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Local Heritage Studies

A white-rat-teacher’s experiences

Mrs. Agnes LeeJune 2009, revised

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A possible 2009-2012 scenario

History students:SBA assignments in all core subjects,

History and other elective subject(s)more OLE activities.

Those activities require much capacity in ‘self-directed learning’, ‘reading to learn’, risk-taking, independent thinking etc...

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A possible 2009-2012 scenario

Those activities may pull some students away from their safety zones.

Some students, such as the quiet and obedient ones, may not be able to cope with these challenges.

Consider stress problems.More preventive measures, the

better.

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A possible 2009-2012 scenario

History teachersMay have to teach Liberal Studies al

soi.e. have to supervise a great no. of

students to do SBA assignments in 2 subjects

may have more team workmay have more OLE duties etc...

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A possible 2009-2012 scenario

For both teachers and students, those tasks could be very time consuming and exhaustive.

There are only 24 hours a day.

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A possible 2009-2012 scenario

What is the overriding tasks for teachers?To create outstanding academic

results?To guide students to strike a

balance between academic achievements and healthy growth?

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The white-rat-teacher’s principles in this task of preparing exemplars

Minimum investment,

maximum outcome Strong discipline

on time-management Be sensitive and understanding

to students’ responses

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Experiment 1 (2007-08)

Teacher’s background knowledge of the SBA task Little, just skimmed through the draft of

SBA Handbooktime available

3 months late Feb to end of May

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Experiment 1

Invited 3 F. 4 fast learners to do one SBA written report

1st supervision – 1 hourExplained the taskDrew attention to the part `Requirements’Drew attention to definition of ‘heritage’A hard copy of SBA handbook to each

student

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Experiment 1

Arranged 6 more supervision sessions 30 min/session; in groupPre-set schedule and venue for the 6

sessionsBoth teacher and students followed the schedule

as much as possibleGave prior notice when one appointment could not

be made

This mechanism helps to save time and prevents confusion in time-management

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Experiment 1

Teacher’s struggle in giving supervision: Strong intervention vs autonomy Decision – autonomy comes first

2nd supervision session (before Easter holiday) Title Proposal – students chose ‘TVB’ no reading materials collected; empty talk only

3rd session (after Easter holiday) Students narrowed down the topic – local drama se

ries of TVB no reading materials collected; empty talk only

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Experiment 1

By late-Aprildata-collection failed

Why? few sources written in English versionstudents - weak in flexibility;

Teacher’s reaction – more intervention suggested ‘Po Leung Kuk’ teacher’s briefing on ‘Po Leung Kuk ‘

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Experiment 1

Mid-May1st draft – wrong focus teacher’s reaction – instructed students to

re-write according to a question (This is wrong.)

Late May – 2nd draftPens down – Final Exam. was near

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Experiment 1 – 2nd draft

The question given to students: As a non-government organization of a long

history, has the Po Leung Kuk adjusted its services according to the changing needs of the HK society?

It is a wrong title – why?Po Leung Kuk

an organization, not a heritage X the building of Po Leung Kuk

a building, a heritage

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Experiment 1 – trial marking

1st trial marking: Level 0

because the choice is wrong

2nd trial marking:Readjustment of the definition of

‘heritage’ Level 1

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Experiment 1 – draft 2

3rd trial marking:Title of draft 2 was revised:Po Leung Kuk’s tradition of protecting ch

ildren and women保赤安良 (protecting children and wome

n)a spiritual heritage

p. 104 – level 3 ‘meaning’ was very slightly touched

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Experiment 2 (2007-08)

After Easter holidayTwo F.6 fast learner late April - Bun FestivalMay

Interviews at Cheung ChauCollected a few secondary sourceTeacher provided a few primary source read

ing materials

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Experiment 2

Late May – 1st draft (>4000 words) p.111

Mid-July – 2nd draft (>2400 words)Just a shortened version

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Experiment 3 (2008-09)

