334: A Brief Revisit & Reflection

Stephen Yip

Chief Curriculum Development Officer

CDI, EMB

IntroductionIntroduction

• In 2000, the Education Commission recommended the adoption of a 3-year senior secondary and 4-year university system.

• The Chief Executive’s Policy Address (2004) set out the direction to develop the new senior secondary and university system.

• 2004-05 Consultation phases – Preparation/ Implementation (2005 Policy Address)

The Need for Change

• Building on reform in basic education, the new senior secondary and university system is destined to help each student to be an informed and responsible citizen with a sense of global and national identity.

• This calls for a more broad-based curriculum with more choice to suit individual aptitudes and interests, enable ALL secondary students to develop their capacities to the full.

A Comparison of the Current and the New Academic StructuresA Comparison of the Current and the New Academic Structures

New Structure(“3+3+4”)

New public examination leading

to HK Diploma of Secondary Education

Current Structure(“3+2+2+3”)

4-Year Undergraduate

Degree

3-Year Undergraduate

Degree

Secondary 7 HKALE

HKCEESecondary 6

Secondary 5

Secondary 4

Secondary 3

Secondary 2

Secondary 1

Senior Secondary 3

Senior Secondary 2

Senior Secondary 1

Secondary 3

Secondary 2

Secondary 1

Smoother articulation of SS to different pathways for lifelong learning and success in life

Year 2

Senior Sec 1

Senior Sec 2

4-Year Undergraduate

DegreeEmployment

Sub-degree

Senior Sec 3 Career-oriented

Studies Awards

Project

Yi Jin

Continuing Education for Higher Degrees/Further Qualifications

Junior Secondary

Benefits of Change

Reducing one public examination

Increasing learning time and space and enhancing learning effectiveness

All students study Secondary 6

Meeting the challenges of the knowledge-based society of HK

More choices in senior secondary

Developing the full potential of students with different aptitudes and interests

More pathways for further study and work

Providing opportunities for students to be successful in life

“3+2+2+33+2+2+3” “ 3+3+4 3+3+4 ” because:

New Curriculum New Curriculum

4 Core Subjects: Chinese

Language,English

Language,Mathematics,

Liberal Studies

2-3 Elective Subjects out of 20 subjects or out of courses

in career-oriented studies

Other/ Essential Learning

Experiences including moral and

civic education, community service,

aesthetic and physical experiences

and work-related experiences (e.g. job

attachment)

45-55% 20-30% 15-35%

Proposed subjects

Liberal Studies

Career oriented studies

Why Change? Is our existing system not good enough?

“A brief conversation with a friend in a ferry”

The world has changed!

…whether you agree or not… whether you’re ‘fed up’ to hear this or not!

Question time: Rationale of Change

• Which part of the reform (mentioned above) is particularly supported? WHY?

• Any parts’ rationale not clear?

• Any parts are NOT supported at all? WHY?

Unpacking 334: What’s in it?Any new elements related to

teaching & learning?

Conditions for Knowledge Building in 334 – Conditions for Knowledge Building in 334 – aligning Curriculum, Pedagogy & Assessmentaligning Curriculum, Pedagogy & AssessmentConditions for Knowledge Building in 334 – Conditions for Knowledge Building in 334 – aligning Curriculum, Pedagogy & Assessmentaligning Curriculum, Pedagogy & Assessment

what is worth learning

what is worth learning

how to know students

have learned

how to know students

have learned

how students learn & teachers

teach

how students learn & teachers

teach

CurriculumCurriculum

Pedagogy

Assessment

Alignment for student

learning

Alignment for student

learning

Value &Attitude

Generic Skill

Building on Strengths of Basic Education: The Whole Curriculum Framework (Coherence,

Fullan)

Building on Strengths of Basic Education: The Whole Curriculum Framework (Coherence,

Fullan)4 Core Subjects:

Chinese Language,English Language,

Mathematics,Liberal Studies

(45-55%)

2-3 Elective Subjects out of 20 subjects or out of courses in career-oriented studies

(20-30%)

Essential Learning Experiences

including moral and civic education, community service, aesthetic and

physical experiences and work-related experiences

(e.g. job attachment)

