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Professional Development Workshops

Establishing professional learning communities in schools is one of the effective means for enhancing teachers’ professional development. Based on the specific needs of individual schools, the Centre renders professional support in helping teachers establish a platform for collegial dialogues and pooling wisdom of members to optimize learning and teaching.

The Centre provides the following support themes, including professional development workshops and whole year support:

1. Lesson Observation and Evaluation 
2. Learning Study 
3. Self-directed Learning
4. Cooperative Learning
5. Life-wide Learning
6. STEM Education
7. Assessment Literacy

DETAILS

On-going / Past Professional Development Workshops

Online workshop entitled “Fostering Interdisciplinary Pedagogy for STEM Education in Primary School of Hong Kong”

To deepen the understanding of the interdisciplinary STEM curriculum of the primary school teachers, and to strengthen their interdisciplinary STEM curriculum planning and teaching strategies, the Centre for Excellence in Learning and Teaching organized an online workshop entitled “Fostering Interdisciplinary Pedagogy for STEM Education in Primary School of Hong Kong” via Zoom. The background and theory of interdisciplinary STEM curriculum integration were introduced to more than ninety teacher participants. Various interdisciplinary STEM models were recommended and authentic examples incorporating engineering element in the lesson design were shared. Ways to promote cross-disciplinary or interdisciplinary collaboration with STEM-specific learning mode were discussed in the workshop.

Catering for learner diversity

A Professional Development Workshop on “Catering for learner diversity” conducted by Dr Lai Meng Choo for Sha Tin Wai Dr. Catherine F. Woo Memorial School was held on 10 September 2021. A variety of effective teaching strategies (such as teacher-student interaction skills, the design of differentiated task sheets, peer and self-evaluation, and the use of information technology) had been introduced through authentic examples of different subjects and lesson video clips to illustrate how to cater for learner diversity in the teaching process. Teachers were engaged in group activities to discuss how the strategies could be adopted in their daily teaching.

Effective Lesson Observation and Evaluation

A Staff Professional Workshop on “Effective Lesson Observation and Evaluation” for Sacred Heart Canossian College was conducted by Professor Ko Po Yuk and Ms Chan Wing Yan on August 30, 2021. The workshop started with the introduction of the basic theories of lesson observation and evaluation and followed by sharing lesson observation cultures in different regions. Authentic examples of different subjects and segments of lesson video had been adopted to explain and discuss with teachers how to apply the lesson observation theory to school-based lesson observation activities to enhance teaching effectiveness. The teacher participants commented that the workshop helped them better understand the focus of lesson observation and discussion about the teaching video segments facilitated them to reflect on how optimize lesson observation and evaluation to improve teaching and learning.

Chinese Language Teaching for Non-Chinese Speaking Students

Dr Lee How Chung conducted a professional development workshop on “Chinese Language Teaching for Non-Chinese Speaking (NCS) Students” on August 27, 2021 for the teachers of Shun Tak Fraternal Association (STFA) Wu Siu Kui Memorial Primary School. Dr Lee introduced the basic theories of Chinese Language teaching for NCS students, and the second language learning framework of Chinese Language curriculum (NCS students) to help teachers have a deeper understanding of the situation of Chinese Language teaching for NCS students in Hong Kong.  

Dr Lee further explained, with illustration of two authentic examples, how to cater for the learning needs of NCS students and deal with the learner diversity in the classroom. Some teaching strategies and learning activities for reading and writing were also recommended to facilitate learning and teaching of NCS students.

Assessment Literacy & Optimizing Classroom Assessment Strategies

A Staff Development Workshop on “Assessment Literacy & Optimizing Classroom Assessment Strategies” conducted by Dr Yan Zi for the teachers of Taoist Ching Chung Primary School (Wu King Estate) was held on 23 August 2021. In the workshop, Dr Yan introduced the classroom-level requirements of assessment reform and the significance of assessment literacy to different stakeholders in the education sector. The similarities and differences of important assessment strategies (such as “assessment of learning”, “assessment for learning”, & “assessment as learning”) were explained and illustrated with examples, emphasizing the meaningful impact of involving students in assessment. Through group activities, the participating teachers with the guidance from the speaker explored possible ways to optimize classroom assessment strategies to promote learning and teaching.

Self-Regulated Learning

Ms Jannie Tsang and Ms Leung Kit-yan of the Centre for Excellence in Learning and Teaching conducted a Parents’ Seminar and a Staff Development Workshop on “Self-Regulated Learning” (SRL) for Hennessy Road Government Primary School (Causeway Bay) on July 2 and July 9, 2021 respectively. The target audience of the seminar were appproximately 80 parents of the school. The content revolved around how parents could nurture the ability of their children to learn independently at home under the new normal of suspending classes without suspending learning. The speakers first introduced the basic concepts of SRL and the characteristics of self-regulated learners, followed by a variety of metacognitive learning strategies and a number of online educational platforms for gamification so that parents could assist their children in revising at home. Participating parents commented that the seminar had given them a deeper understanding of SRL, and the learning strategies introduced by the speakers were very practical.

