Student Learning Profile – A vehicle to promote Whole Person Development among students

Student Learning Profile – A vehicle to promote Whole Person

Development among students

Life-wide Learning and Library SectionCDI, EDB

Objectives

• To disseminate the findings in Seed Project

• To share school experiences in the planning and implementation of SLP

• To identify practical approaches in devising school-based strategies of SLP to promote whole person development.

Life-wide Learning and Library Section, CDI

ScheduleProgrammes

Registration

Session 1: Introduction and findings from seed project

Session 2: School Experience Sharing (A)

- SKH Kei Hau Secondary School

Break

Session 3: School Experience Sharing (B)

- SKH Bishop Baker Secondary School

- School Experience Sharing (C)

Session 4: Information about SLP tools

Open Forum and Discussion


What is SLP?

• Provide supplementary information on secondary school leavers’ competencies and specialties, for giving a fuller picture of the students, in terms of whole person development.

• Under the NSS education, students should be encouraged to build up a profile to record and reflect on their learning experiences and achievements.


Suggested Design and Implementation

• It would be school-based and the content may include brief information about:– Academic performance in school;– Other Learning Experiences; and– Awards/ achievements gained outside schools


What is the role of SLP in students’ learning experiences?


Students tell their own stories…

as to celebrate their success

Habits of students

Diary Letter

Journal / Writing Assignments

BlogLife-wide Learning and Library Section, CDI

School Practices

School Report

Assignment

Activity Records


Session 1

Findings from Seed Project


Findings from Seed Project

School-based models in organizing

“Other Learning Experiences” and

“Student Learning Profile”

in SS curriculum (05/06 - 07/08)


Three Development Phases

Phase 1(05/06)

Total no. of seed schools: 16

Concerns of schools - collected in the process of trying out electronic tool at senior secondary level

Phase 2(06/07)


Build up capacity for teachers and students to address whole person development – investigated various school practices and provided support on using electronic tool at junior secondary level

Phase 3(07/08)


School voices on educational values and administrative convenience - Building on existing school strengths with provision of WebSAMS SLP module to achieve both educational and administrative purposes.


Findings and Implications

• Purpose of SLP?

• Content of SLP?

• Implementation approach?

• Choice of tools?


Phase 1 Phase 2 Phase 3

Teachers’ perception

(WHY)

•Many teachers were not sure about the purpose,

•but positive toward using it as a tool to give feedback on students’ OLE performance.

More teachers started to perceive it as a tool to address students’ whole person development.

Teacher integrated SLP in life-education.

Findings – Perception on the Purpose of SLP

Teachers tried to clarify the purpose of SLP.

Teachers tried to use SLP as a vehicle to promote life education.


Students’ perception

(WHY)

•Many students were not sure about the purpose,

•but they valued teachers’ feedback on their OLE performance.

More students used the tool to share their learning experiences with teachers and peers.

More students used the tool to record and reflect on their participation and achievements in OLE.

Students were willing to share because they got feedback from teachers and peers.

Feedback from teachers and peers led them to think about themselves.

Findings – Perception on the Purpose of SLP


Format

(WHAT)

Handbooks, Report cards, electronic records

Handbooks, Report cards, more schools looked for electronic tools.

Handbooks, Report cards, more schools looked for electronic tools with due consideration of their school contexts.

Findings – Content of SLP

More teachers thought that using electronic tools was more efficient.

A growing awareness of the need to consider school goals and expected student outcomes when selecting SLP tools.


Content

(WHAT)

Simple activity records

1. Simple activity records

2. Records + optional reflection

1. Some schools started to develop SLP with

selective records + periodic reflection

Some teachers realized that reflection could enhance student learning.

Some schools realized the importance of space for students to think about their thinking and achievements.

Findings – Content of SLP

Turning experience into learning, but insufficient student ownership

Tendency to compliance mentality

Student Ownership, but not learning-focused

Self-regulated learning


Implementation Strategies – School Practices on SLP


School Approach

(HOW)

1. More teacher-led, recording-oriented.

2. All records had to be recorded in SLP.

1. Moving towards student-led, reflection-oriented approach

2. Schools put most of the records when generating SLP.

1. Moving towards student-led, reflection-oriented approach

2. Schools put records selectively when generating SLP.

Findings – Implementation (I)

Recording and reporting were mixed up.

Some teachers started to provide space for students to make sense of

the SLP.

More teachers would like to provide space for students to make sense of the SLP.


Leadership

(WHO)

VP, IT teacher VP, OLE team, IT teacher, RS teacher, teachers from committees promoting student development

VP, OLE team, IT teacher, RS teacher, teachers from committees promoting student development

Findings – Implementation (II)

Schools using electronic tools interpreted SLP leadership to be rested on one / two IT teachers.

Leadership started to rest on a team of teachers with more long-term educational goals.



Use of Data

(HOW)

For record-keeping of students’ OLE

1. For record-keeping of students’ OLE

2. For students to review their participation / achievements in OLE

1. For record-keeping of students’ OLE

2. For students to review their participation / achievements in OLE

SLP data were mainly used at individual student level.

Findings – Implementation (III)



Generation of SLP

(HOW)

For record-keeping of students



Many schools put much emphasis on the generation of SLP – the final product - to

celebrate student participation and achievements.

