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大學教育
廿一世紀，高等教育的使命是培養學識淵博的人才，讓社會經濟進步繁榮。 大學教育強調活潑的、情景性的、 探究式的學習; 提倡互動教學方法與教研合一。

Assessment for Learning – Peer Review Exercise

Details: The purpose of the Peer Review Exercise is to enhance students’ writing and critical thinking skills through receiving tutor, peer and self internal feedback. The students will form the peer review group (the desired group size is three students) at the beginning of the course. Then, they’ll support each other to learn by providing feedback in the process of essay writing. Please cite as: Shek, M. P. (2013). Assessment for learning – peer review exercise. Retrieved from http://www.eduhk.hk/aclass/ Author: Shek Mei Po Mabel

Experiential Learning

Details: The lesson is about the research method – observation. Students always find the concepts of research methods very abstract and difficult to be applied to real settings. In order for students to achieve thorough mastery of the meaning and function of observation, as well as to evaluate the strengths and weaknesses of this research method, students were given the opportunity to go through the processes of observation in the lesson. Please cite as: Cheng, R. W. Y. (2013). Experiential learning. Retrieved from http://www.eduhk.hk/aclass/ Author: Rebecca Wing-yi Cheng

Experiential Learning Example
	Details: Alignment of Learning, Teaching and Assessment - Course Planning to Achieve Course Intended Outcomes Strand: Assessment Concepts, Theories and Practices Lessons: Outcome based learning for course planning, teaching and assessment Please cite as: Lam, B. H. (2013). Experiential Learning Exemplars. Retrieved from http://www.eduhk.hk/aclass/ Author: Lam Bick Har

Formative assessment - The Use of Formative Feedback to Support Student Learning
	Details: Formative Feedback as a strategy to engage learners, support learning and to enhance self regulated learning. Various formative feedback strategies that were carried out 2012-2013 across two academic years: dialogic feedback, consolidation and motivational exercises, process draft assignment, and error analysis. Outcomes of Student Learning: evidence of student learning gains collected via observation, analysis of artifacts and interview. Issues in carrying out formative feedback: extent and control of its use on learners in a group which is diverse. Implications to teaching in higher education. Please cite as: Lam, B. H. (2013). Formative assessment. Retrieved from http://www.eduhk.hk/aclass/ Author: Lam Bick Har
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Formative Assessment Strategies
	Details: Formative assessment exercises are designed to motivate, clarify, explore and consolidate learning; it plays the role of facilitating and promoting learning before, during and after the lesson, it monitors student learning process and enhances learning outcomes Please cite as: Lam, B. H. (2013). Formative assessment. Retrieved from http://www.eduhk.hk/aclass/ Author: Lam Bick Har

Giving Students an Organizer
	Details: At the completion of each course, I will show students a concept map to summarize what they have learnt in the course. Students can use this as an organizer of the course, which is served as a conclusion and consolidation. Please cite as: Lam, B. H. (2013). Giving students as an organizer. Retrieved from http://www.eduhk.hk/aclass/ Author: Lam Bick Har

Interactive Mass Lecturing
	Video 1	Details: Interactive mass lecturing is a two-way interaction between teachers and a mass of students. Teachers are acted as ‘facilitator’, giving chances to students to perform brainstorming, discussing and sharing. So students can actively participate in the learning process and they are no longer passive. The use of interactive mass lecturing can promote active learning, heighten attention and motivation, give feedback to the teacher and the student, and increase satisfaction for both sides. Video 1: Engaging learners at the beginning Video 2: Invite students participation through questioning Video 3: Inviting student participation Video 4: Making use of audience's responses Video 5: Role play and demonstration Please cite as: Lam, B. H. (2013). Interactive mass lecturing. Retrieved from http://www.eduhk.hk/aclass/ Author: Lam Bick Har
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Learning from an Authentic Experience - through Role Play
	Details: This lesson plan is about classroom management strategies. Students are asked to role play typical chaotic classroom situations in Hong Kong schools and think about ways to tackle them. Please cite as: Lam, B. H. (2013). Learning from an authentic experience─ through role play. Retrieved from http://www.eduhk.hk/aclass/ Author: Lam Bick Har

Learning in the Workplace – A Learner-oriented Mentoring Programme

Details: A Mentoring Programme is designed based on the feedback from the previous and current student cohorts, the learner-oriented design in this example addresses the common needs of pre-service teachers with regard to the basic competency of classroom management; in this programme, authentic workplace based experience ties nicely with the theories and concepts students receive from classroom based lectures. Please cite as: Lam, B. H. (2013). Learning in the workplace─ a learner-oriented mentoring programme. Retrieved from http://www.eduhk.hk/aclass/ Author: Lam Bick Har

