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Health Management and Social Care

Chapter 4 Learning and Teaching

4.1 Knowledge and Learning

Roles of teachers

HMSC teachers are encouraged to move from direct teaching and transmission of knowledge to playing more of a facilitator role when students progress to senior forms. They should use problem-based learning and case studies to help students shift their focus from compartmentalised learning of a specific subject to a holistic understanding of issues and problems. (Please refer to Appendix 1 - Example 2) Students also learn better when they are given opportunities to explore and to learn from their mistakes in the learning process.

Roles of students

In addition to learning the basic content knowledge of the subject, students should be encouraged to take a proactive role in developing their generic and independent learning skills in the context of studying HMSC. Their reliance on knowledge transmitted by teachers and the study materials they give out should gradually decrease as they progress from S4 to S6. (Please refer to Appendix 1 – Example 2).

Dual roles of learners and facilitators

To develop a learning community in schools, both teachers and students have to perform dual roles as learners and facilitators. This can be promoted through teachers encouraging students to learn independently or through intellectual discourse in in-depth discussions and debates. The information students gather in self-directed study projects using, for example, the Internet may go beyond the teachers’

knowledge of the subject. So, in this process, the teachers have acted as both facilitators and learners: they have asked students thought-provoking questions to enhance understanding of specific issues or topics – and they have learned from their students. Similarly, when students collaborate in carrying out project work or group presentations, individual students perform dual roles as learners and facilitators by raising questions and expressing views.

4.1.2 Views of learning and teaching Concepts for HMSC teachers

The following table outlines several complementary learning and teaching approaches which HMSC teachers can use to review, reflect on and improve their classroom practices:

Learning as a product

In the school context, learning is usually conceived of as an outcome. Students learn some new knowledge and skills from their teachers by studying the pre-determined goals, targets and objectives of the curriculum.

Learning is considered successful when there are enduring changes in knowledge and skills.

(Refer to Appendix 1 – Example 1)

Teaching as instruction

This occurs when teachers present new knowledge, teach students how to use

advanced organisers in the process of learning, provide opportunities for them to learn and practise, check what they know with quick questions and answers, and provide

informative feedback for them to review and improve their learning.

(Refer to Appendix 1 – Example 1) Learning as a process

This occurs when students are given opportunities to transform information in solving problems.

(Refer to Appendix 1 – Example 2)

Teaching as enquiry

With the use of appropriate learning and teaching strategies, students can be engaged in complex cognitive processes that require thoughtful discourse.

Students are often invited to make predictions, debate alternatives, etc., and this can take place during interactive whole-class teaching, or in pairs or groups. The chosen topic/theme should be placed in a wider meaningful context. “Open-ended” questions are used and

“wait time” is allowed to encourage explanations or elaboration of answers.

(Refer to Appendix 1 – Example 2)

Learning as co-construction

Students and teachers construct and create knowledge together. This occurs when students demonstrate their knowledge and skills, and perform competently. Their insights also help their teachers to see students’ new perspectives and ideas.

(Refer to Appendix 1 - Example 2)

Teaching as co-construction

Teachers help students to develop higher-level cognitive skills by using “scaffolds” (i.e.

temporary supportive frameworks). They can provide model responses (e.g. demonstrations and model answers), prompts and feedback (as in guided discovery); and they can rehearse arguments, and give cue cards and

self-evaluation checklists to enhance students’

understanding.

(Refer to Appendix 1 - Example 2)

The following figure shows how the above concepts can be realised in the learning and teaching of the HMSC curriculum, with examples given in the Appendix 1:

Figure 4.1 Approaches to learning and teaching

Learning as

product process co-construction

Learning communities

Meaningful learning Generic skills

Content knowledge (sources, understanding,

structure and nature)

Teaching as

direct instruction enquiry co-construction

examples:

examples:

How is knowledge

learned?

(pedagogy and assessment)

What is worth learning?

(curriculum)

Example 2 Learning Activity 3

Example 2 Learning Activity 2 Example 2

Learning Activities 2 & 3

Example 2 Learning Activity 1

Example 2 Learning Activity 2

Example 1 Learning Activity 1

Example 2 Learning Activity 2

4.1.3 Views of assessment

Assessment is an integral part of the learning and teaching cycle: it should aim to contribute to enhancing learning and teaching. The focus should be on “assessment for learning” i.e.

assessment designed to provide useful feedback for the students, rather than “assessment of learning” in the form of “end of unit” tests and examinations. When aligning the curriculum and linking pedagogy to assessment, HMSC teachers should address the following questions:

 When should students be assessed so that they know how to learn better?

 What is the purpose of assessment for specific HMSC tasks?

 How should students be assessed in order to demonstrate that they have achieved the desired performance/outcomes?

To help students understand how they can improve through the learning and assessment tasks, teachers need to explain the goals and objectives clearly. In addition to giving constructive feedback, it is helpful to provide rubrics, checklists and marking criteria to enable students to understand what is expected of them, so that in due course they become able to review their own performance. For further details, please refer to Chapter 5 of this guide.

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