(15-35%)

P1- S3P1- S3

NSSNSS

Moral and Civic

Education

Moral and Civic

Education

Intellectual DevelopmentIntellectual

DevelopmentCommunity

ServiceCommunity

Service

Physical & Aesthetic

Development

Physical & Aesthetic

Development

Career-related Experiences

Career-related Experiences

General Studies

Curriculum – design(EMB, 2005)

Curriculum – design(EMB, 2005)

• Prior knowledge – KLAs in basic education, cross-curricular opportunities in project learning,

• Essentials (core) – E, C, Maths, Liberal Studies

• Essentials (Other Learning Experiences) – moral & civic education, aesthetic & physical activities, community service, career-related activities

• Choices & diversification – elective subjects/career-oriented curriculum with elective parts,

• Greater breadth & same depth (AL/AS)

• Progression of studies

• Prior knowledge – KLAs in basic education, cross-curricular opportunities in project learning,

• Essentials (core) – E, C, Maths, Liberal Studies

• Essentials (Other Learning Experiences) – moral & civic education, aesthetic & physical activities, community service, career-related activities

• Choices & diversification – elective subjects/career-oriented curriculum with elective parts,

• Greater breadth & same depth (AL/AS)

• Progression of studies

Why Other /Essential Learning Experiences

Expected Outcomes of OLE

Whole Person Development ( 德、智、體、羣、美 )Complement the examination subjects/ career-ori

ented studiesBuilding up life-long capacities:

To nurture informed & responsible citizenshipTo respect for Plural values & Healthy living styleTo develop career aspirations

Seven Guiding Principles of Designing School-based OLE

1. Student-focused

2. Building on existing practice (own strengths)

3. Entitlements (including disadvantaged students)

4. Quality experience

5. Coherent with KS3 and the whole NSS Curriculum

6. Flexibility (e.g. could be out-of lesson time for community service)

7. Diversity in Implementation modes (e.g. in the form of lessons, sessions, projects, programs…)

…… NSS Guide, 2006

1. Student-focused

2. Building on existing practice (own strengths)

3. Entitlements (including disadvantaged students)

4. Quality experience

5. Coherent with KS3 and the whole NSS Curriculum

6. Flexibility (e.g. could be out-of lesson time for community service)

7. Diversity in Implementation modes (e.g. in the form of lessons, sessions, projects, programs…)

…… NSS Guide, 2006

Learning CommunitiesLearning Communities

Inquiry-Based LearningInquiry-Based LearningMeaningful LearningMeaningful Learning

Generic SkillsGeneric Skills

Content KnowledgeContent Knowledge

Bransford, Brown, & Cocking (2000). How People Learn

from curriculum to pedagogy from curriculum to pedagogy

What is worth learning

What is worth learning

How knowledge is learnt

How knowledge is learnt

Effective pedagogy – inquiry/problem-based learning

Effective pedagogy – inquiry/problem-based learning

• Teachers do: Clear target/goal/objectiveAsk moreTalk lessIndividual/group/whole-

classFeedback ScaffoldingTeaching ‘content’ & use

generic skillsAccept no ‘model’

answer…Learn with students …

• Students do: Set goalsRespond activelyAsk more Group & independent

learningReflectionLearning w generic skills

Pedagogy ……. focus on deep understanding Pedagogy ……. focus on deep understanding

Knowledge is ‘information on tap’

Skills are ‘routine performances on tap’

Understanding is ‘the ability to think and act flexibly with what one knows’. In other

words, ‘an understanding of a topic is a “flexible performance capacity” with

emphasis on the flexible’.

MS Wiske Teaching for Understanding

Knowledge is ‘information on tap’

Skills are ‘routine performances on tap’

Understanding is ‘the ability to think and act flexibly with what one knows’. In other

words, ‘an understanding of a topic is a “flexible performance capacity” with

emphasis on the flexible’.

MS Wiske Teaching for Understanding

Research into human learningResearch into human learning

Research in human learning suggests that all learners are capable of making further progress given appropriate learning conditions, which can be characterised as a mix of ‘challenge and support’.

