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