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優質全方位學習工作坊系列……
學會怎樣學習
導向性學習
有價值和愉
快的經歷
多官能學習
暢態的經歷
協作學習
擁有感
推行活動的策劃表
計畫與籌備
• 檢視每一階段的分界點
活動前解說
階段 1
預備
活動過程
階段 2
行動
活動後解說
階段 3
階段 4
總結
階段 5
跟進
總結篇
行動篇
http://www.emb.gov.hk/cd/lwl/
預備篇
預備篇
第一階段:計劃與籌備 (Planning and Preparation)
第二階段:活動前解說 (Briefing)
第一階段:計劃與籌備 (Planning and Preparation)
Risk management
風險處理
Application 申請注意事項
Monetary implication 財務安排
Programme and propagate the activity details 活動推廣及通知
第一階段:計劃與籌備
步驟1:確定對象、訂定學習目標/教師意圖、選取學
習內容
步驟2:選定學習地點、設計考察路線及活動、編寫講
解資料
步驟3:資源分配,包括人手(各工作員的角色)、考察
器材工具及金錢的資助安排
步驟4:安全措施,包括發出家長通知、向學校交代、
風險評估及完成報警程序
步驟5:教師適宜在活動前到實地進行視察,留意考察
地點的交通安排、安全問題及學習重點
步驟6:後備安排
第二階段:活動前解說 (Briefing)
Grouping 分組與分工
Obligation agreed by students 行為合約
Assignment before the activities 活動前職務的分配
Learning intention 學習目的或意圖
Survey before the activity 活動前資料調查
第二階段:活動前解說
(可分參與學生、教師及家長三類別)
步驟7:為考察活動進行分組
步驟8:介紹活動安排及學習目標
步驟9:有需要時為學生訂定行為合約
步驟10:派發學習材料(包括有關的資料、單張或工
作紙),分配考察前的預備工作
步驟11:調查學生在活動前的知識、技能或態度
行動篇
第三階段:活動過程 (Action)
第三階段:活動過程 (Action)
Weather 天氣
Hazard prevention 防避危險
Observation 留心觀察
Levering decision of the arrangement 彈性安排
Emergency all record 緊急電話記錄
第三階段:活動過程
步驟12: 留意出發前的天氣變化
步驟13: 帶備學生及學生家長的緊急聯絡電話
步驟14: 帶備急救用品以及緊急醫療求助電話
步驟15: 拍攝或留意個別學生的學習情況
步驟16: 製造適當的彈性,決定活動最終的進行方
式
步驟17: 經常注意學生的安全
總結篇
第四階段:活動後解說 (Debriefing)
第五階段:活動後跟進 (Follow-up)
第四階段:活動後解說 (Debriefing)
Appreciation 欣賞及鼓勵
Recording 記錄回饋資料
Tapping the feedback 獲取回饋資料
第四階段:活動後解說
步驟18:盡量讓每位同學表達他們對活動的即時感
受並作記錄 (+ve Vs –ve)
步驟19:表揚一些在活動中表現優良的同學
第五階段:活動後跟進 (Follow-up)
Follow-up curriculum link 與課程的連繫
Assessment of the outcomes 成果的評估
Celebration of success 表揚成功
Evaluation of the programme 項目評鑑
第五階段:活動後跟進
步驟20:調查學生在活動後知識、技能和態
度的改變(可選用不同的評估方法)
步驟21:收集參與活動的教師和家長意見
步驟22:在課堂內或外進行跟進活動
步驟23:向沒有參與活動的教師和同學透過
不同方法匯報學習成果
參觀 Vs 參與
Museum
Student
Once the adults selected the hall or exhibit, the child
determined the level of interaction.
Personal agenda effect (Balling, Falk & Aronson, 1992)
Orientation before visit:
Slide presentation/ individualized game/ poster
900 children
3. Child’s agenda
1. School agenda
Cognitive:
concepts,
specific
animals…..
4. No orientation
2. School agenda
Process skills:
Observation
skills, learning
strategies….
5. No trip
Child-centered:
How to get there,
What they will
do, what to
eat, ….
Pre-test: one month before the visit
Concept learning, knowledge of setting,
observational skills, attitudes
Post-test 1/ within a week after the trip
Group 5 :
No significant learning
Post-test 2/ three months after the trip
Groups 1,2,3,4 : significant learning in content,
observational skills, knowledge of setting, and attitudes
3 > 1 > 4 significant higher learning
Personal
agenda effect
Student-centered approaches
1. Learning diary / self-reflection
2. Inquiry-based / problem-based learning
3. Tasked-based Learning
4. Brain-based Learning
5. Interview / reporter
6. Group discussion
7. Mentoring
8. Experiment / science inquiry
9. Media Learning
10. ICT Learning
11. Adventure-based Learning
12. Race or competition
13. Service Learning
14. Jigsaw Learning
15. Project Learning
16. Role-play / Drama
17. Debating
18. Worksheets
…………………………
Worksheet
By
• Teacher
•
Museum(Wetland Park)
•
Student
• Others.....
Format
• Resource Packages
• Websites / Books / Journals
• Personal Experiences
Timing
Pre-activity
e.g. searching information from websites
During the activity
e.g. filling up information, matching, sketching
Post-activity
e.g. learning diary
Types
1. Closed – ended (結構式)
• Questions with choices of response
• For very specific information
• Subjective, limit visitors’ thought
(多項式選擇、填充、配對、短答題、實像畫、 文字或圖片記錄…..)
2. Open – ended (開放式)
• Questions tap the impressions of the students
• Objective personalized response
• Students allowed to dictate the order and flow of
their response
(研習式、設計、問題討論、剪報、感受分享、學習日誌…..)
結構式
• 在歷史博物館裡,寫下你看到的五種展品及其
簡單資料。
• 歷史博物館裡有那些交通工具展品還沿用至現
在?你能找出其中兩種嗎?請解釋它們的存在價
值。
開放式
• 你最喜歡那一個展覽館呢?為什麼?簡單寫一寫你
的感覺吧。
• 在今天的戶外學習日中,你最欣賞的是什麼?
• 試和同組同學一同設計理想的歷史博物館。
Learning over a lifetime (Falk & Dierking, 2002)
The Third Learning Stage (S.1 to S.3)
Lives in Transition: A Journey in Search of a Purpose
“ Your children were not born to complete your life. They were born
to complete their own. ”
(intellectual ability, social relationships, responsibility, concern for
social & political issues, emotional, independence…….)

