Gifted Education School Network 2024/25 Experience Sharing Compendium

透过同侪互评及分享互动提升语文资优学生的写作能力

– 中华基督教会全完第二小学

[In Chinese only]

• 本教学设计从学生到内地交流考察的生活经验切入，运用不同层次提问这适异性教学策略，协助学生归纳整体描写及局部描写的重点，亦能自然连系国家安全教育范畴（生态安全），发展学生的高层次思维。
• 教师透过二人一组及异质分组的策略，安排能力较高的学生带领同侪进行合作学习，让学生发挥创造力；并运用提问技巧及具体回馈，引导学生进行互评，更进一步发展学生的高层次思维。

透过合作学习及融辩入教，提升高小语文资优学生的高层次思维能力

– 东华三院蔡荣星小学

[In Chinese only]

• 本教学设计以学生的日常生活经验「应否设立小卖部」为主题，由教师运用提问技巧，引导学生综合具说服力论据的准则，发展学生的高阶思维之余，亦协助学生学习和掌握论证方法和辩论技巧。
• 教师透过异质分组，指引学生运用所蒐集的资料与同侪讨论，让小组在能力较高的学生带领下发挥创造力及分析能力，组织及写作论点，共同建构知识。
• 教师安排学生进行自评，藉提问及有意义的回馈引导学生反思学习过程，并邀请同侪对反思所得给予评价，提高学生的自省及评鉴能力。

运用戏剧教学和合作学习提升语文资优学生场面描写的能力

– 基督教香港信义会元朗信义中学

[In Chinese only]

• 本教学设计以《孔明借箭》一文切入教授场面描写的方法和要点，教师让学生运用运用人工智能和网上图库将小说内容转化为图像，引导学生挑选具创意但图意跟课文内容有偏差的答案给予评价，展示评鉴能力，发展高阶思维。
• 教师安排学生进行包含不同元素的角色扮演，协助学生分析及归纳不同场面元素对呈现场面气氛的正面影响。其后教师让不同能力的学生进行异质分组，发挥创造力及写作能力创作包含不同场面元素的段落，并因应学生表现提供具体回馈帮助学生改进作品，布置多元课业供学生选择中国文学名著中片段及评估方式，展示学习成果。

飞花传诗趣︰透过课堂内外学习提升语文资优学生的诗词赏析能力

– 九龙真光中学

[In Chinese only]

• 本教学设计以飞花令及以「花」为题的古诗词为主题，教师推动学生以不同方式（例如︰角色扮演）汇报课前预习的学习成果，让学生展示创造力，同时引导学生深入理解诗词所蕴含的内涵，发展学生的赏析及评鉴等高层次思维。
• 教师安排学生进行猜谜游戏，猜想与人工智能生成的图片有关的诗句，并运用不同层次提问引导学生深入思考所包含的人生哲理和诗意，进一步让学生发挥和展示赏析及联想能力，发展不同能力学生尤其是资优学生的文学素养，培养学生对中国古典文学的兴趣。

Realising the Potential of Gifted Students: Nurturing Multiple Intelligences through Multi-Learning Tasks in the English Classroom

- Precious Blood Primary School (South Horizons)

• This lesson example demonstrates how teachers integrate diverse activities that cater to students with different multiple intelligences.
• An authentic and interactive learning experience is created to help students develop problem-solving skills, understand Hong Kong’s new transport infrastructure, and appreciate the city they live in.
• Gifted/ more able students are provided with choices in how they learn and demonstrate their understanding, which can improve engagement, higher-order thinking and creativity.

Nurturing Creativity and Empathy with Authentic Contexts

- SKH Yuen Chen Maun Chen Jubilee Primary School

• This lesson example shows the use of differentiated instructional strategies (i.e. flexible grouping and tiered questioning) and e-learning tools to enhance the development of creativity and collaborative learning among peers.
• Students are guided to develop higher-order thinking skills by learning in real contexts and authentic setting and critically examining the need of their neighbourhood.

Building Arguments Together: Flexible Grouping to Support and Challenge Learners in English Debate Speech Writing

- Maryknoll Convent School (Secondary Section)

• This lesson example illustrates the use of flexible grouping to provide students with the opportunity to evaluate their peer’s work and learn from each other, hence creating a reflective, yet supportive learning atmosphere.
• Potential of gifted/ more able students is maximised through carefully designed and scaffolded learning tasks which require self-reflection and giving constructive feedback to their peers.

