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Induction Course for New Panel Chairpersons Experience Sharing on History St. Catharine’s School For Girls, Kwun Tong Lam Mei Yee, Maggie (12th November, 2010)
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Experience Sharing (1) Curriculum Planning (2) Learning and Teaching Strategy (3) Assessment for Learning (4) Panel Management and Teachers’ Professional Development
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(1) Curriculum Planning [1.1] Background of the School-Based Curriculum Change Quality Assurance Inspection (QAI) (2002) Focus Inspection on PSHE (2004) Implementation of NSS Social Studies (2005) Independent subject mode e.g. History, Geography
![(1) Curriculum Planning [1.1] Background of the School-Based Curriculum Change Quality Assurance Inspection (QAI) (2002) Focus Inspection on PSHE (2004) Implementation of NSS Social Studies (2005) Independent subject mode e.g.](http://images.slideplayer.com./26/8561232/slides/slide_3.jpg "History, Geography.")
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(1) Curriculum Planning (Cont’d) [1.1.1] Impact of adopting independent subject mode It enables teachers to develop students’ analytical power, critical thinking, communication skills and organizational power. It lays a very good foundation for students’ historical knowledge and skills in junior forms. History students, as pointed out by other teachers, are good at expressing their ideas clearly with concrete examples and adequate elaboration. It breaks the learning gap. A close link to each form’s syllabus can be done. It enhances students’ interests in studying History as more students have opted History as their subjects in senior forms.
![(1) Curriculum Planning (Cont’d) [1.1.1] Impact of adopting independent subject mode It enables teachers to develop students’ analytical power, critical thinking, communication skills and organizational power.](http://images.slideplayer.com./26/8561232/slides/slide_4.jpg " It lays a very good foundation for students’ historical knowledge and skills in junior forms. History students, as pointed out by other teachers, are good at expressing their ideas clearly with concrete examples and adequate elaboration. It breaks the learning gap. A close link to each form’s syllabus can be done. It enhances students’ interests in studying History as more students have opted History as their subjects in senior forms..")
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(1) Curriculum Planning (Cont’d) [1.2] Recruitment of Teaching Staff within the School (A) From which department(s)? (B) How many classes and in which form would the teachers concerned teach? (C) Who would be the form coordinators?
![(1) Curriculum Planning (Cont’d) [1.2] Recruitment of Teaching Staff within the School (A) From which department(s).](http://images.slideplayer.com./26/8561232/slides/slide_5.jpg "(B) How many classes and in which form would the teachers concerned teach. (C) Who would be the form coordinators .")
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(A) From which department(s)? (1) Curriculum Planning (Cont’d) [1.2] Recruitment of Teaching Staff within the School Some English teachers showed their willingness to teach History. Some Social Studies teachers were good at teaching History.
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(1) Curriculum Planning (Cont’d) [1.2] Recruitment of Teaching Staff within the School (B) How many classes and in which form would the teachers concerned teach? The panel head discussed the issues with the individual teachers to know their preferences and tried to see if their preferences could be entertained.
![(1) Curriculum Planning (Cont’d) [1.2] Recruitment of Teaching Staff within the School (B) How many classes and in which form would the teachers concerned teach.](http://images.slideplayer.com./26/8561232/slides/slide_7.jpg " The panel head discussed the issues with the individual teachers to know their preferences and tried to see if their preferences could be entertained..")
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(1) Curriculum Planning (Cont’d) (C) Who would be the form coordinators? [1.2] Recruitment of Teaching Staff within the School The panel head tried to be the form coordinator first and could then know the needs of other History teachers. More support and understanding of the needs to the teachers who just joined the department, e.g. how to conduct the form meeting, criteria for setting History test and examination papers, could be given.how to conduct the form meetingcriteria for setting History test and examination papers Other History teachers majoring History should be invited to be the form coordinators first.
