從浮想聯翩到焦點明確 ---- 引導學生落實探究題目的經驗 From random thoughts to a clear focus ---- The experience of guiding students to develop their enquiry topic Alice Cheung DGS 10/3/2011

Independent Enquiry Study (IES) a focused enquiry into a contemporary issue of interest with increased independence, and to present their views, ideas, findings, evaluations and personal reflections in a report.

Nov 2010Stimulation activities (IES lessons – 1 single + 2 doubles)  finding a contemporary issue of interest Dec 2010Preliminary formulation of title (by student)  Assignment of supervisor  Meeting supervisor (individual) Jan 2011Discussion with supervisor (IES lessons – 1 double) + (individual)  Submission of revised project title Feb 2011Marking by supervisor & co-marking by another LS teacher  marks + comment for further polishing (// Stage 2: data collection – drafting of questions) March 2011Return of project titles for polishing  submission of the finalised Project Title Stage 1 Time schedule Increased independence

ActivityObjective Activity 1: (A) Group 1 & 2 – discuss p.1 (B) Group 3 & 4 – discuss p.2 To help students identify issues from what they observe in their daily life and to learn to set some possible enquiry questions Gp presentation (can be all or choose e.g. 2 groups) (C) Group 1 & 2 – discuss p.3 (D) Group 3 & 4 – discuss p.4 To help students identify issues from what they read up in the news daily and to learn to set some possible enquiry questions Gp presentation (can be all or choose e.g. 2 groups) (E) Individual work – complete p.5 at home To help students identify an issue of their interest for enquiry Stimulation Activities

4. governance of the People’s Central Government? 1. democracy in Hong Kong 2. One country two systems – Hong Kong people rule Hong Kong people. 3. national education compulsory in Hong Kong? 5. Identity of Hong Kong people – HongKonger or Chinese? (A) Examine the following picture and jot down any issues that may come across your mind. Activity 1: WHAT to enquire …

IssueRelated module(s) [+concepts]What can I enquire into? [enquiry questions e.g.] 1HKT – quality of life (political perspective) MC – relationship between Central People ’ s government and the HKSAR Has Hong Kong become less democratic since the return of its sovereignty to China? 2 Stimulation Activities

1. Poor air quality in Hong Kong 2. Sports development is not allocated a lot of financial resource by the government. 3. Spirit of HK people – strives hard in face of difficulty 4. Development of big infra- structure in Hong Kong 5. HK as a cosmo- politan city [Marathon competition] and its ranking in this world Stimulation Activities (B) Examine the following picture and jot down any issues that may come across your mind.

Stimulation Activities IssueRelated module(s) [+concepts]What can I enquire into? [enquiry questions e.g.] 1HKT – quality of life (environmental perspective) ETE – social development and its impact on the living environment How far do Hong Kong people like to live in Hong Kong? What are the factors contributing to this? 2

Stimulation Activities 1. importance of the internet to people’s life 2. impact of the internet on the Mainland 3. China really ‘open up’ – websites can be freely surfed? 4. technological advancement and the development of China 5. opportunities and challenges opened up to people in the use of internet (C) Examine the following newspaper and jot down any issues that may come across your mind. [Source: Wen Wei Pao, 10 th January 2010]

Stimulation Activities IssueRelated module(s) [+concepts] What can I enquire into? [enquiry questions e.g.] 1PDIR – challenges and opportunities How far does the internet enhance the life of young people in Hong Kong? 2

Stimulation Activities 1. climate change 2. rights and responsibilitie s 3. participation in social matters 5. sustainability 4. environmental education (D) Examine the following newspaper and jot down any issues that may come across your mind. [Source: South China Morning Post, 3 rd November 2010]

Stimulation Activities IssueRelated module(s) [+concepts]What can I enquire into? [enquiry questions e.g.] 1HKT – quality of life (environmental perspective) ETE – social development and its impact on the living environment Has there been enough environmental education in Kong people like to live in Hong Kong/ 2

(E) Stick a picture or a news article below and explain in relation to the picture / article what issue you are interested in and what you would like to enquire about. Relate to the relevant modules as well. Stimulation Activities IssueRelated module(s) [+concepts] What do I want to enquire about? [enquiry question]

ActivityObjective Activity 2 (1) Complete diagram (Individual) – p.9 To think deeper about what to enquire and how to go about it (2) Peer marking (in groups of 2 or 3) + pose questions which may help the peer to clarify / modify / improve on the sheet for Activity 2 [During this time, the teacher may walk around to see which are some of the enquiry topics which may have some problems] To help students see for themselves the standard of their work from the eyes of the peers. (3) Lecture regarding the ‘titles’ - may be ‘too vague’, ‘too ambitious’, etc. (refer to HKEAA PowerPoint) To develop students’ critical analysis of the title (4) Critical analysis of ‘problematic’ titles and invite students to suggest amendments. Formulation Activities

I want to enquire about … When did this happen? Who/What does this relate to? Why is it worthy for further enquiry? Information that will enable me to know more Activity 2: With reference to Part (E) of Activity 1, complete the following diagram. Formulation Activities

Peer assessment

Formulation of the focus questions for enquiry Formulation Activities Lecture

Problems of some titles (used as examples in class) Too vague e.g. Influence of internet on young people Changes upon China’s reform and opening-up How patriotic Hong Kong people are Too ambitious e.g. Relationship between HongKongers and the Central Government Impact of internet on a person’s development (causal analysis  but no necessary causal relationship) Comparison between young people raised up in Hong Kong and the Mainland Too broad e.g. The public health problems in Hong Kong The quality of life in Hong Kong Undefined concepts e.g. Hong Kong people’s love towards their mother country (different interpretations of ‘love’ – those who strive for democracy may also be considered as a kind of ‘love’ for the country as they may see this as helping to bring about ‘advancement’ [political / civilization] of their mother country.) Too descriptive / not controversial e.g. The development of environmental preservation in Hong Kong The history of socio-political participation of Hong Kong people Formulation Activities Lecture

I want to enquire about … xxxxxx yyyyyy zzzzz When did this happen? xxxxxx yyyyyy zzzzz Who/What does this relate to? xxxxxx yyyyyy zzzzz Why is it worthy for further enquiry? xxxxxx yyyyyy zzzzz Information that will enable me to know more xxxxxx yyyyyy zzzzz Formulation Activities Critical analysis

ActivityObjective Activity 3To encourage students to think deeper as to what they need to know of and plan before the research [Examples gone through in class] Formulation Activities

ActivityObjective Activity 4To guide students to think deeper into the focus of their enquiry [Examples gone through in class] Formulation Activities

Supervision by teachers 1 teacher  11 to 13 students Meeting time  IES lesson / outside lesson time Difficulties: –Individual students with different ‘difficulties’ –Very demanding on time for individual supervision  needs a lot of individual attention –Students come without enough thorough thinking beforehand (busy with different SBAs) –Shortage of rooms for groups of students to meet supervisors

Thank you