New learning opportunities are likely to be most effective in promoting further learning if they: take account of the learner’s present knowledge, skills and understandings; tap into the learner’s interests and motivations; are consistent with what is known about the learner’s preferred style/s of learning; and if learning opportunities are provided in a supportive social context.

(Professor Geoff Masters)

Research in human learning suggests that all learners are capable of making further progress given appropriate learning conditions, which can be characterised as a mix of ‘challenge and support’.

New learning opportunities are likely to be most effective in promoting further learning if they: take account of the learner’s present knowledge, skills and understandings; tap into the learner’s interests and motivations; are consistent with what is known about the learner’s preferred style/s of learning; and if learning opportunities are provided in a supportive social context.

(Professor Geoff Masters)

Views about Learning As an outcome: enduring change in knowledge, skill

etc. resulting from exposure to some experience. Short term gains in knowledge as opposed to development leading to understanding

As a process: transformation of information in solving cognitive problems

As an apprenticeship: doing in the community as a way of becoming a full member of that community

Watkins classification of learning(Watkins 2003)

C h a rt T it le

Learning as being taughta p roce ss o fkn o w le d gea ccq u is it ion

Learning as individualsense making

m a kin g se n se o fe xp erien ces

Learning as buildingknow ledge w ith others

m e an in gs con s truc tedth ro ug h soc ia l ac tiv ity

3 k ind s o f le a rn ing

Cognitive Skills for Learning (Moseley et al. 2003)

C h a rt T it le

T e ach ing asD ire c t

In s truc tion

In fo rm a tio n p ro cess ingsk ills

A cce ss in g s to red& re co rde d kn o w le d ge

T e ach ing asE n q u iry

B a s ic U n de rs tan d ingfo rm in g co n ce p tsO rg a in iz in g id e as

A d d in g to m e a n ing

T e ach ing asE xp e rt

p e rfo rm a n ce

P ro du c tive th in k ingR e a so n ing

P ro b le m -so lv ingC re a tive th in k ing

S tra te g ic &R e fle ctive Th in k ing

Teaching as Instruction

Provide an Advanced OrganizerCheck what pupils know with quick, snappy

question & answer session Present new knowledge Provide for practice which emphasises applicationExtend practice by homeworkGive feedback which is informativeReview new learning

Learning by Direct Instruction

The findings are most relevant when the object is to teach explicit procedures,

concepts or a body of knowledge

The findings are less relevant where skills to be taught cannot be broken down

into explicit steps

(Rosenshine 1987)

Uses of Direct Instruction

• Mathematical procedures

• English grammar• Scientific information• Historical facts• Using maps• Practical skills

• Mathematical problem solving

• Extended writing• Scientific

investigations• Discussing

controversial social science topics

Teaching as EnquiryEngaging in complex cognitive processes requires thoughtful discourse. Pupils are invited to make predictions, debate alternatives, etc. This can take place during interactive whole class teaching or during peer interaction in pairs or groups and should involve:

Placing the topic in the wider, meaningful context (big picture)

Using ‘open ended’ questionsAllowing suitable ‘wait times’Encouraging explanations or elaboration of

answers.

Teaching as Expert Performance

Helping pupils to learn how to ‘think for themselves’ requires temporary frameworks or scaffolds. They reduce ‘the degrees of freedom a child must manage in the task to prevent error rather than induce it’. (Bruner)

Several scaffolds have been identified from the teacher effectiveness literatureProviding models of appropriate response (e.g. model answers, demonstrations etc.)Providing prompts and feedback as in guided discovery

More Effective Scaffolding

As identified in the cognitive strategy research these latter scaffolds appear more effective in teaching higher cognitive skills.

Rehearsing an argument (pupils explain to class/group in words their reasoning e.g.their answer to a maths problem) Cue Cards ( as in writing frames ) Self-evaluation checklists (requires pupils to check through the process by which they reached a conclusion and to indicate how it might be improved

8 Key Characteristics of effective teaching

1 Pupil Exploration usually preceded formal presentation.

2 Initially, tasks were structured to limit the range of alternatives pupils could explore.

3 There was a high proportion of pupil talk, much of it occurring between pupils.

4 The metaphors “teacher as a listener” and teacher as “guide on the side rather than sage on the stage” were characteristic.

