跟第二階段的小六升中指課程非常相似，
但其實整個活動有顯著的不同。
為達至薪火相傳的目的，我們招募了一些同學為小組活動策劃人（facilitator），讓部分幫忙的同學
嘗試自行設計出部份小活動，使他們不只是一個參與者，同時是一個策劃人。而這些人，就是我們
的繼承者。相較第二階段，我們的難度提升了不少，因為有部分的活動主導權不在我們手中，我們
要盡量不影響他們策劃的同時又能讓他們順暢地推行活動，故此我們要考慮的因數亦增加不少。
在為迎新同學的面試時，我們都向他們詢問參與此活動的期望，而他們大致上都贊同進行是為中一新生
做好入學的準備。在計劃剛開始的時候，我們訂立了我們的共同願景，就是讓中一新生對學校有更
深的認識，同時我們還要把從策劃活動中學習的概念，向全校其他同學推廣。故此若我們的願景一
致時，我們就會更團結和齊心，效率亦會相應提高。
每當我們在討論及策劃活動時，我們都會直接向校方講解，好讓各人都有參與及表現的機會。而在七月
舉行的訓中，當我們的活動策劃人設計出優秀的活動時，我們會加以表揚，達到鼓舞作用，使他們
有更清晰的設計路向，策劃出更良好的活動。
由於難度上的增加，加上中一迎新週是學校每一年的要事，我們開會討論的次數和時間都比第二階段時
增加不少， 而我們都盡量抽出時間去策劃這個活動，並準時提交文件，使在第二階段時所犯的錯
誤如缺乏溝通和理解減少了很多。在活動進行期間和訓練時，我們亦會樹立良好的榜樣，積極投入，
使其他同學亦能體會到搞活動不是為了搞活動，而是為了搞學習的觀念
最後我希望是次迎新活動能成功順利地推行，並能達到薪火相傳的效果。
學校之反思
Our school is glad to be a part of the Student-LED project, with a strong belief that such program can help our student to develop
not only as capable leaders of tomorrow, but leaders who can selflessly contribute what they learnt to others in our school.
With such a belief, we are happy to say that the Tier 2 and Tier 3 project was a great success in our school amid difficulties
and hurdles.
We have joined the Student-LED Project Tier 2 since last year. Our initial aim was to train our students to be capable leaders. The
remarkable result, as well as the astonishing performances and passion of our students drive us to participate again this year
for Tier 3 program. Thus, this year, we have broader and deeper goals we hope to achieve. Through the program, we
intended to nurture good relationships between students with different forms. We also hope that through organizing
programs and activities for other students across various forms in the school, a stronger bondage among students with various
levels can be enhanced and such bondage can be carried forward year by year. It’s also hoped that we can expand
student-centered learning from academic arena to even Other Learning Experiences in our school, in which our fellow staff
and teachers transform from instructors to facilitators in activities organized. Most importantly, we hope that our students, no
matter in knowledge, skills or values, can progress from receivers to givers to creators and finally as promoters. With such big
aims in mind, we started to target the S1 Orientation Program as our Tier 3 Student-LED Project Program and plan with our Tier
3 students.
Along the way, hurdles and obstacles didn’t lessen the passion of our students and teachers. The most fruitful aspect of the
program is that not only did our students learn a lot through their mistakes; we teachers were also inspired in many ways.
First and foremost, we realized that we can never underestimate our students’ capabilities and we have to loosen our grip from
time to time. We are amazed by their proactiveness, clear organization, as well as creativity during planning and recruitment.
Their experiences in Tier 2 in using innovative ways and communicable language with primary students were carried forward
to planning a truly attractive and fun program for our S1 students, which are even better than how we teachers would have
planned. Thus, we believe what we once learnt again is that although monitoring is necessary, we need to have utmost
confidence and faith in our kids to have them take charge of the program. We also noticed that along planning the
program, sometimes students forgot the aim of Tier 3 Project, in which they focused more on passing various skills to others but
forgot to carry forward the values of being a good leader. Temper sometimes was lost during meetings as they were so eager
to achieve success. Thus, as teachers, we leant that we do need to walk with them side-by-side and constantly try to inspire,
but not instruct, them in the essence of being a true and capable leader.
Also, more detailed planning and consensus within mentoring teachers in deciding when to set our foot in and when to loosen our
grip is also another important point that we have learnt. It’s never easy to determine the most appropriate time to intervene
but we somehow reached a consensus among teachers that when students are ignoring the correct attitude or values in this
program shall we try to redirect and intervene. However, when students made mistakes in their skills during planning and
execution, we will still only help them reflect and try to inspire them for a better option. This is what we learnt and will apply to
our future Student-LED Projects.
We are already investigating the possibility in expanding student-led activities from only community services and S1 Orientation to
other OLE areas in our school such as Prefect Body and Houses. We are also aiming high to try broadening our Tier 2 program
from primary school in Taipo to other primary schools in Hong Kong. In such a way, we hope to nurture more and more
capable leaders for tomorrow and have our school torch passed on and on.
學校其他的學生主導計劃
中文科小老師計劃
人民學科
學生設計課外活動
Independent
Learning
(Humanities)
Introduction to humanities
Using concepts driven, the humanities curriculum sets itself the task to capture students’
curious minds.
