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Chapter 4 Learning and Teaching

4.3 Approaches and Strategies

The issue-enquiry approach adopted in Liberal Studies guides both the selection of content and the pedagogy for the curriculum. The learning and teaching of Liberal Studies is structured around enquiry into a range of contemporary and perennial issues. Students

should be helped to appreciate the changing, complex and controversial nature of these issues. As students explore such issues, they may bring in their own experiences and have access to first-hand information. Students need to learn to see issues and information from a variety of perspectives and evaluate different points of view.

The issue-enquiry approach in Liberal Studies can be complemented by the use of direct instruction. In fact, the subject requires a variety of pedagogies, ranging from direct instruction to personal enquiry. The following sections elaborate on the issue-enquiry approach, and discuss how to choose appropriate strategies for different purposes in learning and teaching the subject. The suggestions are by no means the only strategies for teaching the topics specified in the examples. A variety of teaching strategies can be used to suit the needs of students with different abilities and learning styles. Also, it should be noted that students will achieve multiple learning targets during the same learning process.

4.3.1 Issue-enquiry and multiple perspectives

Figure 4.1 shows the processes involved in conducting an issue-enquiry in Liberal Studies, and how these processes are relevant to the development of multiple perspectives. An issue, by definition, allows for different points of view, representing different values and interests (i.e. part [ II ] in the figure). A fair appraisal of the different claims is not possible if one is uninformed about the relevant facts and phenomena, or if one lacks appropriate tools for analysis (i.e. part [ I ]). The enquiry does not end with outlining the differences or understanding the controversies. The teacher should guide the students to make reasoned judgments and take action for the betterment of society (i.e. part [ III ]), or to connect the perspectives to make balanced decisions, rather than remain merely ―critical‖ in a negative way.

Issue-enquiry is not aimed at developing a detached understanding of issues, but at making practical judgments. The quality of any practical judgment depends upon the extent to which it takes into account both the facts and the different interpretations of their practical significance and meaning. Moreover, part of the issue-enquiry process involves providing students with opportunities to test their judgment by choosing a course of action and evaluating its consequences for themselves and others, which may in turn lead to a revised judgment. This implies that students construct their practical knowledge via a dual process

Processes Relationship with development of multiple perspectives

[ I ]

Mastering the facts, understanding the phenomena,

clarifying the concepts

 Different sources of information

 Different ways of collecting data

 Different interpretations and explanations

 Different associations

 … [ II ]

Understanding the differences and conflicts involved

 Different values

 Different interests

 Different convictions

 …

[ III ]

Reflection, evaluation, judgment, solution, action

 Considering all sides of the argument

 Weighing the pros and cons

 Putting forward reasons and justifications

 Taking action, evaluating and accepting consequences

 Revising judgment

 …

Figure 4.1 Process of Issue-enquiry and the Development of Multiple Perspectives

Figure 4.1 emphasises the development of multiple perspectives throughout the entire issue-enquiry process. The learner will be able not only to discern ―subjective‖ views and opinions held by different parties in the light of their backgrounds and values, but also to evaluate critically and interpret ―objective‖ information and knowledge. In forming their own conceptions of the issues involved, learners will see the need to consider the pros and cons of the arguments, and be aware of the limitations in, and alternatives to, the positions they have chosen.

The three parts in the figure are not discrete or linear steps in the enquiry process. They intertwine and feed on one another. As learners gather more information on an issue, fresh conflicts and controversies may appear; as they try to sort out the different conflicts, further information may be needed and new concepts may emerge; and as they reflect on the learning process and evaluate the results of the enquiry, new issues and problems may arise which require the collection and analysis of additional information. Therefore, at the end of the enquiry process, a learner might have more questions than answers, but would have a richer and deeper understanding of the issues involved.

4.3.2 Systematic examination of an issue

An example of a common way for students to examine an issue systematically is outlined in Figure 4.2. The arrows indicate a logical procedure; and the feedback loops show that when the work on a particular step is found to be inadequate, returning to a previous step(s) is necessary. Examples of learning and teaching strategies involving an intertwining of enquiry and direct instruction approaches for the steps are listed on the right-hand side. The process starts with student exploration, not direct input from the teacher. The advantage of this particular approach is that it enhances students‘ ownership of the enquiry by engaging them in exploring their own ideas before the teacher introduces new information.