The second event was a Staff Developemnt Workshop on SRL which was, in fact,  the second workshop or a continuation of the workshop on the same topic conducted in January 2020. The speakers first reviewed the rationale and the three orientations of SRL with the teachers. Each orientation was illustrated with an authentic case showing how the elements of SRL could be integrated in the lesson design. To promote home-school cooperation, similar metacognitive learning strategies which had been introduced to parents were discussed. Three models of Blended Learning and a variety of note-taking strategies were recommended so that teachers could help students develop their autonomous learning skills and enhance their learning motivation. The workshop had provided opportunities for the fifty teacher participants to collaborate with their colleagues teaching the same subjects in designing lessons integrated with SRL elements, and to share their teaching ideas with all their colleagues. The participating teachers found that the feedback given by the speakers about their instructional design was constructive and would help them further develop SRL in the school.

Assessment Literacy & optimizing classroom assessment strategies

A Staff Development Workshop on “Assessment Literacy & optimizing classroom assessment strategies” was conducted by Dr Yan Zi for the teachers of Aldrich Bat Government Primary School on May 26 2021. In the workshop, Dr Yan introduced the theories and rationale of assessment literacy as well as its significance to different stakeholders in the education sector. Through examples, the speaker explained the similarities and differences of the major assessment methods (such as “assessment of learning”, “assessment for learning” and “assessment as learning). The participating teachers engaged in group activities to explore ways to optimize classroom assessment strategies for enhancing learning and teaching effectiveness.

Self-Regulated Learning

Developing students’ independent learning skills has been one of major concerns of most schools in recent years. A Staff Professional Development Workshop on “Self-regulated Learning” (SRL) conducted by Miss Jannie Tsang and Miss Leung Kit Yan of the Centre for Excellence in Learning and Teaching (CELT) was held on March 24, 2021 for the teachers of Carmel Pak U Secondary School.

The three orientations of Self-regulated Learning illustrated with relevant cases were discussed. A sample lesson plan was provided for teachers to identify the SRL elements and the features of the lesson design. After the theory input and analysis of the lesson plan, the teachers engaged in designing either a lesson or a learning activity with a special focus on developing students’ learning strategies or self-learning habits for their respective subjects. The sharing from the teachers had inspired one another in designing lessons integrated with SRL elements to align with the major concern of the school.

Creative Teaching & Questioning

A Staff Development Workshop on “Creative Teaching and Questioning” was conducted for Hong Kong Chinese Women’s Club College on 6 January 2021 via Zoom due to the pandemic. With the aim to strike a balance between theory input and practical ideas, the workshop conducted by Miss Jannie Tsang and Miss Leung Kit Yan of Centre for Excellence in Learning and Teaching (CELT) covered the relevant theories of creative teaching and questioning illustrated with concrete examples of different subjects as well as integrated with a variety of activities for the teacher participants to experience as the role of students during an online lesson. More than sixty teachers were engaged in group discussion using “The six thinking hats” and played quiz games for educational purpose. Forced combinations for creative design in Visual Arts and drama conventions had been introduced to be applied in language teaching, Liberal Studies, Humanities subjects and moral & civic education. The workshop had provided the teachers a variety of ideas how to enhance the classroom interactions and learning effectiveness, particularly during this period of new normal of teaching.

Practical Application of Variation Theory in different subjects

Professor KO Po Yuk and Dr. LAI Meng Choo conducted a Teacher Professional Development Workshop at Po Leung Kuk Yao Ling Sun College on November 10, 2020. The first part of the workshop focused on introducing the origin and development of Learning Study. The second part introduced how the object of learning and its critical features could be confirmed so as to select appropriate teaching content and design suitable learning activities. Authentic examples of the four core subjects had been provided for illustrating how appropriate teaching content and learning activities could be selected and designed. The sixty teachers had been divided into several groups according to their subjects taught to identify the object of learning and its critical features of the topic selected. Most of the teachers found this activity useful in providing them an opportunity in applying what they had acquired in the workshop.

Self-regulated Learning

A Staff Professional Development Workshop on “Self-Regulated Learning” (SRL) for the teachers of Choi Hung Estate Catholic Secondary School conducted by Miss Jannie Tsang and Miss Leung Kit Yan of Centre for Excellence in Learning and Teaching (CELT) was held on 27 October, 2020.

The relevant theories namely three major orientations of SRL were reviewed and the Taiwanese Model of SRL ‘ShareStart’ was introduced. Each orientation and ‘ShareStart’ had been illustrated with a concrete example covering the subjects of Chinese Language, English Language, Science and BAFS After the theory input with the authentic examples provided, the teachers worked in groups to design either a lesson or a learning activity with SRL elements for their respective subjects. The sharing from the teachers showed that the teachers were able to integrate the SRL components in their design in an effective manner, and offered an opportunity for them to inspire one another in designing lessons to further develop the SRL skills of their students.

