Approaches

Different approaches are applicable to the learning and teaching of different topics of Life and Society (S1-3), be they teacher-centred, learner-centred or any other approach. In designing lesson plans, teachers may make reference to the rationale of the curriculum, and take consideration of factors for example the nature of the topic concerned, learning objectives of the unit and students characteristics in order to adopt the right approach.

This curriculum covers the learning elements of the strands of Personal and Social Development, Resources and Economic Activities as well as Social Systems and Citizenship. It helps students master the foundation knowledge, concepts and perspectives which facilitate their studies of senior secondary PSHE subjects and Liberal Studies. If teachers aim at helping students acquire the basic information of a topic clearly, directly and efficiently, a teacher-centred approach will be a better option.

However, these three strands touch on personal, economic, social and political issues

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which are complex and constantly changing. To be able to acquire up-to-date knowledge on their own in an ever-changing society, which is essential for studying at the senior secondary level, students need to master basic enquiry and self-directed learning skills. Those complex and constantly changing issues do not have definite conclusions; different stakeholders often have their own views and judgements.

People’s opinions may even change overtime or be shaped by changes in the social environment. ‘Development of political system in Hong Kong’ and ‘the role of Chinese government in economic development’ are examples of these types of issues.

To teach the issues which are developing in nature, a student-centred approach may be conducive to better learning effectiveness. This approach not only helps develop generic skills but also equip students with skills required for following up on these developing issues. Moreover, this curriculum also aims at equipping students to meet daily and future challenges, reflect on their own values and attitudes in a society with diverse culture and values, make informed and responsible decisions on personal and social issues as well as shoulder civic responsibilities. Again, a student-centred approach emphasises more on students’ active participation; it is more effective in helping students achieve the above aims.

As different learning and teaching approaches serve different learning objectives, there is no definite rule to determine which approach is the best. Teachers may choose an approach according to their needs and lesson design. Figure 4.1 illustrates different approaches in which teachers have different roles in the learning and teaching process.

Apart from transmitting well-established knowledge, teachers may also act as information provider, learning facilitator, advisor, counsellor and assessor. Students also have different ways of participation under different teaching approaches. Figure 4.1 shows a basic framework highlighting various learning and teaching strategies that fit different approaches.

Learning as …

a product a process co-construction

Learning community

Ú

Meaningful learning

How is knowledge acquired?

(Pedagogy and assessment)

Ú

Generic skills

Ú

(curriculum) Content knowledge

Teaching as …

direct instruction enquiry co-construction

A B

C

D

E

Fig 4.1 Learning and Teaching Approaches

In Figure 4.1, A to E represent different learning and teaching strategies where A is direct instruction. It helps students acquire the content knowledge efficiently mainly through direct teaching combined with effective questioning techniques. Teachers may consider this strategy in teaching for example basic knowledge about the HKSAR Government.

A teacher provides guidelines for students to collect different stakeholders’ viewpoints on the resumption of the Home Ownership Scheme. Under the directions of the teacher, students categorise and analyse the data collected. After the process, they draw the conclusion about residents’ expectation of the role of government in the economic arena. This type of enquiry learning is an example of strategy B shown in Figure 4.1. Such strategy includes direct teaching of some basic knowledge of the functions of government, data collection and analysis by students as well as deducing a conclusion from the data. These enquiry learning activities help students build up knowledge and develop generic skills.

Life and Society (S1-3) touches on many social issues such as the decision-making

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process of the HKSAR Government and the participation of Hong Kong citizens.

Teachers may cite numerous cases for students to learn from and to consolidate their knowledge of this these topics. To foster students’ interests and self-learning abilities, teachers may divide students into groups at the beginning of the term. Each student in a group focuses on one social issue and is responsible for collecting information on it.

Housing, the wealth gap between the rich and the poor, and freedom of opinion and expression are some examples of such issues. Group members have to meet regularly and share the information they have collected. They are also required to introduce and discuss how the government’s decision-making process reflects citizen participation.

Teachers join the meetings and provide guidance for students so that everyone in the group may deepen their understanding of the topic. This strategy is an example of strategy E in Figure 4.1, which exhibits the characteristics of a learning community such that teachers and students co-construct knowledge and everyone learns in the process.

A to E in Figure 4.1 is a spectrum of learning and teaching strategies. The degrees of participation and interaction among students in strategies C and D lie between that of strategies B and E.