Steps in issue-enquiry Examples of learning and teaching strategies [1] Identify the issue

Brainstorming, using news

clippings

 

[2] Consider the scope of enquiry

Group work, whole-class discussion, negotiation

 

[3] Collect and input information

Lecture, visit, information search

 

[4] Organise information

Mind-mapping, journal writing, group presentation

 

[5] Analyse information

Further group discussion, inter-group feedback, project learning

 

[6] Examine possible outcomes

Role-play, simulation, interview

 

[7] Evaluate each possible outcome

Whole-class discussion, debate, survey

 

[8] Make judgments/decisions about

viable outcomes

Essay writing, action plan for community service,

presentation of conclusions

 

[9] Make plan to revisit the

judgments/decisions

Personal reflection, more group discussion

Direction loop  Feedback loop 

Figure 4.2 An Exam ple of S yst em atic E xam ination of an Iss ue

The above pathway is not the only model for the issue-enquiry process. Depending on the nature of the issue, there can be considerable variation in the steps involved, the choice of strategies and their sequence. As data and information continue to emerge during the enquiry process, the learner may encounter new questions and have to use a variety of skills according to the circumstances revealed by the new information.

4.3.3 Choosing appropriate strategies: fitness for purpose

In choosing learning and teaching strategies, a teacher should take into account the stage reached in the enquiry as well as the students‘ prior knowledge, learning styles and abilities.

A variety of learning and teaching activities, such as direct instruction, enquiry activities and interactive activities, can be deployed to meet the objectives of individual lessons and the needs of students. The most important guideline for choosing suitable strategies is

―fitness for purpose‖.

Given the wide range of pedagogical aims that are pursued in a Liberal Studies classroom, there is no single pedagogical approach that can fit all the requirements. Figure 4.3 shows the basic framework of learning and teaching adopted in the three-year senior secondary curriculum. It shows the spectrum of pedagogical approaches available for different purposes. Illustrative examples related to the different points A to E in the spectrum are described later in the chapter.

Learning as …

a product a process co-construction

Learning community

How is knowledge learnt?

(Pedagogy and assessment) Meaningful learning

Generic skills

What is worth learning?

(curriculum) Content knowledge

(sources, understanding, structure and nature)

Teaching as …

direct instruction enquiry co-construction

School examples of A, B, C, D and E can be found on pp. 93, 94, 97, 101 and 178 respectively.

Figure 4.3 Approach es t o Learning and Teaching

There are many strengths in our teaching and learning practices in Hong Kong classrooms.

Teachers should build on these strengths to widen their repertoire of teaching strategies and apply them appropriately in accordance with the contexts and aims. It is important to note that teachers should not indiscriminately abandon all established strategies to accommodate new ones.

Please visit the Web-based Resource Platform for Liberal Studies for several examples of the learning and teaching of ASL Liberal Studies, IH (S4–5) and S&T (S4–5). (Refer to the link http://ls.edb.hkedcity.net, select the language, choose ―Learning and Teaching‖, and then ―Exemplar‖.)

A B

C

D

E

Direct instruction by the teachers

As noted earlier, the emphasis on issue-enquiry in Liberal Studies does not reject the use of direct instruction. The use of direct instruction for transmitting concepts or facts can be an efficient and effective way of equipping students with the necessary content knowledge and procedural skills. In fact, numerous international studies have highlighted the positive effects of whole-class teaching on student learning and achievement among Asian students.

Provided that students engage with what is being said, a brief lecture can help students to understand the background of an issue, relevant theories and facts in a short time; and a good video can convey powerful messages and rich information through detailed research and a vivid presentation. Both can be used to support enquiry activities in Liberal Studies before students explore issues. Other direct instruction strategies include teachers‘

demonstration of certain skills, and assigning readings for students.

Teachers can also use direct instruction in the form of feedback to rectify factual and conceptual misunderstandings evident in discussion or the enquiry learning process, or to attend to individual learners‘ problems and needs. Direct instruction can also be alternated with teacher-student discussions or students‘ group discussions. Teachers can explore which options work best for their students through collaborative action research.