Models of Self-regulated Learning in classroom teaching

The Staff of the Centre for Excellence in Learning and Teaching (CELT) conducted a teacher professional workshop on the theme “Models of Self-regulated Learning in classroom teaching” in Li Sing Tai Hang School on October 23, 2020. Two parallel sessions for the teachers of Mathematics and Chinese subjects had been held by Dr. Lai Meng Choo and Ms Chan Wing Yan respectively. In the session for Mathematics teachers, practical examples had been used to illustrate how the elements of self-regulated learning (SRL) and the ELPS (Experience Language Picture Symbol) Theory could be integrated in teaching Mathematics. The workshop offered opportunities for teachers to observe teaching videos and engaged in cooperative learning. Through group discussion and analyzing the video lesson observed, the teachers could refer to the practices in other schools and reflect on their own practices in teaching the non-Chinese speaking (NCS) students in their school. In the session for Chinese Language teachers, examples of different grades had been shown to facilitate discussion about how SRL could be integrated in teaching the four language skills and how pre-lesson preparation tasks, diversified teaching strategies, and assessment for learning could enhance learning motivation and learning effectiveness. Teachers in both sessions worked in groups to design learning activities with SRL components to meet the needs of their NCS students. The teacher participants found that the authentic examples illustrating how theory had been put into practice had deepened their understanding of SRL and facilitated them to reflect on their own teaching practice.

Questioning

A Staff Development Workshop on “Questioning” was conducted for Heung To Middle School (Tin Shui Wai) on 12 October, 2020 by Miss Jannie Tsang and Miss Leung Kit Yan of Centre for Excellence in Learning and Teaching (CELT).

The 2-hour Workshop had covered the relevant theories of questioning and various ways to enhance classroom interactions to promote students’ higher-order thinking skills. Real-life examples had been used to illustrate the different levels in the three respective domains of Bloom’s Taxonomy (namely cognitive domain, skill domain, and attitude domain.) The relationship between Bloom’s Taxonomy and Biggs’ Structure of Observed Learning Outcomes (SOLO) Taxonomy had been discussed. Possible guiding questions for developing students’ speaking and writing skills in the language subjects had been suggested. Video clips displaying how teachers could ask probing questions based on students’ responses had been shown. The teachers had engaged in devising questions with different levels of cognitive complexity during the workshop. The active participation of the teachers in sharing ideas and asking questions made the workshop interactive and fruitful.

Questioning

With the full resumption of face-to-face classes at schools, quite a number of schools have arranged their Staff Development Days in September. A Staff Development Workshop on “Questioning” was conducted for Wong Tai Sin Catholic Primary School on 30 September, 2020 by Miss Jannie Tsang and Miss Leung Kit Yan of Centre for Excellence in Learning and Teaching (CELT).

The 2-hour Workshop had covered the relevant theories of questioning with the illustration of authentic examples of the three major subjects (Chinese Language, English Language, and Mathematics). The techniques of designing guiding questions of different levels of cognitive complexity or using funnel approach for picture description and story-telling had been discussed. The teachers had practiced designing different levels of questions during the workshop and had been encouraged to attempt asking students to self-initiate questions by using pictures and videos. The professional development workshop has provided teachers insight in designing questions for developing students’ higher-order thinking skills, which is the major focus of the school lesson observation in this academic year.

Questioning

It has been for quite some time that most of the teaching events and professional development programmes have been conducted online due to the epidemic. It is encouraging that the Staff Development Workshop on “Questioning” for Yuen Long Po Kok Primary School was able to be carried out ‘face-to-face’ on 26 August, 2020.

The Workshop conducted by Ms. Jannie TSANG and Ms. LEUNG Kit Yan of Centre for Excellence in Learning and Teaching (CELT) aims to strike a balance between theory and Practice even though the situation was not favourable for group discussion yet. The relevant theories of questioning and feedback had been introduced with a major focus on the cognitive domain of Bloom’s Taxonomy as requested by the school with the illustration of concrete examples of the four core subjects. The techniques on enhancing classroom interactions had been discussed. To put the theory into practice, the forty teacher participants had been engaged on individual tasks in designing questions of different levels of cognitive complexity for pictures, videos, and their respective subjects. The sharing from teachers with the feedback from the speakers helped to enrich the teaching ideas and inspire one another on designing various levels of questions to meet the learning needs of their students.

Catering for Learner Diversity

A Staff Development Workshop on “Catering for Learner Diversity” for C.C.C. Kei Tsun Primary School was conducted by Dr Lai Meng Choo and Mr Chan Chun Leung on 21 January 2020. Examples of different subjects helped explicate how teachers could identify students’ learning needs and tackle the learning problems during the teaching process. The workshop had also introduced how integrating self-regulated learning with the various functions of e-learning tools could help teachers address students’ learning needs for catering learning diversity in the classroom.

Self-Regulated Learning: Designing pre-lesson learning tasks

Ms Leung Kit Yan of the Centre for Excellence in Learning and Teaching conducted a Staff Development Workshop on “Self-Regulated Learning (SRL): Designing pre-lesson learning tasks” for Hennessy Road Government School (Causeway Bay) on January 20, 2020.  The speaker first introduced the theory and key elements of "Self-regulated learning", as well as the objectives of designing pre-lesson learning tasks. The case sharing of four core subject cases (Chinese Language, English Language, Mathematics and General Studies) helped illustrate how different types of pre-lesson learning tasks could further enhance students’ learning motivation and teaching effectiveness of classroom practices. The workshop provided an opportunity for teachers of the same subjects to work collaboratively in designing a lesson with pre-lesson learning tasks that aligned with the teaching content. The participating teachers found that the case sharing and the debriefing on their instructional design from the speaker was valuable and would help them further develop self-regulated learning in school.