8 Key Characteristics of an effective teaching (continued)

5 Pupils used a variety of means and media to communicate their ideas

6 pupils’ questions and comments often determined the focus of classroom discourse

7 the ethos encouraged pupils to offer speculative answers to challenging questions.

8 lessons often required pupils to reflect critically on the procedures and methods used

Instruction Approach

•Input and output tasks

•Teacher o many

•Teacher-chosen resources

•Teacher controls time: ‘pace’ seen as key

•Teacher as teller, organiser, judge

Construction Approach

•Tasks for processing and understanding

•Individuals, peer groups

•Students experience a resource

•Longer time blocks, student-paced

•Teacher as enquirerCo-construction Approach

•Tasks of generating knowledge

•Changing groups, networks, linkages

•Access to world of resources

•Teacher as learner too

•Time seen as less relevant

•Teacher as enquirer

Tasks

Time & pacing

Social structure

ResourcesRole

Goals

Classroom activity systems in 3 views of learning

Classrooms as Learning Communities

Building a Learning Community in a classroom: Non-linear evolution

Building a sense of community

Social engagement in learning

Co-constructive responsibility in knowledge building

Strategies related to the view- ‘Learning

as Product’/ ‘’Teaching as direct

instruction’

Strategies related to the view-

‘Learning as Process’/

‘’Teaching as enquiry’

Strategies related to the view-

‘Learning & Teaching as Co-

construction’

Wide Repertoire of Effective Teaching and Learning Strategies

From Curriculum to Pedagogy in KLAX

Content Knowledge (Sources, Understanding,

Structure, & Nature)

Generic Skills

Meaningful Learning

Learning Communities

Learning as a‘product’

Learning as a‘process’

Learning as‘Co-construction’

Teaching asDirect Instruction

Teaching asEnquiry

Teaching as‘Co-construction’

Learning as…

Teaching as…

How knowledge

is learnt?

(Pedagogy &

Assessment)

What is worth

learning?

(Curriculum)

Classroom examples:

Classroom examples:

Classroom examples:

Classroom examples:

Classroom examples:Classroom examples:

Classroom examples:

Classroom examples:

Classroom examples:

ASSESSMENT AS A CONTRIBUTION TO LEARNING Assessment that fosters understanding has to be

more than an end of unit test. It needs to inform students and teachers about what students currently understand, and how to proceed with subsequent teaching and learning

Ongoing assessment is the process of providing students with a clear response to their performances of understanding in a way that will help to improve their next performance

ASSESMENT FOR LEARNING

The process of seeking and interpreting evidence for use by learners and their teachers to decide where learners are in their learning, where they need to go and how best to get there

(Assessment Reform Group 2002)

IS THIS TRUE OF CLASSROOMS IN YOUR SCHOOL?

“My teacher sets me targets to aim for and then helps me check my progress”

“My teacher gives me time to look at my work and improve it after she’s marked it”

“My teacher tells me what I’m going to learn and then we talk about how to get there”

“I know how I learn best and my teacher gives me time to talk about what works for me”

KEY FACTORS THAT IMPROVE LEARNING THROUGH ASSESSMENT

• Providing effective feedback to pupils• Actively involving children in their own learning

by sharing criteria with learners• Adjusting teaching to take account of assessment

results• recognising the way assessment impacts on self-

esteem and motivation• considering ways that pupils can assess

themselves and understand how to improve

3 Kinds of Feedback1 About Self: should focus on effort rather than on

person. Thus ‘That’s a good try’ rather than ‘Good Girl, Well done.’ Purpose is re-enforcement

2 Task processing: Purpose is self-regulation ‘Where have you got to?’ ‘What do you think may have gone wrong?’ ‘What are you going to do next?’

3 Correction : most powerful when it is about faulty interpretation rather than supplying missing information. ‘Show me how you got that answer’ rather than, ‘ You need to do it like this.’

