Induction Course for
New History Panel Chairpersons
(New)
Mr FONG Ho-nam, Nelson
STFA Leung Kau Kui College
19 November 2013
1
CDI020140502
STFALKKC History Panel - Nelson Fong
My Major Concerns…
Curriculum planning
Learning and teaching strategies
Assessment policy
Panel and personnel management




2
STFALKKC History Panel - Nelson Fong
Part 1
Curriculum planning
3
STFALKKC History Panel - Nelson Fong
1. Curriculum planning
Source A: Students’ priority of DSE electives

Economics
Chemistry
Biology
BAFS
Physics
Chinese History
Geography
Chinese Literature
ICT
Visual Arts
History
Integrated Science
4
1st
37
34
38
16
24
9
2
5
5
3
4
0
2nd
31
46
28
23
17
10
9
6
3
1
2
1
3rd
32
16
29
29
21
11
15
6
7
6
2
3
4th
28
21
19
33
16
15
21
2
5
3
4
9
STFALKKC History Panel - Nelson Fong
5th
14
18
20
26
20
12
30
2
11
1
14
8
6th
15
7
12
13
17
19
33
7
14
6
10
23
1. Curriculum planning
Source B: Number of lessons per cycle

F. 1
F. 2
F. 3
Senior
07-08
08-09
09-10
10-11
11-12
12-13
13-14
3
2
3
6
2
2
3
6
2
3
3
6
2
3
3
6
3
3
2
6
3
2
2
6
3
3
2
7
A change in subject content is needed!!
5
STFALKKC History Panel - Nelson Fong
1. Curriculum planning
Source C: Topics offered in junior forms

Form 1
Form 2
Form 3
Prehistoric times
Voyages of Discovery
First World War
Ancient Egypt
Renaissance
Second World War
Greco-Roman
civilization
Industrial Revolution
Cold War
American Revolution
International
Cooperation
HK before 1841
French Revolution
HK 1941-1970s
HK 1841-1941
About 28-40 lesson
hours all year round
6
Too much!?!
Too rush!?!
STFALKKC History Panel - Nelson Fong
1. Curriculum planning
More issues…




7
Other subjects’ needs, e.g.
 Liberal Studies – HK History (1960s-80s)
 Liberal Studies – China (1949-2000)
 Liberal Studies – Int’l peace-keeping (1945-2000)
 Economics – HK economic stages (1946-2000)
Students’ degrading ability/willingness to learn
Widening learner diversity
STFALKKC History Panel - Nelson Fong
1. Curriculum planning
Interim solution

Form 1
Form 2
Form 3
Prehistoric times
Voyages of Discovery
First World War
Ancient Egypt
Renaissance
Second World War
Greco-Roman
civilization
Industrial Revolution
Cold War
American Revolution
International
Cooperation
HK before 1841
Voyages of Discovery
HK 1841-1941
8
French Revolution
HK 1841-1941
HK 1941-1970s
STFALKKC History Panel - Nelson Fong
HK 1941-1970s
1. Curriculum planning
Steps towards REAL solution…

1.
2.
3.
4.
5.
6.
9
Consider the role of History in a student’s learning
journey
Define the skills and attitudes to be acquired
Seek Vice Principal’s & other panel heads’ advice
Collect pupils’ voice
Exchange ideas with panel heads of other schools
Reach the outcome:
WHAT to teach, WHEN to teach, HOW to teach…
STFALKKC History Panel - Nelson Fong
Part 2
Learning and teaching
strategies
10
STFALKKC History Panel - Nelson Fong
2. Learning & teaching strategies

About us…
11
Positive side
The other side
EMI status
Band 1 in Tuen Mun
Students’ language ability
School’s established culture
• Direct teaching
• “Silence is golden.”
• Rote learning
• Heavily exam-oriented
STFALKKC History Panel - Nelson Fong
2. Learning & teaching strategies

Steps towards solution…

Teachers’ side:
Collaborative
Lesson
Preparation
(CLP)
Peer Lesson
Observation
(PLO)
Questioning
skills
12
Language
Across
Curriculum
STFALKKC History Panel - Nelson Fong
2. Learning & teaching strategies

Steps towards solution…

Students’ side:

Extended reading tasks
+ discussions & presentations
Sources:
e.g. current news/History reference books
13
STFALKKC History Panel - Nelson Fong
2. Learning & teaching strategies
Hyperlinks with
extended reading
Extended reading &
revision materials
attached
14
STFALKKC History Panel - Nelson Fong
2. Learning & teaching strategies

Steps towards solution…

Students’ side:

15
Learning excursions – local &
overseas
STFALKKC History Panel - Nelson Fong
2. Learning & teaching strategies
16
STFALKKC History Panel - Nelson Fong
2. Learning & teaching strategies

Steps towards solution…

Students’ side:

17
Presentations on exam skills
STFALKKC History Panel - Nelson Fong
2. Learning & teaching strategies
DSE-level
command
words
Junior-form assessment questions
Compare
[F.1] Identify the similarities and differences in the leadership
qualities of Alexander the Great and Julius Caesar.
[F.2] What were the similarities and differences between the
government systems of the United States and Meiji Japan?
Impact
[F.1] How did the conquest of Alexander the Great affect the areas
he conquered?
[F.2] How did the American Independence affect Europe in the 19th
century? Explain your answer.
Justify
[F.3] “Democratic countries like Britain, France and the United
States should be blamed for causing the outbreak of WWII.”
Explain why this statement is reasonable with relevant
historical facts during the period 1919-39.
18
STFALKKC History Panel - Nelson Fong
Part 3
Assessment policy
19
STFALKKC History Panel - Nelson Fong
3. Assessment policy