Self-Regulated Learning

Professor Chiu Chi Shing conducted a Staff Development Seminar for thirty teachers of Li Shing Tai Hang School on 2 December, 2019. Professor Chiu first expounded the three orientations of Self-Regulated Learning (SRL) and pointed out the general situation of the implementation of SRL in schools, especially its misuse or misapplication. Through the case sharing of the subjects of Chinese Language and Mathematics, he further explained how to integrate the elements of different orientations effectively in classroom teaching. The participating teachers stated that the sharing of theories and authentic cases has inspired them to think how to put self-regulated learning into practice in school.

Developing students’ self-learning skills

A Staff Development Workshop on “Developing students’ self-learning skills” was conducted by Ms. Jannie TSANG, and Ms. LEUNG Kit Yan of Centre for Excellence in Learning and Teaching (CELT) for approximately fifty teachers of Po On Commercial Association Wan Ho Kan Primary School on 13 September 2019. Apart from introducing the three orientations of Self-Regulated Learning (SRL), the constructive alignment of the pre-lesson preparation task(s), instructional design, and extended tasks had been discussed and illustrated by authentic cases of the four core subjects. A variety of note-taking methods and appropriate graphic organizers for primary school students had been recommended. Opportunities to work in groups according to their subject disciplines had been provided for teachers to design a lesson integrating the elements of self-learning skills. The teacher participants found the feedback from the speakers valuable in further fine-tuning their pedagogical design.

Self-Regulated Learning

Ms Jannie Tsang and Ms Leung Kit Yan of the Centre for Excellence in Learning and Teaching conducted a Staff Development Workshop on “Self-Regulated Learning” (SRL) for Aldrich Bay Government Primary School on August 29, 2019.  The speakers first introduced the theory and key elements of "self-directed learning", as well as the roles of teachers and students when SRL is implemented in school. The case sharing of four core subject cases (Chinese Language, English Language, Mathematics and General Studies helped to explain how the different orientations of SRL can be integrated in classroom practices. The workshop provided an opportunity for teachers of the same subjects worked collaboratively in designing a lesson or learning activities with SRL elements. The participating teachers found that the debriefing and feedback on their instructional design from the speakers valuable and would help them to further develop self-regulated learning in school.

Learning Study

Dr Lai Meng Choo and Ms Chan Wing Yan hosted a Staff Development Workshop for fifty teachers of S.K.H. Kei Lok Primary School on 27 August, 2019. The theme of the workshop was the application of Variation Theory supported by examples of the four core subjects in identifying the object of learning of the teaching topic and its critical features for an effective lesson design. The example of Chinese Language demonstrated how to conduct a full case study so that teachers understood the significance of selecting appropriate object of learning for focused teaching. The professional sharing among teachers teaching the same subject in the second part of the workshop offered an opportunity for teachers to apply the theory into practice.

Learning Study

Dr Ko Po Yuk and Dr Lai Meng Choo conducted a Staff Development Workshop for around sixty teachers of The True Light Middle School of Hong Kong on 26 August, 2019. The major focus of the workshop was on Variation Theory. The examples of the four core subjects (Chinese Language, English Language, Mathematics, and General Studies) illustrated to the teacher participants how to identify the object of learning and its critical aspects so as to devise an appropriate lesson design. The case study of Mathematics in particular demonstrated how Learning Study could help address the learner diversity in the classroom. The second part of the workshop offered a chance for the teachers to apply the theory into practice. Teachers worked in groups according to the subjects taught to identify the object of learning and its critical features of a teaching topic. Most teachers found the application part gave them an opportunity to apply what they had learned from the workshop.

Cooperative Learning

Ms Jannie Tsang and Ms Leung Kit Yan of the Centre for Excellence in Learning and Teaching conducted a Staff Development Workshop on "Cooperative Learning"  for Kowloon Tong School (Secondary Section) on August 22, 2019. The three-hour workshop struck a good balance between both theory and practice, including the introduction of the basic elements of cooperative learning, the major differences between group learning and cooperative learning, cooperative learning strategies and the constructive alignment of instructional design. The participating teachers were grouped according to the subjects taught to design a lesson with the cooperative learning elements. The presentation of their lesson design shows that the workshop has facilitated the participating teachers to integrate cooperative learning in their daily teaching practice.

Enhancing student learning with Cooperative Learning

A Staff Development Seminar on “Enhancing student learning with Cooperative Learning” was conducted by Ms Jannie TSANG and Ms LEUNG Kit Yan of the Centre for Excellence in Learning and Teaching (CELT) for over eighty attendees including both the college administrators and lecturers from different subject disciplines of the Youth College, Vocational Training Council on 4 July 2019. The seminar covered theory and strategies of cooperative learning (CL) illustrated with authentic cases conducted. Examples of Business and trade, Hotel Studies, Computing & Mathematics, and English Language have been tailor-made to show how the practical ideas can be applied in various subject disciplines.