3 Kinds of Feedback: Effect Size(An effect size of 1.0 is equivalent to advancing achievement by one

year’s average progress)

Task processingself-regulation 0.95cues 1.10Selfre-inforcement of effort 0.94praise 0.14Taskcorrective 0.37

INVOLVING PUPILS IN THEIR OWN LEARNING

1 Asking pupils “what helps them to learn?” For example, “What does it feel like when I choose you to answer a question in front of the class?”

2 Devising ways pupils can assess their own learning and share this with the teacher. For example, Pupils use a traffic light system to evaluate their performance (red dot=hard, orange= bit hard, green=easy).

Taking Account of Assessment in Teaching

• Identify Curricular targets (i.e. what pupils need to learn)

• Set targets for groups/individual pupils • Monitor targets regularly to inform decision

making and communicate these to pupils either orally or in writing

• Review targets with colleagues and engage in joint planning for next stage

To make sense of data in chart or graph form

Name Maketable

Constructgraph

Readnumbers

Interpretscales

John v v v

Paul v

Mary v v

Tracey v v v v

Identifying Learning Objectives Teachers tend to identify what pupils will do, not what

they will learn. Learning objectives then need to be turned into success criteria by using such stems as:

To be successful you will need….

What I expect from everyone is….

Better still use questions so that pupils help to establish what is needed

To produce good work what will you need t

What do you think we mean by…?

PUPILS’ AS THEIR OWN ASSESORS

• Each Curricular targets have their success criteria which are shared with pupils

• Class debriefing sessions are held at the end of the lesson. “What did we achieve?” “What have we learned for next time?” etc.

• Pupils in pairs (or groups) complete check-list of success criteria and to talk about what they can do to improve

Developing AfL in your school

Key elements of AfL Teaching Strategies

Sharing learning objectives Talk about these at start oflesson. Use them as a basisof questioning and feedback

Involving pupils in peerassessment

Pupils explain how they gotthe answer, pupils discusshow they can improve.Create reflection time

Providing feedback whichhelps pupils to take nextsteps

Tell pupil what s/he hasdone well, what more needsdoing and how to do it

Promoting self-esteem andconfidence to motivatepupils

Identify small stepswhereby pupils canimprove, establish a secureethos where pupils feelcomfortable whenexplaining their thinking

Assessmentas a contribution to learning

Assessmentas a contribution to learning

• Assessment that fosters understanding has to be more than an end-of-unit test. It needs to inform students and teachers about both what students currently understand, and how to proceed with subsequent teaching and learning.

• Ongoing assessment is the process of providing students with clear responses to their performances of understanding in a way that will help to improve their next performances.

• Assessment that fosters understanding has to be more than an end-of-unit test. It needs to inform students and teachers about both what students currently understand, and how to proceed with subsequent teaching and learning.

• Ongoing assessment is the process of providing students with clear responses to their performances of understanding in a way that will help to improve their next performances.

Assessment:assessment for learning (on-going assessment)

Assessment:assessment for learning (on-going assessment)

• Do they include clear, public criteria?• Do they use criteria closely related to understanding

goals?• Do they provide frequent opportunities for feedback

throughout the unit’s performances?• Do they provide feedback that tells students how well

they are doing and how to do better?• Do they offer opportunities for multiple perspectives?

(ie, teacher assessing student, students assessing one another, student assessing themselves)

• Do they include clear, public criteria?• Do they use criteria closely related to understanding

goals?• Do they provide frequent opportunities for feedback

throughout the unit’s performances?• Do they provide feedback that tells students how well

they are doing and how to do better?• Do they offer opportunities for multiple perspectives?

(ie, teacher assessing student, students assessing one another, student assessing themselves)

Assessment of learning (HKEAA)

• Standards-referenced Assessment (SRA) To help users better understand what

students know and can do To facilitate teaching and learning and make

explicit what a student has to do to reach a given level

To better maintain standards over time

Standards-Based

• Most systems have adopted standards-based curriculum and assessment.