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(2) Learning and Teaching Strategy [A] Vocabulary Lists (for junior forms) [B] CD Roms with pronunciation of vocabulary [D] Assessment rubrics for students [F] Visits to museums organized by History Society [E] Consultation with groups with different learning abilities [G] Inter-school History Quiz [H] Exchange Programme with Geography and Economics DepartmentsExchange Programme with Geography and Economics Departments [C] Project works for F.1, F.2 and F.3F.1F.2F.3
![(2) Learning and Teaching Strategy [A] Vocabulary Lists (for junior forms) [B] CD Roms with pronunciation of vocabulary [D] Assessment rubrics for students [F] Visits to museums organized by History Society [E] Consultation with groups with different learning abilities [G] Inter-school History Quiz [H] Exchange Programme with Geography and Economics DepartmentsExchange Programme with Geography and Economics Departments [C] Project works for F.1, F.2 and F.3F.1F.2F.3](http://images.slideplayer.com./26/8561232/slides/slide_9.jpg "(2) Learning and Teaching Strategy [A] Vocabulary Lists (for junior forms) [B] CD Roms with pronunciation of vocabulary [D] Assessment rubrics for students [F] Visits to museums organized by History Society [E] Consultation with groups with different learning abilities [G] Inter-school History Quiz [H] Exchange Programme with Geography and Economics DepartmentsExchange Programme with Geography and Economics Departments [C] Project works for F.1, F.2 and F.3F.1F.2F.3")
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(3) Assessment for Learning [A] Teachers’ feedback in the panel meetings [B] Students’ feedback in terms of questionnairesStudents’ feedback in terms of questionnaires [C] Students’ performance in internal examinations [D] Students’ performance in external examinations [E] Public examination reports on History [F] Worksheets in writing essays with clear guidelinesWorksheets in writing essays with clear guidelines
![(3) Assessment for Learning [A] Teachers’ feedback in the panel meetings [B] Students’ feedback in terms of questionnairesStudents’ feedback in terms of questionnaires [C] Students’ performance in internal examinations [D] Students’ performance in external examinations [E] Public examination reports on History [F] Worksheets in writing essays with clear guidelinesWorksheets in writing essays with clear guidelines](http://images.slideplayer.com./26/8561232/slides/slide_10.jpg "(3) Assessment for Learning [A] Teachers’ feedback in the panel meetings [B] Students’ feedback in terms of questionnairesStudents’ feedback in terms of questionnaires [C] Students’ performance in internal examinations [D] Students’ performance in external examinations [E] Public examination reports on History [F] Worksheets in writing essays with clear guidelinesWorksheets in writing essays with clear guidelines")
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(4) Panel Management & Teachers’ Professional Sharing [A] Initiation of Panel Head in getting started the new tasks [B] Clear guidelines on how to conduct a lesson to every History teacher and assessment formats in CE, AL and NSS HistoryClear guidelines on how to conduct a lesson to every History teacherCEALNSS History [C] Standardized marking system for students and teachersStandardized marking system for students and teachers [D] Exercise Book Inspection [E] Lesson Observation
![(4) Panel Management & Teachers’ Professional Sharing [A] Initiation of Panel Head in getting started the new tasks [B] Clear guidelines on how to conduct a lesson to every History teacher and assessment formats in CE, AL and NSS HistoryClear guidelines on how to conduct a lesson to every History teacherCEALNSS History [C] Standardized marking system for students and teachersStandardized marking system for students and teachers [D] Exercise Book Inspection [E] Lesson Observation](http://images.slideplayer.com./26/8561232/slides/slide_11.jpg "(4) Panel Management & Teachers’ Professional Sharing [A] Initiation of Panel Head in getting started the new tasks [B] Clear guidelines on how to conduct a lesson to every History teacher and assessment formats in CE, AL and NSS HistoryClear guidelines on how to conduct a lesson to every History teacherCEALNSS History [C] Standardized marking system for students and teachersStandardized marking system for students and teachers [D] Exercise Book Inspection [E] Lesson Observation")
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(4) Panel Management & Teachers’ Professional Sharing (Cont’d) [F] Peer Observation, especially new panel members [G] Learning Study in junior forms firstLearning Study [H] Sharing sessions among History teachers within the school [I] Invitation of guest speakers to share with students and teachers [J] Participation in workshops and training sessions conducted by CDI, HKAHE and HKEAA [K] Participation in marking public examinations
![(4) Panel Management & Teachers’ Professional Sharing (Cont’d) [F] Peer Observation, especially new panel members [G] Learning Study in junior forms firstLearning Study [H] Sharing sessions among History teachers within the school [I] Invitation of guest speakers to share with students and teachers [J] Participation in workshops and training sessions conducted by CDI, HKAHE and HKEAA [K] Participation in marking public examinations](http://images.slideplayer.com./26/8561232/slides/slide_12.jpg "(4) Panel Management & Teachers’ Professional Sharing (Cont’d) [F] Peer Observation, especially new panel members [G] Learning Study in junior forms firstLearning Study [H] Sharing sessions among History teachers within the school [I] Invitation of guest speakers to share with students and teachers [J] Participation in workshops and training sessions conducted by CDI, HKAHE and HKEAA [K] Participation in marking public examinations")
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