1. Social-Constructivist Approach

2. learning is claimed to be achieved by sharing, discussing and critically reviewing own and others ideas/products learning is claimed to be achieved by sharing, discussing and critically reviewing own and others ideas/products this paradigm treasures and values the establishment of a strong cooperative and collaborative culture within a knowledge-building community this paradigm treasures and values the establishment of a strong cooperative and collaborative culture within a knowledge-building community students can learn, construct new knowledge and relate new knowledge to prior knowledge through interacting with others students can learn, construct new knowledge and relate new knowledge to prior knowledge through interacting with others interaction, sharing and discussion are significant to the lessons interaction, sharing and discussion are significant to the lessons Education Philosophy Social-Constructivist Approach

3. this approach often being used with Task-based Approach or Problem-based Learning Approach this approach often being used with Task-based Approach or Problem-based Learning Approach apart from students’ understanding about the subject matter knowledge, social-constructivist approach aims at helping students to develop their metacognitive abilities and higher order thinking skills, such as apart from students’ understanding about the subject matter knowledge, social-constructivist approach aims at helping students to develop their metacognitive abilities and higher order thinking skills, such as reflective thinking skills reflective thinking skills critical thinking skills critical thinking skills skills of constructing knowledge through working cooperatively and collaboratively with others skills of constructing knowledge through working cooperatively and collaboratively with others Education Philosophy Social-Constructivist Approach

4. students play the role of the co-builders of knowledge students play the role of the co-builders of knowledge students have to response to challenges, review own and other works/ideas critically students have to response to challenges, review own and other works/ideas critically teacher would design classroom activities in which students can attain knowledge co-construction & exploration teacher would design classroom activities in which students can attain knowledge co-construction & exploration teacher does not see their primary role as that of an expert but rather as someone who poses challenges to students and responses students’ discussions teacher does not see their primary role as that of an expert but rather as someone who poses challenges to students and responses students’ discussions Roles of Teachers & Students Social-Constructivist Approach

5. The number of lessons that this approach may take depends on the discussion topic and its demanded answers. The learning flow includes: 1. Teacher states the discussion topic 2. Students organize their points of view on their own or in groups 3. Students’ presentation 4. Students’ discussion 5. Teachers’ feedback Learning Process Social-Constructivist Approach

6. IT tools play a significant role in presenting information/idea effectively and this includes: IT tools play a significant role in presenting information/idea effectively and this includes: Technology as an effective and attractive means of presentation Technology as an effective and attractive means of presentation On-line Discussion Forum On-line Discussion Forum Role of IT Social-Constructivist Approach

7. S.5 English Social-Constructivist Approach Examples Lesson Video Clips S.4 & 5 GPA

8. Dismissal of the Urban & Regional Councils Equipment & Technological Competence Requirements Your Reflection Lesson Outcome Lesson Goals Lesson Outline Lesson Video Clips

9. Lesson Goals 1.Form 4 students can learn knowledge about “Dismissal of the Urban & Regional Councils”. 2.Form 5 students can renew their knowledge about “Dismissal of the Urban & Regional Councils”. 3.Form 4 students can learn the positive learning attitude and critically thinking skill from Form 5 students. Dismissal of the Urban & Regional Councils

10. 1.Form 4 students can learn knowledge about “Dismissal of the Urban & Regional Councils”. 2.Form 5 students can renew their knowledge about “Dismissal of the Urban & Regional Councils”. Dismissal of the Urban & Regional Councils Lesson Outcome

11. 1.Lesson Objectives and Discussion Topic Teacher states the lesson objectives and the discussion topic F.4 students’ presentation 3.Students’ Discussion Discussion between F.5 and F.4 students 4.Teacher’s feedback Teacher provides feedback to F.5 and F.4 students 2.Group Presentation Lesson Outline S.4 & 5 GPA

12. Lesson Video Clips

13. PowerPoint 1 computer Data Projector & Screen PowerPoint Operation classroom about 70 S.4 & 5 GPA Equipment & Technological Competence Requirements Technological Competence Teacher’s Technological Competence Students’ Technological Competence Venue No. of Student Equipment

14. 1. What kind of discussion can benefit students’ learning? How will you help your students to undergo such kind of discussion? 2. What challenges teacher has to face in this approach? How will you equip yourself? S.4 & 5 GPA Your Reflection

15. The Clinton Scandal This lesson is the second part of the whole learning unit: The First Part: Students learn vocabulary and expressions from some newspaper articles and then write a composition about the Clinton Scandal. The Second Part: Students search for relevant information for a self-decided topic. The Third Part: Students make use of the information to write a reflective essays or imaginative stories and conduct a discussion titled “Justice & Truth; Fiction & Reality”. S.5 English

16. to help students to develop ability and attitude for identifying relevant information to help students to develop their reflective thinking skills The learning goals of this lesson is: Learning Goals S.5 English

17. 1. Students can identify relevant information from Internet. 2. Students can find their own standpoint for their essay which they will write in the next part of the learning unit. Learning Outcome S.5 English

18. 1. Exercise on Information Identification & Computer Operation Demonstration Teacher asks students to identify relevant information from an article with a given focus. 2. Exercise on Information Identification with own-decided focus Teacher ask students to set their own focus and search for relevant information from Internet in groups. 3. Whole Class Discussion & Teacher’s Feedback Teacher discuss how to decide focus and carry out information search according to students’ progress. 4. Inter-Group Discussion Students carry out inter-group discussion. 5. Exercises on Reflective Thinking Teacher asks some questions to prompt students to reflect on their own thinking or experiences. Then students have to put their answers into the computers. Lesson Outline S.5 English

19. Lans Operation (e.g Open or Save files) Internet Browser (browsing homepage & downloading text) Word Processing Software Internet Search Engine Lans Operation (e.g Open or Save files) Word Processing Operation S.5 English S.5 English Classroom About 70 Technological Competence Teacher’s Technological Competence Students’ Technological Competence Venue No. of Student Equipment & Technological Competence Requirements

20. LANs 1 computer for teacher 40 computers for students Data Projector & Screen Internet Access Word Processing Software Internet Browser S.5 English Equipment Equipment & Technological Competence Requirements

21. Lesson Video Clips S.5 English