• This implies being explicit about the required standard performance expected of students

• Standards referencing allows performance to be reported in relation standards that do not change over time

• Some systems use expert judgment to set standards. In HK we use psychometric methods and fine tune using expert judgment

Different Kinds of Reporting

Comparison of the performance of an individual or group with:

• that of other individuals or groups, especially a representative sample (Norm-referenced reporting)

• the criterion set for performance on that task (Criterion-referenced reporting)

• a predefined standard defined by one or more cut-scores on an underlying variable (Standards-referenced reporting)

Standards-Referenced Reporting

5

4

3

2

1

Levels

Descriptors Samples

HKDSE Levels

HKDSE

55

44

33

22

11

UU

5*5**

HKCEE

HKALE

BB

AA

CC

DD

EE

FF

UU

Assessment of learning (HKEAA)

• School-based Assessment (SBA) Improve reliability of assessments Improve validity of assessments Less reliance on a ‘one-shot’

examination

Assessment of learning (HKEAA)

• Student Learning Profile Reflects a concern for whole-person

development To motivate learning and engagement To recognize non-academic achievements To give employers and higher education

institutions a more complete picture of the individual and his/her achievements

公開考試證書

公開考試證書

香港高級程度會考香港中學會考

其他資歷 校內成績

其他學習經歷紀錄

公開考試證

書公開考試證

書香港中學文憑

Celebrating Whole Person Development

Senior Secondary Student Learning Profile (SLP)

Student Learning Profile

1) HK Diploma of Secondary Education

2) Career Oriented Studies

3) School Internal Assessment

4) Other Learning Experiences (Essential Student Experiences)

5) Other Achievements gained outside schools

NSS Student Learning Profile

Senior Secondary Curriculum Guide in

mid 2006

Will include:

Student Learning Profile

To give employers and tertiary education institutions a more complete picture of the individual and his/her achievements

To recognize both academic and non-academic achievements/ participation

To motivate on-going learning and engagement

To help students reflecting for own whole-person development

NSS Student Learning Profile

Other Learning Experiences

Other Learning Experiences

Student Learning Profile

Student Learning Profile

• Moral & Civic Education

• Physical Education

• Aesthetic Experiences

• Career-related Experiences

• Community Services

• Moral & Civic Education

• Physical Education

• Aesthetic Experiences

• Career-related Experiences

• Community Services

• Participation

• Achievements

• Reflections

• Attributes & Capabilities

• Participation

• Achievements

• Reflections

• Attributes & Capabilities

Participation (e.g. no. of hours, participating role)

Achievements gained (e.g. Prizes, awards, certificates, qualifications….)

Reflections (e.g. student log/ journals, short essays)

Attributes and Capabilities(e.g. leadership, social skills, … ) [a checklist to choose] + a qualitative remarks/ comment (overall)

SLP: Certification/ Final Report

HKEAA exams

COS

SLP final report

SLP at Systemic Level

Electronic system/ infra-structure run by

HKEAA/EMB

SS3 SS2 SS1

Achievements and awards

outside schools*

School-based SLP

Other Learning

Experiences

(PARA)

Internal results by subjects

Web-SAMS

Information validated by schools

Student

* Data provided by student. Student holds sole responsibility to provide evidence when requested.

schools

Question time:

• Views of Teaching/Learning: What is the dominant view in our school/ department/ panel?

• Wide Repertoire of learning/ teaching strategies: How should our schools go ‘from here to there’?

• Assessment – Any new ideas that the school/ panel could put into practice?

• SLP – How would this affect our existing work?

School as a Learning Community/ Organisation

• No reform would succeed in a purely ‘Top-down’ manner.• Learning is the key at all three levels (Society/ Community,

School, Classroom)• Five collective discipline (internal capacities; 內功 ) in a le

arning organization (P. Senge):– Personal Mastery ( as a professional)– Shared Vision (as a group of professionals)– Mental Models (a ‘shared’ map)– Team learning (On-going reflection in practice)– Systems Thinking ( Growing body of theory/ ‘Living mechanism

’ to improve as an orgnaization/ system)

Dealing with levels of Concerns

Concerns-based Model of Educational Change

Stage of Concern

Teachers’ concerns & typical expressions

0

AwarenessAttention elsewhere

1

InformationalInterest to know more

2

PersonalUncertainties

3

ManagementFocus on how to do

4

ConsequenceEvaluation of impact on students

5

CollaborationCo-ordination and communication to improve effectiveness

6

RefocusingHow to work better

I am not concerned about it

I would like to know more about it

How will it affect me?

