Students as Learning Experience Designers Project Workshop 2

1. Students as Learning Experience Designers ProjectWorkshop 2 Building Learning Paradigm Schools: Engaging Students as Deep Learners

2. Workshop Schedule • Introduction (5 mins) • Feedback on school proposals (15 mins) • Group discussion (50 mins) • Sharing (30 mins) • Break (20 mins) • Planning for the Student Workshop (50 mins) • Deliverables and evidence of learning (10 mins)

3. “One should not pursue goals that are easily achieved. One must develop an instinct for what one can just barely achieve through one’s greatest efforts.” --- Albert Einstein

4. High Arousal Flow Anxiety Challenges Control Worry Relaxation Apathy Boredom Low High Skills Source: Mihaly Csikszenthmihalyi (1997) Finding Flow, New York: Basic Books.

5. Workshop Schedule Introduction (5 mins) Feedback on school proposals (15 mins) Group discussion (50 mins) Sharing (30 mins) Break (20 mins) Planning for the Student Workshop (50 mins) Deliverables and evidence of learning (10 mins)

6. A summary of school proposals

7. Highlights of Proposals • Awareness of student leadership needs • “training and coaching will be provided by teachers concerned” • “Training will be provided. The core values includes critical thinking skills, co-operation, communication, adaptation, time management, assumption, etc.” • The highlight of students’ role of leading • “核心成員為計劃負責人、主導者” • “策劃角色、帶領其他學生參加” • Building on existing practices • “Respond to school theme: be an active learner”

8. Highlights of Proposals • Detailed implementation planning • “Recruitment-> individual interview->confirm core members->submit proposal->revise proposal->service-I-> debriefing->service-II->debriefing the whole project-> poster making” • High autonomy in using budget • Students keep the money and the receipts • 由學生管理，按照活動支款程序 • 學生全權使用撥款，學生需向老師滙報。

9. Highlights of Proposals • Various tools and techniques adopted, e.g. : - Reflection: logbook, self reflection form, experiential learning cycle, etc. - Feedback: meeting, questionnaire, flowchart, , etc. - Planning: checklist, goal setting worksheets, budget form, 6W, S.M.A.R.T, planning guide, etc.

10. Co-construction of learning: Goals and Space Decision-making is shared between students and teachers: a co-construct process Teachers are involved in a supportive role.

11. Co-construction of learning: Goals and Space Shift of roles Rung 1-6 Role of teachers in Student-LED Project Role of teachers in general classrooms Rung 8 Rung 7 Advisor 老闆 顧問 協調者 Problem shooters Feedback giver 同行者 學習者 Pedagogy Curriculum Study skills Make a change Make a difference Attitude and Behavior Knowledge Make a change Skills and Reflections

12. Learner Identity Formation: Make Learning Explicit Focus on As leaders Student-LED project as an ACTIVITY e.g. Learning Log, debriefing sessions Tools make learning explicit Student-LED project as a Learning Experience As active and self-regulated learners Focus on

13. Degree of student autonomy 提供活動指引 Recruitment of core students Recruitment of student participants Leadership training Implement project Teacher-led Student-led

14. Student Leadership: to promote others’ learning

15. Criteria and Finding evidences of learning: How do we know it works?

16. Criteria and Finding evidences of learning(Core students) Evidences of learning = reflection + transfer of learning Student presentation Student learning log Depth of reflection Criteria: Six level of reflection Reference to project goals and successful criteria Mapping the learning experience to personal growth through SLP

17. Criteria and finding evidences of learning(Participating students) Evidences of learning • For example: • Reflection worksheets designed by core students • The quality of participating students’ reflection • Evaluation of CS activity • Criteria: • Six level s of reflection • Evaluation criteria

18. Criteria and Finding evidences of learning(Project teachers / principals) • How do project teachers enhance their critical reflection that can be manifested as evidences of learning? • Dialogue with students • Learning journal • Tools designed for students (e.g. reflection worksheets, forms, etc.) • Meetings • Others ? Criteria: Make reference to project proposal

19. Learner identity formulation: make learning explicit Degree of studentautonomy Co-construction of learning(project teachers and core students) Criteria and Finding evidenceof learning (Core students Participating studentsProject teachers) Student leadership:to promote other people’s learning

20. Workshop Schedule Introduction (5 mins) Feedback on school proposals (15 mins) Group discussion (50 mins) Sharing (30 mins) Break (20 mins) Planning for the Student Workshop (50 mins) Deliverables and evidence of learning (10 mins)

21. Group discussion co-construction degree of autonomy student leadership criteria and finding evidence learner identity formulation

22. Workshop Schedule Introduction (5 mins) Feedback on school proposals (15 mins) Group discussion (50 mins) Sharing (30 mins) Break (20 mins) Planning for the Student Workshop (50 mins) Deliverables and evidence of learning (10 mins)

23. Report Back • What did we learn from reviewing and discussing others’ proposals? • What were the major challenges and how they could be overcome?

24. Workshop Schedule Introduction (5 mins) Feedback on school proposals (15 mins) Group discussion (50 mins) Sharing (30 mins) Break (20 mins) Planning for the Student Workshop (50 mins) Deliverables and evidence of learning (10 mins)

25. Planning Parameters • 26 February, 3 hours • ~200 students • Objectives • Allow students to interact with students from other schools • Set clear expectations for students • Get students excited about this learning opportunity

26. Planning Constraints • Not just socialization • Do not want to overwhelm • Limited time • Large number of students

27. Workshop Schedule Introduction (5 mins) Feedback on school proposals (15 mins) Group discussion (50 mins) Sharing (30 mins) Break (20 mins) Planning for the Student Workshop (50 mins) Deliverables and evidence of learning (10 mins)

28. Short-term DeliverableRevised project proposal • Schools submit the revised project proposal. • Deadline of submission: 22 February 2011 (four days before the student workshop) • Please fax (fax no.: 2892 6428) and email (chanchiwai@edb.gov.hk) the revised project proposal to Ringo CHAN.

29. End point deliverablePoster Presentation Basic requirements: • A0 size • A poster printout • Designed and produced by students • A board will be provided by EDB NOTE: • An essential presentation skill in universities • Students could use other media or products to enrich their presentation. • Students will present and defense their poster to a panel of judges.

30. End point deliverable Reflection • Teachers and the principal (as a group) write up a reflection for the project as evidence of professional development. • Each student team also writes up a reflection as evidence of learning. • Free format – teachers and students can decide on how best to present evidence of their learning • Together with four to six photos (high resolution) • Deadline of submission: 28 June 2011 (Tue)

31. Video Shooting • A video record (about a few minutes) of our learning journey will be produced by EDB to promote the project and its key concepts. • Footage includes teacher workshops, the student workshop, school-based project implementation, poster presentation, and school sharing. • Participating schools are welcome to provide their own footage (less than 5 mins in digital HD format) on/before 3 June 2011 to be considered for inclusion.

32. Professional Development Programme • “Turning Experiences into Learning Series: The art of facilitating student reflection in Other Learning Experiences and Student Learning Profile” • Enroll in the PDP course through TCS. Course ID: CDI020101215 • Or enroll in the session on 4 March 2011 for Student-LED project participating schools only. Deadline: 22 Feb 2011.

33. Key event dates