The seminar was well-received. The attendees found the interactive mode and the activities of the seminar useful in helping them better understand the rationale and practical ways of implementing cooperative learning in a more effective manner in classroom teaching. 

Self-Regulated Learning

A Staff Development Seminar on “Self-Regulated Learning” was conducted by Professor CHIU Chi Shing, Ms. Jannie TSANG, and Ms. LEUNG Kit Yan of Centre for Excellence in Learning and Teaching (CELT) for more than sixty teachers of Our Lady of China Catholic Primary School on 2 October 2018. Professor Chiu introduced the three orientations of self-regulated learning and highlighted the significance of selecting and/or integrating the various orientations according to the learning needs of the students and the school context. Case studies of the four core subjects (Chinese Language, English Language, Mathematics, and General Studies) were discussed, illustrating how the different orientations of self-regulated learning could be implemented in classroom teaching. The teacher participants found that the theory-input and the authentic examples discussed had inspired them on how to develop their school-based self-regulated learning approach, one of the school major concerns, in the coming academic year.  

Learning Study and Self-Regulated Learning

A Staff Development Workshop on “Learning Study and Self-Regulated Learning” was conducted by Dr. KO Po Yuk, Dr. LAI Meng Choo, Ms. Jannie TSANG, and Ms. LEUNG Kit Yan of Centre for Excellence in Learning and Teaching (CELT) for around seventy teachers of Canossa School (Hong Kong) on 30 August 2018. Adopting Variation Theory as a pedagogical guiding principle for lesson design and significance of highlighting the critical features of the object of learning for student discernment was discussed and illustrated with authentic case studies of Chinese Language and Mathematics. The example of English Language demonstrated how Learning Study integrated with e-Learning tools could help develop students’ self-regulated learning. Opportunities to work in groups according to their subject disciplines had been provided for teachers to draft the tentative critical features of their selected object of learning. The teacher participants found that the feedback from the speakers valuable in helping them narrow down the object of learning and fine-tune the critical features. They commented that it was a good kick-off in helping them conduct Learning Study cases in the coming academic year.  

Staff Development Workshop on “Cooperative Learning” for teachers of Macau

Ms. Jannie TSANG, Ms. LEUNG Kit Yan, and Ms Rachel KWOK of Centre for Excellence in Learning and Teaching (CELT) conducted a Staff Development Workshop for around one hundred and thirty teachers of Colegio Dom Bosco (Yuet Wah) Primary School, Macau on 27 August 2018. The whole-day workshop struck a delicate balance between theory and practice. The theory input included models of teaching, six principles of small class teaching, instructional design, key elements and strategies of cooperative learning. The participants actively engaged in a variety of activities in experiencing cooperative learning from the student perspective. Opportunities to work in groups according to their subject disciplines had been provided for teachers to design either a lesson or learning activities with cooperative learning elements. The collegial-sharing presentation of their well-designed lessons and learning activities illustrated not only their sound understanding of the relevant theories but also their competence in transferring the theories into practical teaching ideas within the limited time given.  

Facilitating Peer Interaction through Questioning & Cooperative Learning

Ms. Jannie TSANG and Ms. LEUNG Kit Yan of Centre for Excellence in Learning and Teaching (CELT) conducted a staff development workshop for around seventy teachers of Cheung Chuk Shan College on 22 August 2018. The theories of questioning techniques and cooperative learning strategies were introduced for facilitating classroom interaction. ShareStart (學思達教學) was also discussed with case study sharing, aiming to train students to think, to share and to express their ideas based on question-based reading materials and through peer interaction in the classroom. Participating teachers actively engaged in professional sharing, trying out matching games for teaching students how to ask follow-up questions to elicit elaboration from peers and designing different levels of questions for putting theory into practice.

Seminar on “Enhancing student learning through cooperative learning” for VTC

Ms. Jannie TSANG and Ms. LEUNG Kit Yan of Centre for Excellence in Learning and Teaching (CELT) conducted a Staff Development Seminar for around one hundred and twenty lecturers and tutors of Vocational Training Council on 6 July 2018. The theory input included models of teaching, key elements and strategies of cooperative learning, and various ways of grouping students for effective collaboration. The participants actively engaged in discussion and collegial sharing, making the seminar an interactive one. The participants remarked that the seminar had clarified their myths about the differences between group work and cooperative learning tasks and the input would be beneficial in helping them coach students for project-learning in their respective disciplines.

Catering for Learning Diversity

CELT organized a workshop on catering for learner diversities for PLK Tin Ka Ping Millennium Primary School on 4 October 2017. Dr Lai Meng Choo and Ms Leung Kit Yan demonstrated authentic examples from various subjects to help teachers understand the methods for identifying students’ learning difficulties and needs in the teaching process. E-learning and self-directed learning strategies were also introduced to the participants as useful tools for designing effective lessons to suit different needs of individual students in classroom teaching.