I seem to be spending all time getting materials ready

How is this affecting learners? How could I refine to have more impact?

How can I relate what I am doing to what others are doing?

I have ideas about something that would work even better.

Innovation Configurations: Mapping where we’re heading to…

• “All too frequently the developers of an educational innovation have not thought clearly about what the use of the change will really entail. They have more about what is needed to support its implementation, such as training and materials.”

• Innovation Configuration ‘Map’ (e.g. Integrated use of I.T.)

Unacceptable Acceptable Ideal

e.g. Classrooms with few

computers, no Web links; mainly for

drilling and practice

e.g. Classrooms with computers with good Web access; students

work with IT to research, plan and

present their learning

e.g. Schools build a culture of using IT in

most aspects; Also catering for the needs or self-motivated projects

among students

Examples of Intervention strategies (1)

Stage of Concern

(0-3)

Examples of intervention strategies

0

AwarenessAcknowledge little concern about the innovation is legitimate & appropriate; Share some information to arouse interests…

1

InformationalShare general descriptive information, short media presentation; State realistic expectation about the costs & benefits; Provide genuine cases/ visits…

2

PersonalEstablish rapport and signs of encouragement/ assurance; Clarify how innovation relates to other priorities that potentially conflict in energy/time demand. Show how the innovation can be used via gradual introduction rather than leap…

3

ManagementProvide answers to address small specific ‘how-to’; Demonstrate models for effective use of innovation…

Examples of Intervention strategies (2)

Stage of Concern

(4-6)

Examples of intervention strategies

4

ConsequenceEncourage & reinforce regularly;

5

CollaborationUse ‘stage 5 concerned’ teachers to be teacher educators; Create sharing networking opportunities

6

RefocusingProvide teachers at this stage with resources to access and encourage them to pilot new ideas that are of use

Creating a context supportive of change

Provid

ing C

ontinuous

Assistance

Developing, Articulating, and

Communicating a Shared

Vision of ChangeC

hec

kin

g o

n

Pro

gre

ss

Plan

nin

g an

d

Pro

vidin

g R

esou

rces

Investing ProfessionalLearning

Intervention Strategies

ChangeFacilitator

Team

Probing

Stages of Concern

Levels of Use

Innovation Configurations

Intervening

I

II

II

I

I I I I

I

II

I

I

Resource

System

Innovation Nonusers

and Users

User System Culture

The Concerns-based Adoption Model

Environment

The Eight Propositions for 334

1. We have a clear, well-articulated moral purpose underpinning 334

Providing all students with the opportunity to receive a higher standard of education, and a more suitable curriculum catering to individual needs and abilities to ensure their success.

理念明確

2. Schools need to develop effective leadership teams to implement the 334 reform

Leadership teams help sustain school improvement, provide support and advice, and develop leadership in others.

領導有力

3. Leadership teams develop and promote a vision and plan with the involvement of key stakeholders

The 334 action plan sets out what has to be done, how it will be done, by whom and when

匯聚各方

4. The 334 Action Plan will seek to transform curriculum, pedagogy and assessment

Schools must clarify what is worth learning, how teachers will teach and students will learn it, and how we will know what has been learned.

設計課考

5. Efforts to build the capacity of all teachers in the school are central to this task.

The school should identify its professional learning needs and prepare a whole school professional development plan.

專業提昇

6. The broad 2005-9 Action Plan is supplemented by more detailed annual plans

These annual plans include specific goals, along with professional development and other strategies for key areas of activity.

週年規劃

7. Sharing between schools increases their collective knowledge and capacity to act.

Networking is an important source of advice and sharing of successful practice to supplement broader EMB support.

網絡互助

8. 334 Action Plans must be flexible enough to accommodate change as needed

Implementation of plans needs to be constantly monitored and regularly evaluated to ensure they are achieving what is intended and are adjusted where required.

靈活調適

               

       

Quality of SpaceQuality of Space

Character

Story

Blending

Confidence