In direct instruction, classroom interaction is primarily teacher-directed. This allows more control over the aims, content, organisation, pace and direction of lessons. However, students can be invited to raise questions about the content and discuss them at points that encourage critical thinking. Teachers must allow sufficient time for discussion-based enquiry in a Liberal Studies classroom.

Effective use of direct instruction

For the module on Human Relationships, an experienced Liberal Studies teacher chose to spend some lesson time on Erik Erikson‘s theory of the eight stages of human development, which provides a perspective for understanding concepts such as identity formation and identity diffusion. Direct instruction on this theory was adopted for the following reasons:

especially important when subsequent enquiry on the issue draws on this theory.

Accessibility: Erikson‘s original articles are not written with secondary school students as target readers and so will be difficult for them to comprehend.

Through direct instruction, the teacher may moderate the content to a level comprehensible to the students.

Efficiency: Through direct instruction, students can grasp the main ideas of Erikson‘s complex theory in a short time.

It should be noted that the teacher supplemented direct instruction with further discussion activities and coursework to check their understanding of the theory and their ability to apply it to enquiry about the issues involved.

This example illustrates point A in Figure 4.3 on p. 92.

Enquiry by the students

Teachers should act as facilitators of learning and maximise the opportunities for students to practise their learning to learn skills in collecting information, searching for different viewpoints and exploring differences in the values involved. Students should be encouraged to initiate independent enquiries of a different scale relevant to the curriculum under the guidance of teachers. For example, teachers may recommend sources of information or ask pertinent questions designed to help in the collection of information.

Besides the requirement for an IES, the teacher may assign other smaller enquiry study tasks to students on different themes or modules. Through these tasks, students develop the skills and dispositions of an independent learner, and construct personalised and contextualised knowledge relevant to the modules.

Surprise at the feedback to an enquiry study on the Internet

An IH (S4–5) teacher in SKH Chan Young Secondary School described his experience in teaching the topic ―Development of Modern China‖. Having presented some background information on the module, he asked the students to set a question on an issue of interest to them, post it to xinhuanet.com (a portal website hosted by Xinhua

News Agency), and report to the teacher on any feedback they might receive. The purpose was to check students‘ initial understanding and their areas of interest in the module. It turned out that the activity revealed a lot more than expected.

The active responses and lengthy replies from web-surfers on the mainland surprised the students. They learnt a lot from these replies, though some students obtained more useful information than others. The teacher grasped the opportunity to discuss with the class how to set questions that could elicit useful information, as well as the skills for handling information obtained from the Internet.

In fact, these online replies provided the students with a good basis for later studies.

They had a stronger sense of ownership because they were able to study information and materials that they had obtained themselves. They read eagerly and shared what they had learnt with their classmates. Their horizons were widened through interacting with web-surfers on the mainland. They changed their views about people on the mainland, finding that, contrary to the way in which they are often portrayed in the media, many of them to be knowledgeable and open-minded.

The teacher considered the activity very time- and cost-effective, because it helped to develop valuable skills such as setting good questions, and searching for and selecting information. He will consider conducting similar activities in other modules.

This example illustrates point B in Figure 4.3 on p. 92.

Teachers often employ strategies to help students to work together and learn from one another, so that they combine their efforts to achieve outcomes they could not achieve on their own. Group discussion and role-play are two commonly employed strategies in classrooms interaction and dialogue.

When students are engaged in group discussion, they learn through actively formulating and communicating their opinions with their peers. Such discussion also provides an opportunity for them to learn to see things from others‘ viewpoints and to be challenged by

effective communication skills and respect for others are important in determining whether group discussion turns out to be a fruitful learning experience or not. (See also Chapter 3, p.67, on preparing students for group discussion during curriculum planning.)

Role-play is an effective strategy for engaging students with controversial issues, in which various parties have different interests and views. By playing roles that are remote from their own personal experience, students learn to expand their understandings of others. They learn to experience the possible feelings, emotions and reactions of other parties, and thus learn to develop empathetic understanding of others‘ views and values. Such understanding is deepened by including contrasting views in discussion and debates so that a comparative perspective can be formed.