Independence & Responsibility

Mastering Skills and Interests & Developing
a Sense of Self

Supportive Mentors
Learning over a lifetime
The Fourth Learning Stage (S.4 or above)
Free at Last: New Roads, New Adventures
“ I wanted only to try to live in accord with the promptings which
came from my true self. Why was that so very difficult? ”
(Independence, opportunities, identity, intimate relationship,
improvement, pressure……)
 Free-time/ New Experiences
 Improving Oneself Personally and/or
Professionally
 Relaxing, Connecting and Finding Meaning
教師
• 考慮時間、班級、人數及場境地點
• 為學生提供不同有利全方位學習「場境」
學生
•「真我」、愉快地持久學習
J. H. Falk & L. D. Dieking (2002) The
Museum Experience, Whales back
J. H. Falk & L. D. Dieking (2002)
Learning from Museums – visitor
experiences and the making of
meaning, Altamira
C. Beard & J. P. Wilson (2002) The
Power of Experiential Learning – a
handbook for trainers & educators,
Kogern Page
J. H. Falk & L. D. Dieking (2002)
Lessons without Limit – how
free-choice learning is
transforming education, Altamira
K.B. Kwok
Y.B.Chung
Tel: 2892 5881
2892 5806
Fax: 2892 6428
Email: kambiukwok@emb.gov.hk
ybchung@emb.gov.hk
LWL web: www.emb.gov.hk/cd/lwl
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