Learning in the Workplace – Institute-School Partnership

Details: An Institute-School Partnership programme is designed basing on the learning outcomes identified from the course titled “Integrated Curriculum- Planning, Teaching and Assessment. School mentors offered lectures to students and took part in developing a school based curriculum plan which was implemented in their own schools; students visited the school and joined in the activities at various stages where the plan was being implemented. The overall plan was evaluated. Please cite as: Lam, B. H. (2013). Learning in the workplace─ Institute-School Partnership. Retrieved from http://www.eduhk.hk/aclass/ Author: Lam Bick Har

Looking at Subject-Specific Learning Outcomes by Involving Students and Staff Members

Details: A method of identifying outcomes for the courses offered by the Department of “Curriculum and Instruction” is developed, it involves graduating students and staff members’ participation in a series of expert discussion and recruitment of different voices which resulted to a set of C&I subject-specific learning outcomes in Phase I. In Phase II, the five identified subject-specific outcomes are used to check on the courses C&I offered, it eventually developed insights for course development and brought issues with regard to teacher education. Please cite as: Lam, B. H. (2013). Looking at subject-specific learning outcomes by involving students and staff members. Retrieved from http://www.eduhk.hk/aclass/ Author: Lam Bick Har

Learning Sociological Concepts through Role Play
	School as organization	Details: To function as “assessment as learning” and “assessment for learning”, students are able to learn through activities that aims at testing their understanding and developing creative and logical thinking, this moves them on to other concepts they need to learn. The topics stakeholder interest, organizational interest, socio political and leadership theories are difficult to understand, the activities designed in the lesson is authentic and contextualized which enable learners to reflect from their inner resources and own experience, and generate the theories at the end. Students are able to learn more effectively by the activities in this topic. Please cite as: Lam, B. H. (2013). Learning sociological concepts through role play. Retrieved from http://www.eduhk.hk/aclass/ Author: Lam Bick Har
Teacher role1	Teacher role2

Peer Assessment to Facilitate Student Achievement of Outcomes

Details: In teaching a course titled ‘teacher professionalism and leadership in the changing context’, group project was adopted as one of the course assignment. In this project assignment, individual groups were having consultation and met frequently with tutors, they had eventually produced a project on a selected theme. The project was presented in the lesson for assessment. Please cite as: Lam, B. H. (2013). Peer assessment to facilitate student achievement of outcomes. Retrieved from http://www.eduhk.hk/aclass/ Author: Lam Bick Har

Promoting active learning through in-class experiment
In-class experiment	Details: In-class experiment Course: Biological Psychology In this course, students are expected to learn about the biological basis of human behaviors and to understand the research techniques that are used in Biological Psychology. In one of the lessons, students are invited to conduct an experiment on themselves. The experiment was designed based on a study published on the scientific journal, Science (Willaims and Bargh 2008). The study aims to demonstrate the concept of emotion embodiment that our emotion can be altered by the physical status of the body. In the class experiment, half of the students were given a cup of hot water while the other half was given a cup of cold water. Then, they were all given the same neutral description of a person (Person A) and were asked to rate the personality of that person using a 7-point likert scale. Without knowing the rationale of the experiment beforehand, students who held a cup of hot water rated Person A as a warmer person than the students who held a cup of cold water. Although the difference was not statistical significance due to the small sample size, students got a sense about the effect of how physical warmth can promote interpersonal warmth and how a biological psychology experiment can be conducted with simple manipulations. Please cite as: Wong, S. W. H. (2013). Promoting active learning through in-class experiment. Retrieved from http://www.eduhk.hk/aclass/ Author: Wong Wai Ho Savio
Interpersonal rating
Physical and Psychological Warmth

Sample of Instrument to Identify Student Perception of Outcomes Introduced in Class by Teacher

Details: During 2009/2010, I administered a survey in a course titled “Curriculum and Assessment” to identify students’ perception of outcomes. The findings suggested the full-time students were oriented to learn more hands-on skills that they could apply at the frontline in the workplace; I subsequently made a change in the course with the course team. Please cite as: Lam, B. H. (2013). Sample of instrument to identify student perception of outcomes introduced in class by teacher. Retrieved from http://www.eduhk.hk/aclass/ Author: Lam Bick Har

Through Inquiry-based Learning Model to Minimize the Distance between Teachers and Students
	Details: Through Inquiry-based Learning Model to Minimize the Distance between Teachers and Students Please cite as: Wong, G. K. W. (2013). Through inquiry-based learning model to minimize the distance between teachers and students. Retrieved from http://www.eduhk.hk/aclass/ Author: Wong, G. K. W.

Teaching and experiencing counterpoint in the music curriculum: playing and understanding through performance
	Details: Teaching and experiencing counterpoint in the music curriculum: playing and understanding through performance. Please cite as: Lee, C. K. M. (2013). Teaching and experiencing counterpoint in the music curriculum: playing and understanding through performance. Retrieved from http://www.ied.edu.hk/ http://www.eduhk.hk/aclass/ Author: Martin Lee

Writing a music critique
	Details: Writing a music critique. Please cite as: Lee, C. K. M. (2013). Writing a music critique. Retrieved from http://www.ied.edu.hk/ http://www.eduhk.hk/aclass/ Author: Martin Lee