Choosing appropriate strategies

In choosing learning and teaching strategies, teachers should take into account students’ prior knowledge, their learning styles and abilities, the topics to be taught and the learning objectives. A variety of learning and teaching strategies, such as direct instruction by teachers, enquiry learning by students, interactive activities with peers to co-construct knowledge, and extended activities and assignments, can be deployed appropriately to enhance learning and teaching effectiveness. Therefore, the main guiding principle of choosing learning and teaching strategies is to match the learning objectives of the lessons and students’ needs.

Direct instruction by the teachers

The use of direct instruction for transmitting knowledge, concepts or facts can be an efficient and effective way of equipping students with the necessary content knowledge or consolidating their prior knowledge. Direct instruction by teachers can clarify the main points and difficult points, explain more complicated concepts and elucidate the development of events so that students can easily understand and acquire them. Teachers can also use direct instruction to give feedback to guide students to finish assignments and to clear up the factual and conceptual misunderstandings evident in discussions or the enquiry learning process. Direct instruction can be alternated with teacher-student discussions or students’ group discussions so as to provide guidance and feedback to students in a timely manner.

When teachers use the direct instruction strategy, they have to fully prepare the lessons beforehand. For example, they can collect accurate and objective information with multiple perspectives from the EDB and various sources. The information has to be carefully selected and systematically consolidated, and then clearly presented to students in an organised way in the lessons. In direct instruction, teachers basically have more control over the aims, content, organisation, pace and direction of the lessons. However, this does not mean that teachers only explain to students in a one-way manner. Teachers can ask students questions in a timely manner to assess students’ understanding of the learning content. They can also provide students with different perspectives for analysis so as to provoke students’ discussion and thinking

and provide further guidance on reading quality books and materials. As such, students can acquire a deeper understanding of the main points and enhance their critical thinking and problem solving skills.

Enquiry learning by students

Enquiry learning has to be based on knowledge foundation. Students further consolidate and construct knowledge through exploration, analysis and reflection.

Like other school curricula, Citizenship and Social Development also adopts enquiry learning as one of the learning and teaching strategies.

In the process of enquiry learning, teachers arrange diversified learning activities, such as formulating questions, processing information, discussing viewpoints, clarifying values, designing and selecting ways to solve problems, and carrying out in-depth analysis of specific topics. Figure 4.1 shows the process that may appear in the enquiry learning of the subject, and how the process is conducive to the nurturing of thinking from multiple perspectives. Some topics may involve viewpoints of different cultures, values and interests. If there is insufficient understanding of relevant facts and phenomena, or if there is a lack of suitable concepts for analysis, it is impossible to evaluate different viewpoints impartially and appropriately. Enquiry learning should not stop at delineating differences and understanding conflicts, but should also contribute to the improvement of the well-being of the whole society, or the formulation of the most appropriate or impartial decisions through connecting different perspectives. Therefore, teachers should guide students to make judgements and suggest feasible solutions based on empathy and evidence instead of merely adopting a “criticising” or negative attitude.

Figure 4.1 The relationship between the process of enquiry learning and the development of thinking from multiple perspectives

Processes of enquiry learning Relationship with the development of multiple-perspective thinking

( 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 involved

● Different values

● Different interests

● Different convictions

● …

( III )

Engaging in reflection, making evaluation and

judgement, exploring solution, taking action

● Considering arguments and viewpoints from multiple perspectives

● Putting forward reasons and justifications

● Taking action, evaluating and accepting consequences

● revising stance, exploring a way out

● …

When arranging students to conduct enquiry learning, teachers should ensure that the learning and teaching activities are of relevance to the curriculum, and are commensurate with the cognitive development of students. The information and numerical data provided should be carefully scrutinised for objectivity and reliability.

Newly emerging current events and issues are usually very controversial, and may lack comprehensive, objective and reliable information. Also, the related media reports and comments change with the development of events. It is difficult for students to conduct impartial and evidence-based discussions. Therefore, this kind of topics is not suitable for enquiry learning so as to avoid misunderstandings among

students about the development of the events and subsequent premature judgements.

