4-12-2007 EDB Seminar:
Role of Integrated Humanities (S1 –
S3/KS3) Coordinator / Panel Head
Chan Wai Keung,
(Seconded Teacher, EDB)

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Context analysis
Change design and programme planning
Change implementation
Monitoring and evaluation

Four parts of change: Context analysis
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School curriculum and interfacing
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Interface existing NSS subjects
Interface LS, therefore
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Rich in subject content
Multiple-perspective
High-order thinking skill
Project learning
Students ’ self-management

Four parts of change: Context analysis
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Academic orientation of students
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Want authentic learning
Want meaningful learning
Want hands-on experience, therefore
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Issue-based learning
Enquiry learning
Life-wide learning

Four parts of change: Context analysis
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Changing world
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Affluence and poverty
Knowledge society
HK-mainland integration
Rising China
Globalization
Developing IT
Sustainable development
Cross-cultural understanding

Four parts of change: Context analysis
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Youngsters ’ needs
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Virtual society
Changing family structure
Me-generation
Culture and subculture
Stakeholders ’ expectation
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Balance among skill, knowledge and value education
Presentable products
Good performance in public exam

Four parts of change: Context analysis
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Trends in education:
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Constructivism
Skill-orientation
Empowering teachers
Multiple-intelligence, therefore
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Enquiry learning, PBL, Cooperative learning
Action research & Collaboration
Life-wide learning

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Vision building
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Expecting a better future
Building sense of mastery
Foretelling possible problems, e.g. implementation dip

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Understanding change
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Short and simple guide
Personal contact
Hands-on experience
Small-scale trial teaching
Inform staff their duties and roles as early as possible
Prioritizing & focusing
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Easy task
Task immediate effect
Task producing presentable products

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Factors to consider
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Existing strengths
Student intake
Organizational value
Medium of instruction
Characteristics of community
Relationship among staff
Staff capacity
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IH / LS teachers have more diversified background
IH / LS as a side-business

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Staff development
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Collaboration and inspection are most helpful
External facilitators are helpful only at the early stage of change
Reading group & lunch meeting
Resource mobilization
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Look for ready-to-use L&T materials
Extra teacher is a must
Division of labour
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Efficiency VS Teachers ’ ownership
Maximize different team members ’ contribution

Four parts of change: Implementation
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Evolutionary planning
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Quality circle & Action research
Empowerment
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Balance team members ’ powers and duties
Balance flexibility and consensus
Staff development
Culture making – Paradigm shift
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Collaboration
Transformation of teacher
Change your expectation on students

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CIPP model
C ontext: Do you set the right goals & objectives?
I nput: Are the inputs good enough?
P rocess: Do you carry out the change well?
P roduct: Are the goals and objectives achieved?