The purpose is to produce L4-5 exemplars

From mid-Jan to mid-Mar 2009 (2 mths)F. 6 History students

Whole class;As one course assignment

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Experiment 3 - controls

Teacher’s instruction: A printed copy of Schedule and Guidelines to

each student Scheme of work definitions of ‘heritage’, assessment criteria,

samples of citations (SBA Handbook), Template: what/ change & continuity /

meaning Advice students to choose from the list of

declared monuments under the AMO

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Experiment 3 - controls

Title selection students show hard copies of relevant

reading materials to get teacher’s approvalDiscourage students to collect materials

from internet only;Primary source materials – not compulsoryURL addresses, author/name of

book/year of publishing etc should be shown on the hard copies

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Experiment 3 - controls

Further readingstudent presents a written outline with

details; Teacher check student’s understanding

of what is read by asking the student elaborate his/her thoughts

Teacher may have to suggest/force change of topic at this stage if the choice is proved unrealistic

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Experiment 3 - outcome

1st draft is marked by the teacher Impression marking

2nd draft It is taken as the final versionAll achieved Level 4-5

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Experiment 3 - students’ sharing

High achievers (external & internal assessments) This task is more difficult and painful

than preparing a tutorial essayTo prepare a tutorial essay, they are

expected to read 3 pieces of reading materials; the teacher gave 2 sources.\

To prepare this SBA task, the teacher gave no suggestion of references.

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Experiment 3 - students’ sharing

High achieversOne student handed in the report 2 weeks

lateShe refused to give up when data-collection

proved the topic is an unrealistic one although the teacher persuaded her to.

Finally she changed topics twice.She found it very painful to decide what to

take and what not to take.The process caused her negative emotions

and tears.

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Experiment 3 - students’ sharing

Low achiever (external & internal assessments)Her written report (level 4) was much better

than her other essays (level 2) in content and organization.

She enjoyed the process because she chose what she was interested to do and do it, to a certain extent, at her own pace.

She said that her self-confidence in studying History increased. The change is noticed by the teacher during lessons.

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What was learnt? SBA Guide

Be familiar with the SBA Guide (HKEAA version)

requirement definition assessment criteria elective specific

Title of local heritage studies NOT in form of a question

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What was learnt? Cater for learner diversity

Choosing approach & topic Very important for success & efficiency in

supervisionSpend at least 1 monthFacilitate right matching: student’s

capacity & approachWhich level to achieve?

Set realistic goalsVery weakly motivated students

To start, consider level 1-2?Experiment 3

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What was learnt?Time management

Strong discipline on time managementFor both teachers and studentsMutual agreed schedule and timer

may help.Set reasonable schedule

Consider other learning activities too.

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What was learnt?Interim supervision

Helpful in quality control Make major changes before it is too late Consider normal lesson time Train up a few capable students to facilitate

peer learning in class when the teacher is giving individual supervision during normal lesson time

Be a good listener when giving supervision Use guiding questions to help the student to

make decisions

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Teacher’s worries

English version inadequate reading material?

According to student’s interest?How much?Weak in flexibility May lead to ‘great effort, little reward’

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Teacher’s worriesdegree of intervention

How much?A lot?

High marks, weak research skillsLittle?

CompetitionAmong studentsAmong subject electivesAmong schools

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Teacher’s worries - justice

Justice?Successful plagiarism is very bad

learning experiencesControl

Citations, footnotes, bibliographyShow hard copies of reading materials

readAsk student to elaborate what was read

during interim supervisionOthers?

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Teacher’s worries - fairness

Fairness among students More family resources, higher marks? Ask more, get more? Students may have different reasons for

not asking more. Lazy? Shy? Over-confident of oneself? Considerate to the teacher?

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Teacher’s worries - fairness

Control Choosing approach/title

match individual capacity Further supervision

equal no. of individual interim supervision sessions

deliver hard/e-mail copies of teachers’ advice/feedback to all (time-saving; the same question will not be asked again; may be used for the next cohort)

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Conclusion – how much effort?

SBA 20% of the final resultSpend 20% of the total effort Make SBA preparation a tool to

prepare students for the written exam (80% of the final result)

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Work/ studies

To nurture lifeNot to endanger life

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Good Health