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Guiding Principles

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Learning and Teaching

4.1 Guiding Principles

Prior to deciding what learning and teaching strategies would be adopted, teachers should consider the following principles:

4.1.1 Providing Various Learning Opportunities

It is better for teachers to put emphasis on interactions among students and their learning environments, providing them with ongoing learning opportunities to enrich learning experiences within and beyond the classroom, so as to help students broaden and deepen their learning.

For example, teachers are able to:

• arrange diverse class activities based on the lesson objectives, learning contents and key concepts, so as to sustain students’ learning motivation and boost their confidence and satisfaction in learning.

• provide appropriate learning materials that invite students to enquire proactively and provoke thinking from different perspectives, so as to enhance students’ interest and learning effectiveness.

• provide students with opportunities to share their experiences and construct knowledge with their teachers and peers during the interactive learning processes. They can ask questions, discuss issues and express ideas. Through guidance and feedback, teachers can help students build positive attitudes and values.

• devise life-wide learning activities that complement the implementation of the GS curriculum and enhance learning by taking it beyond the classroom. Students connect and apply their knowledge and skills in service learning, project learning and scientific investigations.

Learning and Teaching 4.1.2 Stimulating Students’ Learning Motivation

Teachers should take students’ learning styles and cultural backgrounds into consideration, and devise learning activities that suit students’ learning levels, needs and abilities so as to stimulate their interest and motivation in learning.

For example:

• Before teaching new concepts, teachers should understand students’ prior knowledge to help them construct new knowledge and deepen their learning.

• Teachers should devise learning activities with clear learning objectives and reasonable expectations in order to encourage students to face challenges, and get satisfaction from solving problems.

• Teachers should provide students with opportunities to explore the environment and enjoy learner autonomy. A sense of commitment and learning satisfaction can thus be cultivated.

• Students are curious about daily events/ phenomena around them. During the learning and teaching process, teachers should be open to different opinions and varied responses from students, recognising their efforts and helping them overcome learning difficulties.

• Teachers should give timely assistance and concrete feedback that help students understand their learning progress. To encourage students to participate actively in learning activities, teachers should observe students’ learning performance and provide support and recognition.

4.1.3 Catering for Learner Diversity

Every student is a unique individual with different learning styles and abilities.

During the learning process, students will choose learning strategies that suit them to complete learning tasks in different learning environments. In addition to professionally understanding the curriculum contents, GS teachers should help students transform the information acquired from research of different things into structured personal understanding, perspectives and interpretations, as well as develop their potentials. Therefore, during the learning and teaching process, teachers should:

• Provide clear explanations and instructions to help students learn step by step, adopt graded questions to help students with better understanding of the learning contents and develop their critical thinking skills, provide concrete and constant feedback to help students improve their learning.

• Make use of flexible groupings of students, according to the nature and purpose of the activity being carried out, such as groupings based on students’ abilities/ specialties/ interests, which may allow students to learn collaboratively through interactions.

• Help students to understand other people’s viewpoints and to eliminate possible tension due to their diverse backgrounds and cultures.

• Adjust the pace of learning and teaching according to the learning process of the students, provide them with diversified learning resources and encourage them to use appropriate learning tools (e.g. timelines, comparison tables, mind maps) for learning.

• Vary the means and degrees of support to facilitate students’ self-directed learning, scaffolding more when new learning is introduced and allowing more learner autonomy as students develop.

• Adopt different types of assessments (e.g. portfolio, project learning, performance assessment and attitude assessment) to evaluate student’s learning performance comprehensively and recognise their efforts and contribution in different aspects.

4.1.4 Developing Students’ Self-directed Learning Abilities

In self-directed learning, both the learning process and the learning targets are important, allowing students to manage their own learning activities. Students with self-directed learning abilities are proactive in thinking and finding out answers. They follow their own plans to achieve the learning goals. During the learning process, they select and use appropriate learning strategies and resources, and evaluate their own learning effectiveness through self-evaluation and self-reflection.

Self-directed learning should not be confined to the classroom, pre- and post-class learning activities can also help students develop self-directed learning skills and cultivate a self-directed learning habit. Therefore, teachers should provide students with a wide range of learning opportunities to integrate and apply what they have learnt. For example, teachers should allow students to:

Learning and Teaching

• watch videos, search for illustrations, read articles or note down their comments and questions about a new topic before lessons so that their engagement in classroom learning can be enriched.

• use different learning tools to organise, generalise and consolidate what they have learned, and reflect on and improve their learning by identifying their strengths and learning difficulties.

• take the initiative to select themes for enquiry learning, conduct in-depth learning and enrich their learning by engaging them in various learning activities, e.g., interviews, surveys, field trips and reading.

• complete learning tasks/ assignments on their own, demonstrate their learning outcomes through different forms (e.g. writings, illustrations, oral presentations).

• reflect on and improve their learning effectiveness through feedback from peers and teachers continuously during the learning process.

4.1.5 Developing Students’ Generic Skills and Cultivating their Positive Values and Attitudes

Over the past decade, schools have laid a good foundation for students to carry on their knowledge construction by developing students’ potential among nine genetic skills. Building on their strengths in developing students’ generic skills, teachers can effectively combine various generic skills to provide students with the opportunities to integrate and apply these generic skills.

To keep track with the ongoing curriculum renewal, GS would deepen values education. (Please refer to Chapter 3.4.5 for more information). Teachers can help students develop empathy and consider others’ stances using diversified learning and teaching strategies. Through multi-sensory learning, experience sharing, reading and writing or role-plays, students can understand others’

feelings and difficulties, thereby learning how to respect others and accept different views. (Please refer to Ch 4.2.2 for more information).

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