In humanities:
• Students help to ask questions. Long-held assumptions are revisited, interrogated
and challenged.
• Questioning helps students become critical and creative learners
• Cosmology, earth science, biology, economics, religion, law and government
and environmental issues help students become alert to different topics in life.
What is Independent
Learning?
1. Give choices
2. Encourage group work
3. Encourage learners to predict how well they did on tests
4. Set some learning goals
5. Use authentic texts
6. Involve learners in lesson planning
7. Encourage learners to keep learner diaries
8. Build reflection and extension into activities
Source: INDEPENDENT LEARNING IN YOUR CLASSROOM
Jo Mynard & Robin Sorflaten, Learning Enhancement Center Coordinators,
Zayed University, UAE
Give choices
- Model making
- debates
- presentations
- Field research
- Mobile learning
- Creative writing
Give choices
• In humanities students are always given a topic choice for their group project.
• “Which topic do you want to research on in the universe? In S1, students can
choose from aliens, galaxies, stars, space technology etc..
Encourage Peer Editing
At the end of each project, students are given critique forms and are asked the following questions:
What are the strengths of the project?
What suggestions would you give the group to do better?
Encourage group work
- Project work
- Peer reflections
- Field research
- Peer critiques and sharing
Encourage group work
• In every humanities module, students have to complete a large
scale
group project along with individual tasks.
• Through projects, skills such as cooperation and empathy are
emphasized to encourage whole-person development.
• Fostering synergy and teamwork is essential to all student tasks in
the humanities department.
Self-discovery and exploring
one’s own potential
Students may choose
from songs, poetry,
newspaper reporting,
diary entries essays etc
to complete as BONUS
work in humanities.
Students may realise
that learning is NOT
confined to tests and
exams and that it can
encompass all aspects
of life.
Awareness of strengths and
weaknesses
•
Regular timed essays, module test and written work
assigned in lessons
•
Immediate teachers feedback on groups’ work
•
Peer critique of classmates’ timed work.
•
Teachers’ written reports on groups’ work based on the
criteria on the
Assessment Plan (strengths, improvements, overall
comments, for
group members)
Setting learning goals/Involving students in lesson planning
Pupils are encouraged to set learning targets in their logbook
minutes at the beginning of each project.
Group mindmapping is often used at the start of each project
for students to identify tasks to do in subsequent project lessons.
Students must honour their commitment to completing tasks
the group contract.
Using authentic texts
• A rich variety of authentic texts are used in the humanities that
include movie transcripts, dialogue, primary and secondary sources
etc.
• All of the above are extracted by credible and reliable sources such as
the BBC etc.
Keeping learner diaries
Students produce logbooks for
each project to show the
progress of their project and their
own learning.
Students organize their own
group meetings in and out of the
school and write down their own
minutes.
Reflective essays (S1-S3) are
assigned across junior forms to
enable students to apply
knowledge learnt.
Learning portfolios are kept by
students to keep record of all
student learning throughout the
year.
Reflective
• Module reflections are produced at the end of each learning
module.
• Students must assess the performance of their own group and
how their work could have been done better.
• Individual reflective essays are also produced to how
students apply
concepts learned.
Developing leadership for
learning in student-led
approach
Learner
identity
formulation:
Degree of
learner’s
autonomy
make learning
explicit
Co-construction
of learning
(teachers-students and
peer-to-peer)
Criteria and
finding
evidence
of learning
Leadership
for learning:
to promote other
people’s
learning
Learner identity formulation
Student Association (a group of 13 members
forming the executive committee)
 Restructure Student Association (SA) to gear
towards the Student-LED rationale by specifying
roles for various committee members and hence
empowering students
House system (4 houses)
Prefect system
Learner identity formulation
Class Association
Student Association Election
(Oct 2012)
Learner identity formulation
Campus TV
Students can be more exposed to the
activities organized by their peers
Learner identity formulation
Cross curricular activities (CCA)
clubs organized by students
Nearly One-fifth of the CCA
Clubs are on student-led mode
A committee board is set up to
organize activities for their own
club and whole school
Examples of student-led CCA
Clubs
ACG and Gaming Club
Appearance Consultant
Buddy Scheme
Cycling Club
Joshua Fellowship
Model United Nations
Movie making and Cultural Analysis Club
Youth Summit
CCA Club – Youth Summit
Planning ahead of a voice-out
programme for local secondary
students in July 2013
Prefects
Head Prefects will gradually take
charge of assemblies at school. This is
expected latest in the second term of
the school year.
Degree of learner’s autonomy
HIGH
S1 Orientation Week (Aug, 2012)
organized by Student Association
Halloween Haunted House (Nov
2012) by SA
Our next goals
to strengthen
leadership
development
are ………..
Our ideal
students teaching
other students
何時教?
何時也教!
誰在教?
誰也在教!
何時學?
何時也學!
誰在學?
誰也在學!
小學可以開始
班會
關懷學校，關懷社會項目
高年級為低年級舉辦生命教育活動
小老師計劃
校園電視台
勇於創新!
勇於承擔!
快樂乃學會學習!!