Exemplars of a role-play activity for ASL Liberal Studies and a group discussion for IH (S4–5) are described in Appendices 8 and 9 on p. 167 and p. 169 respectively.

Strategies such as group discussion and role-play, if effectively employed, are consistent with the notion of learning as a process of knowledge construction. They highlight the idea that knowledge can be effectively built through collaboration. The understanding thus constructed is subject to the experiences and insights of the group members and the contexts in which the discussion and role-play take place. Students also learn to develop important interpersonal skills through these interactive activities.

In order to promote effective enquiry, teachers may conduct activities to relate students‘

prior knowledge and relevant experience to the issues to be explored. A brief brainstorming session may suffice to prompt students‘ initial views and concepts about the topic of enquiry;

and teachers may also wish to find out how far students have progressed after an enquiry by asking them to draw concept maps to represent their knowledge of the topic.

Other effective learning and teaching strategies for issue-enquiry will be proposed in the Web-based Resource Platform for Liberal Studies (http://ls.edb.hkedcity.net). Teachers‘

professional judgment will be needed in selecting an appropriate mix of strategies and conducting them in a way which motivates students to be autonomous learners, and provides support for the knowledge construction process.

Extended activities and assignments

Having gone through a variety of learning activities, students may have been exposed to a number of views, concepts, principles and questions relating to the issue or theme they are studying. However, they still have to reflect on them and organise what they have learnt so that they have a coherent understanding of the issue in question. Teachers may arrange some extended activities or homework, such as writing up summaries or reports, so that students connect the learning experiences and arrive at their own personal viewpoints. Appendix 10 on p. 171 gives an example of a student‘s work in the form of a concept map summarising the learning of a topic in IH (S4–5).

The careful planning of an assignment

A teacher in SKH Chan Young Secondary School assigned a newspaper commentary task to students to allow them to draw on and apply what they had learnt in the context of daily life. This task was also designed to enhance students‘ interest in writing. The teacher planned the implementation of the task in the following stages throughout the school year to guide students to achieve the aims:

Stage 1 – The students were asked to choose a news article on any topic that interested them, and to write a commentary on it of any length.

Stage 2 – They were asked to select a news article relevant to the module they were studying, and to write a commentary on it of any length.

Stage 3 – They were again asked to select a news article relevant to the module they were studying, but in this case they had to draw on what they had learnt and apply their learning to commenting on selected issues. Guidelines on writing the commentary were given to support the students in their writing.

This example illustrates point C in Figure 4.3 on p. 92.

4.3.4 Reading to learn

To develop the habit of reading independently is one of the goals of the school curriculum.

―Reading to learn‖ is also one of the four key tasks recommended by the CDC (2001) to help students develop independent learning capabilities within and across KLAs.

The skills of ―Reading to Learn‖ enhance students‘ overall capacity for lifelong learning and whole person development. More specifically, they are important in Liberal Studies in the following ways:

They enable students to develop their thinking skills through understanding and constructing meaning from what they read.

They cultivate an openness of mind towards different opinions, ideas, values and cultures.

They enrich students‘ knowledge and broaden their understanding of life, which helps them to face challenges.

The effective implementation of ―Reading to Learn‖ in a school requires a concerted effort by the school head, curriculum leaders, the teacher-librarian and teachers of different subject panels. An example of how the teacher-librarian can help a school to prepare for Senior Secondary Liberal Studies is given in Chapter 3 on p. 79. Please also read Reading to Learn, Booklet 3C in Basic Education Curriculum Guide Series (CDC, 2002) for more information about implementing ―Reading to Learn‖ in the school curriculum.

As an interdisciplinary subject connecting learning experiences, Liberal Studies provides an ideal platform for encouraging reading across the curriculum at the senior secondary level.

Teachers of Liberal Studies should encourage students to explore knowledge in different domains and update themselves on current issues through extensive reading of books, journals, newspapers and online materials. Teachers may also help to promote ―Reading to Learn‖ in a number of ways, including: designing lessons in which reading plays a significant part; providing opportunities for students to use different reading strategies;

making relevant reading materials available; personal sharing of good books and articles;

and modelling as widely-read learners.