Thematic Workshops for the project schools of the “Support Programme on Fostering Communities of Practice to Enhance Small Class Teaching 2017-18”

More than 250 participants from the sixty project schools of the “Support Programme on fostering Communities of Practice to enhance small class teaching” in 2017-2018 attended the Thematic Workshops organized by the Centre for Excellence in Learning and Teaching (CELT) on 30 September, 2017.

The whole-day event commenced with the Welcome Speech and the introduction of the support service of the programme by Dr. Ko Po Yuk, the Director of CELT, followed by parallel sessions on three different themes: “Self-Directed Learning” conducted by Professor Chiu Chi Shing, Co-Director of CELT (Development), “e-Learning” conducted by Dr. Angus Chan, and “STEM” conducted by Mr. Wong Chi Kin. Participants could choose to attend the session according to their own interests or the needs of their schools.

Parallel case-sharing sessions on the four core subjects (Chinese Language, English Language, Mathematics, and General Studies) were held in the afternoon. The selected cases are good practices illustrating how the three different themes integrated in the pedagogical design so as to enhance the learning and teaching effectiveness in small class setting.

A meeting between the teachers of the cluster schools and their respective tutors was held after the case-sharing sessions for them to exchange views and have an initial understanding of the needs of the participating schools. The participants found the workshops inspiring and fruitful.

Catering for Learning Diversity (Mathematics)

Dr. LAI Meng Choo organised a workshop on the topic of catering for student learning diversity for Chiu Yang Por Yen Primary School on 24 August 2017. She showed examples of classroom teaching in the subject of Mathematics to demonstrate the methods for identifying students’ individual needs as well as using various teaching tools to enhance their learning in the teaching process. 

Lesson Observation and Evaluation

A CELT team offered a full-day workshop to United Christian College on the topic of Lesson observation and evaluation on 21 August 2017. It was composed of four experts in the area and they are Dr. KO Po Yuk, Dr. LAI Meng Choo, Ms LEUNG Kit Yan, and Miss CHAN Wing Yan. They introduced theories and demonstrated examples to help teachers apply lesson analysis methods to evaluate classroom teaching. The teacher participants also had an opportunity to observe two videotaped lessons, and hold an after-lesson meeting to practice relevant skills. 

Cooperative Learning

The Centre for Excellence in Learning and Teaching (CELT) was invited to run a workshop with a focus on Cooperative Learning on the Staff Development Day of SKH St. Simon’s Lui Ming Choi Secondary School on 13 April 2017. The presenters started the workshop with understanding teachers’ previous knowledge of the issue, and engaged the teachers in a variety of activities afterwards. In the first session, the teachers were introduced to relevant theories and strategies – Think-Pair-Share, Think-Write-Pair-Share, and Think-Pair-Square. In the second session, they were exposed to the design of learning activities – Jigsaw Reading, Simultaneous Round Table, and Two Stay Two Stray as well as being provided with an opportunity to design an activity with the elements of cooperative learning. Teachers’ active participation was overwhelming in the entire process of the workshop. 

Effective Lesson Observation and Evaluation II

Dr Ko Po Yuk and Dr Lai Meng Choo were invited to conduct a workshop for TWGHs Sun Hoi Directors' College on 24 March 2017. This session was the second part of a series on Lesson observation and evaluation. It put emphasis on the application of Variation Theory in teaching to enhance student learning.  

Promoting Classroom Interaction through High-order Thinking Skills

On 13 March 2017, Mr Ho Ka Wa was invited to provide a staff development day for St. Matthew's Lutheran School (Sau Mau Ping).  The focus was on the development of students’ high-order thinking skills. The presenter shared examples of lesson design, episodes of classes, methods for asking questions, thinking tools, and skills for organizing group activities with the teacher participants to encourage more teacher-student and student-student interactions for inspiring student thinking. 

Catering for Learning Diversity

Dr Lai Meng Choo and Mr Ho Ka Wa conducted a workshop on Catering for Learner Diversity for Holy Family School on 18 November 2016. The practical examples provided in the workshop helped the teacher participants realise that by putting theories into practice could help them understand the various learning styles of their students and the significance of taking students’ learning difficulties into account when designing their lessons. Through peer lesson observation and reflection, the teaching effectiveness could further be enhanced to meet the diverse learning needs in the classroom.

Promoting Students’ Higher-order Thinking through Questioning

Mr Ho Ka Wa was invited to conduct a Professional Development Day on “Promoting students’ higher-order thinking through questioning” for The ELCHK Faith Lutheran School on 24 October 2016. The teacher participants actively engaged in discussion, designing subject-based questions and professional sharing.

Questioning

A Staff Development Workshop on questioning was conducted on 15 October 2016 at Logos Academy by the staff of the Centre for approximately one hundred and fifty teachers from both primary and secondary sections. The workshop commenced with a brief introduction of the relevant theories illustrated with concrete examples of subjects of different Key Learning Areas (KLAs), followed by the design of subject-based questions by the teacher participants. The active engagement of the teachers during the process demonstrated their passion for teaching and the high-quality of their design would inspire students’ higher-order thinking.  