Enquiry learning should not guide students to confine their direction of enquiry to the dichotomy between “for” and “against” only, so that students’ understanding of topics which involve different dimensions would not be restricted. In fact, such dichotomy does not exist in topics involving history and culture, moral standards, legal principles and the rule of law, religions and races.

This subject also emphasises the nurturing of students’ positive values and attitudes.

Therefore, any events or topics which are illegal or immoral should not be used as topics for enquiry learning so as to avoid negative influence on students’ values and behaviours. Regarding issues with absolute right and wrong or clear legal principles, teachers should clearly state all the facts about the history, moral standards and legal principles, and point out to students that there is no room for discussions or compromise. Teachers should also point out that the facts about the development should not be twisted so that students have a correct understanding of the issues.

Regarding the topics related to the constitutional relationship between our country and the Hong Kong Special Administrative Region, reference should be made to the Constitution and the Basic Law, which constitute the constitutional basis.

Promoting self-directed learning

Teachers should help students develop the skills and habits of self-directed learning so as to help them become lifelong learners. Teachers should employ diversified e-learning strategies to help students acquire the abilities to manage information (such as searching for information on the Internet and quoting the sources of references) so that students can apply them in their subsequent learning. Teachers can also use the

“Flipped Classroom” strategy or arrange online pre-lesson preparation tasks or post-lesson extended activities according to the learning content so that students can conduct e-learning without time and space constraints and develop self-learning abilities. (Please refer to Booklet 6D – Information Technology for Interactive Learning: Towards Self-directed Learning of the Secondary Education Curriculum Guide and browse the EDB website to obtain more information on how to make use of information technology for interactive learning.)

Besides, through the use of “reading to learn” strategies, teachers can help students broaden their knowledge base and perspectives on their own. To encourage reading, teachers can devise a list of suitable books and relevant official documents for each theme for students’ reference. Teachers can also establish reading clubs or various award schemes to promote students’ reading. In this regard, Citizenship and Social

Development, as a cross-curricular subject which connects the learning experiences at the senior secondary level, is an ideal platform for encouraging students’ reading.

Teachers should encourage students to explore different knowledge domains and construct solid knowledge base through reading widely on books, journals, newspapers and information from official institutions or viewing various types of multimedia materials (with two or more modes of communication combined such as videos, sounds, graphics). (Please refer to Booklet 6B – Reading to Learn: Towards Reading across the Curriculum of the Secondary Education Curriculum Guide and browse the EDB website and the web-based resource platform of this subject to obtain more information about reading to learn.)

Peer interactions to co-construct knowledge

As facilitators of learning, teachers should frequently adopt strategies which facilitate students’ collaboration and peer learning to help them co-construct knowledge and enrich their learning experiences. Group discussions and role-plays are two of the more commonly used learning and teaching strategies in the classroom.

When students are engaged in group discussions, they learn through actively formulating and communicating their opinions with their peers. Such discussions also provide an opportunity for them to learn to see things from others’ viewpoints and to accept and respond to other people’s challenges. Teachers can enhance the effectiveness of group discussions through different strategies, such as delineating clearly the scope of discussion, providing appropriate materials for discussion, and assigning specific roles (e.g. convenor, recorder, observer) to group members. This can enhance students’ communication skills and help them develop positive values, such as respect for others.

Role-play is a commonly adopted strategy to guide students to understand the complexity and controversy of topics. Through role-plays, students understand the interests and viewpoints of different stakeholders. They are provided with the opportunities to experience the possible feelings, emotions and reactions of the parties involved, and thus nurture their empathy towards others. When students consider thoroughly different viewpoints in discussions and debates, their understanding can be deepened from a comparative perspective. However, teachers should not overlook that students’ viewpoints may not be comprehensive or may be biased sometimes. Teachers’ comments and consolidation after the discussions in accordance with the curriculum aims and objectives are of paramount importance for

students to achieve the learning outcomes, acquire a correct understanding and develop positive values (Please refer to Chapter 2).

Arranging extended activities and assignments

Teachers may arrange some extended activities or homework, such as writing summaries or reports, to help students connect the learning experiences and arrive at their own personal viewpoints. Similarly, in order to enrich students’ learning experiences, teachers can make use of the Mainland study tour to design extended learning tasks.

4.3.2 Connecting other learning experiences and life-wide learning