How much to assess?
Key issue:

Role of formative assessment
Planning
Assessment for
Learning
Evaluation
20
Implementation
STFALKKC History Panel - Nelson Fong
3. Assessment policy

Assessment ratio
Different schemes of assessment ratio (per school term)
Simplest
structure
Uniform Test
(30%)
Examination (70%)
Better
balance
Uniform Test (40%)
Examination (60%)
Greater
diversity
Uniform Test
(30%)
Examination (60%)
Bolder
suggestion
21
Uniform
Test (25%)
F.A.
(10%)
Formative
Assessment (25%)
Examination (50%)
STFALKKC History Panel - Nelson Fong
3. Assessment policy

Components of formative assessment
Different combinations of assessment components
….
Qn
Quiz-based
Q1
Q2
Q3
Q4
Q5
Q6
Q7
HW + Quiz
HW1
Q1
HW2
Q2
HW3
Q3
HW4
Q4
HW5
HW + Quiz +
Lesson
HW1
Q1
L1
HW2
Q2
L2
HW3
Q3
L3
HW + Quiz +
Lesson +
Field trips
HW1
Q1
FT1
L1
HW2
FT2
Q2
L2
FT3
22
STFALKKC History Panel - Nelson Fong
3. Assessment policy

How to assess a student’s lesson performance?
Options of in-class performance assessment
23
Participation in discussion
Presentation
Response to questions
Punctuality
Discipline
General impression
STFALKKC History Panel - Nelson Fong
3. Assessment policy

How to assess a student’s lesson performance?
Metacognition
自知
Personal best
自強
Self-Management
自理
Self-Assessment
自評
Adapted from Prof. Magdalena M.C. Mok's presentation in the EDB PD event "Workshop on
cultivating students' self-directed learning in the context of e-Learning" on 3 October 2013.
24
STFALKKC History Panel - Nelson Fong
3. Assessment policy

How to assess a student’s lesson performance?
Stage
Assessment component
Metacognition
自知
Self-management
自理
Self-assessment
自評
Personal best
自強
Pre-lesson online quiz
Preparation of lesson
Keeping of log-book and worksheets
Self-checking of DBQ assignments
Post-lesson online quiz
Self-reflection upon marked essay
assignment
Adapted from Prof. Magdalena M.C. Mok's presentation in the EDB PD event "Workshop on
cultivating students' self-directed learning in the context of e-Learning" on 3 October 2013.
25
STFALKKC History Panel - Nelson Fong
3. Assessment policy

e-Class: a good assessment tool
Pre-lesson assessment
Poll
YouTube viewing +
Question to ponder
Fact sheets / handouts
26
Post-lesson assessment
DBQ assignment
STFALKKC History Panel - Nelson Fong
Quiz
Poll
27
STFALKKC History Panel - Nelson Fong
28
STFALKKC History Panel - Nelson Fong
Part 4
Panel and personnel
management
29
STFALKKC History Panel - Nelson Fong
4. Panel and personnel management

Challenge (1): Question of Quantity
History
English
Teacher A
1A 1B 1C 1D
F.3 F.3
Teacher B
2A 2B 2C 3E
F.2 F.3
Teacher C
2D
F.2 F.4 F.5
Panel Head
3A 3B 3C 3D F.4 F.5 F.6


30
Heavy pre-occupation with major subject (English)
Inability to concentrate on History
STFALKKC History Panel - Nelson Fong
4. Panel and personnel management

Solution (1):
Teacher A
History
English
1A 1B 1C 1D 2A 2B 2C
F.3
Teacher B
Teacher C
2D
Panel Head
3A 3B 3C 3D F.4 F.5 F.6



31
F.2 F.3 F.3
F.2 F.4 F.5
Re-allocation of subject combination upon liaison
Specialization and economy of scale
Vertical coherence and sustainability
STFALKKC History Panel - Nelson Fong
4. Panel and personnel management

Challenge (2): Colleagues’ lack of access to
subject information
32
Recent
curriculum
development
Up-to-date
pedagogy
Assessment
rubrics
Successful
experience
in the
profession
STFALKKC History Panel - Nelson Fong
4. Panel and personnel management
33
STFALKKC History Panel - Nelson Fong
4. Panel and personnel management

Solution (3):
Markers’ meeting + Co-marking practices
Negotiation on
marking rubrics
34
Selection of
sample scripts
Co-marking &
agreement on
sample marks
STFALKKC History Panel - Nelson Fong
4. Panel and personnel management

Solution (4): Peer Lesson Observation
Organizational priority:
Pedagogical priority:
1. Same subject, same level
1. Questioning skills (Teacherstudent interaction)
2. Same subject, different levels
3. Different subjects, same level
4. Different subjects, different levels
35
2. Student’s learning motivation
3. Student-student interaction
4. Students’ ability to speak in
English
STFALKKC History Panel - Nelson Fong
4. Panel and personnel management

Solution (5): Collaborative Lesson Preparation +
Peer Lesson Observation
36
Setting lesson
objectives
Drafting lesson
plans
Confirming
lesson plan
Fine-tuning lesson
plan & teaching
materials
Peer Lesson
Observation
Production of
teaching
materials
Evaluation by
students
Evaluation by
teachers
Archiving
STFALKKC History Panel - Nelson Fong
Closing remark…
Great oaks from little acorns grow.
37
STFALKKC History Panel - Nelson Fong
Thank you.
38
STFALKKC History Panel - Nelson Fong