Catering for Learner Diversity

Dr. Lai Meng Choo conducted the captioned workshop for Shamshuipo Kaifong Welfare Association Primary School on 3 October 2016. Through the practical examples and their teaching experience, Dr. Lai helped the teacher participants figure out the learning needs of their students, optimize the content of teaching and feedback of student learning so as to solve the learning differences in the classroom.

Questioning and Self-Directed Learning

Miss Jannie Tsang and Miss Leung Kit Yan conducted a workshop for around fifty teachers of CCC Kei Wan Primary School on 30 September 2016 at which the theories of questioning and key elements of self-directed learning (SDL) were discussed and illustrated with concrete examples of the four core subjects. As e-Learning is one of the school major concerns, some Learning Management Systems (LMS) and examples of how e-Learning could be integrated in the teaching of English Language had been shown. Based on the input, the teacher participants had initially worked out some feasible teaching ideas before the end of the workshop. It was found that the workshop was inspiring and had met the developmental needs of the school.

Thematic Workshops for the project schools of the “Support Programme on Fostering Communities of Practice to Enhance Small Class Teaching 2016-2017”

More than 200 participants from the 60 project schools of the “Support Programme on fostering Communities of Practice to enhance small class teaching” in 2016-2017 attended the Thematic Workshops organized by the Centre on 10 September 2016.

The whole-day event commenced with the Welcome Speech and the introduction of the support service of the programme by Dr. Ko Po Yuk, followed by parallel sessions on three different themes: “Self-Regulated Learning” conducted by Professor Chiu Chi Shing, “e-Learning” conducted by Dr. Angus Chan, and “Catering for Learner Diversity” conducted by Dr. Lai Meng Choo. Participants could choose to attend the session according to their own interests or the needs of their schools.

Parallel case-sharing sessions on the four core subjects (Chinese Language, English Language, Mathematics, and General Studies) were held in the afternoon. The selected cases are good practices illustrating how the three different themes integrated in the pedagogical design so as to enhance the learning and teaching effectiveness in small class setting.

A meeting between the teachers of the cluster schools and their respective tutors was held after the case-sharing sessions for them to exchange views and have an initial understanding of the needs of the participating schools. The participants found the workshops inspiring and fruitful.

Effective Lesson Observation and Evaluation

Dr. Ko Po Yuk and Dr. Lai Meng Choo conducted the captioned workshop for TWGHs Sun Hoi Directors' College on 8 September 2016. The workshop demonstrated how to optimize teaching efficacy and student learning through lesson analysis with the practical examples from secondary classrooms.

 

Self-Directed Learning

Ms Jannie Tsang and Ms Leung Kit Yan conducted a Staff Development Workshop for sixty teachers of Canossa Primary School (Hong Kong) on 26 August 2016 at which the key elements of self-directed learning (SDL) were discussed and illustrated with examples on how SDL could be integrated in teaching the four core subjects. Apart from the theory input of flipped classroom, some Learning Management Systems (LMS) had been introduced. The teacher participants commented that the content of the workshop was school-based and was able to address the development needs of the school. 

Classroom Feedback

Mr Ho Ka Wa conducted the captioned workshop for CCC Wanchai Church Kei To Primary School on 23 August 2016. The workshop consisted of two parts. The first half of the workshop was the theory input on the functions and effect size of feedback coupled with the recommendations of giving feedback as suggested by the Curriculum Development Institute (CDI). In the second half of the workshop, the teacher participants of the same subjects role-played the task feedback, procedural feedback and self-regulated feedback they designed. Five directions on how to effectively handle the situations when students had given wrong answers had been suggested. 

Effective Lesson Observation and Evaluation

Dr. Ko Po Yuk and Dr. Lai Meng Choo conducted the captioned workshop for Chong Gene Hang College on 8 June 2016. The workshop demonstrated how to optimize teaching efficacy and student learning through lesson analysis with the practical examples from secondary classrooms.

Optimising Teacher's Questioning Techniques in Class and Creative Teaching

Mr. Ho Ka Wa conducted the captioned workshop for CMA Secondary School on 23 March 2016. There were two major foci of the workshop: questioning skills and creative teaching. For questioning techniques, the speaker introduced the revised Bloom’s Taxonomy, highlighting the key words (remember, understand, apply, analyze, evaluate and create) of the different levels of difficulties in asking questions. The significant elements of designing questions in terms of their relevance in aligning with the teaching objectives and students’ learning difficulties were discussed.

For creative teaching, the ATDE (Asking, Thinking, Doing, and Evaluation) model of Professor Chen Lung An and three creative teaching strategies (construction of fictitious plot, interpretation through games, and imitation and reconstruction) were shared.

Implementing Self-directed Learning in Small Class Context

Mr. Ho Ka Wa conducted the captioned workshop for HHCKLA Buddhist Wisdom Primary School on 20 November 2015. The rationale of Self-directed Learning (SDL) and the major features of SDL in China and Hong Kong were introduced in the workshop. The teacher participants were engaged in discussion about how to apply the six key principles of small class teaching to promote self-directed learning.