Findings – Implementation (IV)


Findings – Implementation (V)

More teachers

wanted to integrate SLP in students’ school and daily life.

More teachers

wanted to integrate SLP in students’ class, school and daily life.


Space for SLP activities

(WHEN)

During computer lessons

DuringDesignatedlessons & athome

During designated lessons, class teacher periods, at home


Reason for choice of tool

(WHY)

Choice of tool was mainly based on administrative convenience of its recording functions.

Choice of tool in some schools was mainly based on the school contexts (e.g. student needs & school development plan)

Findings – Choice of tools

Many teachers did not see SLP’s relationship with school planning to support student development.

Schools / Teachers understood the flexibility of SLP as a tool to facilitate school / student development.

Findings and Implications• Purpose of SLP• Content of SLP • Implementation approach

– School Approach– Leadership– Use of Data– Generation of SLP– Space for SLP activities

• Choice of tools


Session 2

School Experience Sharing (A):

SKH Kei Hau Secondary School


Break(10 minutes)

Session 3

School Experience Sharing (B):

SKH Bishop Baker Secondary School


School Experience (C)


Leadership Computer teacher

Teachers involved Computer teachers

Purpose Mainly a response to policy directives

Content Every achievement in Computer subjects is recorded.

Tool Much effort spent on selection of electronic tool without considering the school contexts.


School Experience Sharing (C)

Use of SLP data

Both teachers and students regard SLP as an assignment rather than a PROCESS of student development.

Generation of SLP

“Thick” documents without much selection and planning

Sustainability Low – motivation drops, very unlikely that efforts of both teachers and students can sustain

School Experience Sharing (C)



Stage 1: Recording achievements in Computer subjects

Much effort spent to explore data management tools.

Stage 2…N: School should see how SLP may be used to achieve school goals.

School Experience (C)

??

?

Student Ownership, but not learning-focused Self-regulated

learning








Implementation Strategies – School Practices on SLP


Stage 2: Reflection 4 times a year

Stage 1: Recording at S.1, 2

Stage 3…N: Increase students’ participation

Teachers address students’ personal growth

School Experience Sharing (A)



Tendency to

compliance mentality



Stage 2: Building of reflective culture, review the content of handbook with teachers and students

Stage 1: Shared vision + active learning handbook at S.1

Stage 4: Use of tailor-made tools to address the needs of schools, teachers and students

Stage 3: Explore various electronic tools to alleviate admin workload and increase students’ involvement

School Experience Sharing (B)






More educational values – need to develop by stages

Summary





Conclusions from the 3 school cases


How to secure SLP sustainability? Senior leadersLeadership: Parallel leadership Teams

Purpose: Consider how SLP may be used as a tool to achieve school goals about student developments in School Annual Plan (SAP) & School Development Plan (SDP)

Content: Periodic and selective entries

Tool: Consider students’ development needs


Recording for individual studentsUse of SLP data Tracking student participation and achievements to inform school planning

Generation of SLP: Periodic to celebrate student success

regularly throughout the 3 years in NSS

How to secure SLP sustainability?

Time for SLP activities: Ample / Regular (e.g. form-teacher periods)


A school using SLP as a life-planning tool

“Individual Student Planning”

Continuing education

Developing a career

Local Overseas

Sustainable development of holistic self

Student developmentduring NSS

Whole-person Development as a PROCESS

SLPfor whole person

development

Reflection: Developing a

‘reflective’ habit of mind

Audience-specific: Learning in a

community (e.g peer feedbacks)

Managing Complexity: A ‘Whole Person’

overview and tracking progress, building a sense of

future

Celebrating Multiplicity:

Participation and achievements of

different activities

Personal

SLP in Student Development during NSS

Social

Integrity Multiplicity

Information about other learning experiences required in entry requirements

• The University of Melbourne (Australia)

• The University of Western Ontario (Canada)

• The University of Edinburgh (UK)

• UC Berkeley, UCLA (USA)

• 清華大學 , 北京大學 (China)

Session 4

Information about SLP tools


Some information on tools

• WebSAMS SLP Module (07/08)

• SLP Tool

• Hands-on tools from the market

• School-based tailor-made tool


Provided by EDB

WebSAMS SLP Module

• Newly added SLP features + Enhanced STA

• To be released in 07/08

• Pilot study from Feb – April 08

• Design templates as reference– Simplified version from WebSAMS– Sophisticated version from WebSAMS


OLE Programs (Enhanced STA)

Key Projects

Students’ Awards

Adding Participation Outside School - Optional

Import Participation Outside School- Optional

Import Self Account – Optional

Print Sequence for selection of OLE

Print SLP A, B

(Simplified and Sophisticated versions)

Professional Development Programmes

Seminar on Student Learning Profile - A vehicle to promote Whole Person Development among students (Dec 2007 – Feb 2008)

Workshops on WebSAMS + introduction of new tool (Feb – April 2008)


Open Forum and Discussion


Thanks for your participation

Student Learning Profile – A vehicle to promote Whole Person Development among students

Documents

Transcript of Student Learning Profile – A vehicle to promote Whole Person Development among students