Effective Lesson Observation and Evaluation

Dr. Ko Po Yuk conducted the captioned workshop for CNEC Lau Wing Sang Secondary School on 18 November 2015. The workshop introduced the fundamental theories of lesson observation and evaluation. Case studies of different subjects had been used as examples to illustrate how to apply the theories into school-based lesson observation activities so as to enhance the teaching and learning effectiveness.

Questioning Techniques and Application

Mr. Ho Ka Wa conducted the captioned workshop for CCC WanChai Church Kei To Primary School on 16 November 2015. The workshop focused on how to design questions of different levels of complexities based on (revised) Bloom’s and Xinhuazhu’s Taxonomies to develop students’ higher-order thinking with concrete examples of various subjects. The key principles of designing questions in terms of the teaching objectives, students’ prior knowledge, and their learning difficulties were discussed.

Implementing Self-directed Learning in the Core Subjects

Dr. Chan Kam Wing Paul conducted the captioned workshop for Sung Tak Wong Kin Sheung Memorial School on 2 October 2015. The workshop aims to share with teachers on the implementation of self-regulated learning in the core subjects. The content includes the concepts of self-regulated learning, a model of self-regulated learning, self-monitoring and self-assessment, examples of implementing self-regulated in Chinese language, English language, Mathematics and General Study.

Self-directed Learning: Rationale and application

Mr. Ho Ka Wa conducted the captioned workshop for Hop Yat Church School on 2 October 2015. The differences between the eastern and western approaches to Self-directed Learning (SDL) as well as the characteristics of SDL to enhance learning in the Hong Kong context were briefly explained. The teaching procedures of knowledge construction and their relevant strategies or learning tools were discussed.  The school-based SDL approach was investigated in the final session of the workshop.

The 13 Higher-order Thinking Skills: Multiple Perspectives & Tree Diagrams

Mr. Ho Ka Wa conducted the captioned workshop for SKH Yan Laap Memorial Primary School on 18 September 2015. The workshop investigated two particular higher-order thinking skills, i.e. ways to help students examine an issue from different perspectives and how to use tree diagrams to arrange information according to its hierarchy and significance. 

Seven-colour Rainbow Thinking Skill (a flexible HOT skill)

Mr. Ho Ka Wa conducted the captioned workshop for SKH Yan Laap Memorial Primary School on 11 September 2015. The design rationale of the seven-colour rainbow thinking skills and its application were explained. The teacher participants were guided to explore how to apply this particular higher-order thinking skill in their teaching. 

Pedagogies for Teaching Higher-order Thinking

Mr. Ho Ka Wa conducted the captined workshop for St. Eugene de Mazenod Oblate Primary School on 9 September 2015. The key features of higher-order thinking (HOT) were explained. Various strategies for teaching HOT were discussed and supported with examples. Besides, the 13 gifted HOT skills and their application in the classroom were introduced.

Theme-based workshop of the "Support Programme on Fostering Communities of Practice to Enhance Learning and Teaching in a Small Class Environment 2015-16"

A theme-based workshop of the "Support Programme on Fostering Communities of Practice to Enhance Learning and Teaching in a Small Class Environment 2015-16" funded by EDB was organized by the Centre on 5 September, 2015. It aims to provide professional support on the theme (Self-regulated Learning, Managing Learning Diversity or E-learning) selected by the schools.

Teaching for Creativity and Self-learning Strategies

Dr. Lai Meng Choo, Mr. Ho Ka Wa, Ms. Jannie Tsang and Ms. Leung Kit Yan conducted the captioned workshop for Canossa School (Hong Kong) on 25 August 2015. The basic concepts of teaching for creativity were introduced and illustrated with concrete examples of the four core subjects (Chinese Language, English Language, Mathematics and General Studies) in the morning session. 

The theme of the afternoon session was self-learning (SL) strategies. Various SL strategies like notetaking (Cornell Notes, and Left and right brain sync notes), Graphic Organizers, 6P reading strategies were discussed.

Lesson Study

Dr. Lai Meng Choo conducted the captioned workshop for St. Paul's Primary Catholic School on 24 August 2015. The workshop demonstrated how to optimize teaching efficacy and student learning through lesson analysis with the practical examples from primary classrooms.

Enhancing Students’ Skills of Analysis through Questioning

Dr. Chan Kam Wing Paul conducted the captioned workshop for SKH Li Fook Hing Secondary School on 18 August 2015. The workshop aims to share with teachers on the use of questioning techniques to enhance students’ skills of analysis. The content includes extended questioning, higher-order questions and basic questioning skills such as using wait time and Pose-Pause-Pounce-Bounce.

Self-Directed Learning: Theories and Practice

Mr. Ho Ka Wa conducted the captioned workshop for Chiu Yang Primary School of Hong Kong on 18 August 2015. The eastern and western approaches to Self-directed Learning (SDL) and the prerequisites for SDL in the contexts of China and Hong Kong were introduced. The various practices of SDL were compared and the effective school-based SDL pedagogies were explored.