Cultivating Students’ Deep Reading Skills with The Stripling Model of Inquiry

- NLSI Lui Kwok Pat Fong College, Raimondi College and Sha Tin Methodist College

• This collaborative lesson tryout demonstrates the effective use of scaffolded learning tasks and differentiated instructional strategies to develop students’ deep reading skills (e.g. encouraging active engagement with texts, moving beyond surface-level understanding to explore multiple perspectives and generate personal responses).
• The following reading skills were emphasised in the lesson example to stretch students’ potential:
  - Summarising
  - Understanding author’s purpose
  - Taking multiple perspectives to interpret information

Pie Chart

- Choi Wan St. Joseph's Primary School

• This lesson design implements the Level 1: School-based whole-class teaching of the Three-tier Implementation Model for Gifted Education for Primary 6 students.
• This lesson design incorporates the core elements advocated in gifted education, including higher-order thinking skills and creativity, allowing students to create scenarios, conduct hands-on interviews with classmates, and analyze the collected data.
• Students need to formulate questions based on the pie charts they created, challenge their classmates, and ultimately evaluate their classmates' answers.

Volumes of Solids

– Meng Tak Catholic School

• This lesson design implements the Level 1: School-based whole-class teaching of the Three-tier Implementation Model for Gifted Education for Primary 5 students.
• This lesson design incorporates the core elements advocated in gifted education, including creativity and personal-social competence. Students follow instructions and constraints to design three-dimensional animal patterns using computer software and calculate the volume of the solid.

Use of AI in Geometry

– Methodist College

• This lesson design implements the Level 1: School-based whole-class teaching of the Three-tier Implementation Model for Gifted Education for Secondary 1 students.
• AI is taught to generate images according to certain restrictions with relevant geometric properties incorporated.
• This lesson design incorporates the core elements advocated in gifted education, including higher-order thinking skills and personal-social competence. Students work in groups to design challenging questions about parallel lines for their peers.

Trigonometry and Measurement

- Caritas Fanling Chan Chun Ha Secondary School

• This lesson design implements the Level 1: School-based whole-class teaching of the Three-tier Implementation Model for Gifted Education for Secondary 2 students.
• Students are taught to produce a simple goniometer to measure angles and different objects are assigned for students to estimate the heights. Knowledge on trigonometry is the foundation in this lesson design.
• This lesson design incorporates the core elements advocated in gifted education, including higher-order thinking skills and creativity. Students are challenged to reduce the errors of measurements.

Designing and evaluating experiments: A car ramp Investigation

– Hon Wah College (Primary Section)

This lesson challenges students to design and conduct a scientific investigation about friction. By exploring how different surfaces affect the movement of a toy car, they identify friction as the key variable. Students are encouraged to be creative by designing their own experimental setups and imagining scenarios like a world without friction. This process helps gifted students refine their higher-order thinking skills and creative problem-solving abilities.

Investigating sound: Engaging student learning through engineering-based activities

- Fanling Assembly of God Church Primary School

This lesson centers on designing lightweight ear muffs, using micro:bit as a sound measurement tool to help students understand noise reduction through scientific inquiry and design thinking. Students explore the effects of noise on hearing, test various materials for soundproofing, collect and analyse data, and use the best materials to build and refine their own ear muffs. The activity promotes data-driven problem solving, teamwork, and the practical application of scientific knowledge to real-life scenarios.

Promoting scientific Inquiry in gifted students through gifted pull-out programmes

- Po Leung Kuk Laws Foundation College

This lesson combines hands-on experiments with critical thinking to explore chemical reactions and solubility rules. Through demonstrations and collaborative investigations, students observe chemical changes, identify patterns, and apply their knowledge to solve real-world problems like identifying unknown salts. The lesson helps gifted students develop skills in evidence-based reasoning, collaboration, and connecting experimental data to theoretical concepts.

Igniting curiosity through science: A journey for gifted students

- Yuen Long Merchants Association Secondary School

This lesson guides gifted students through the engineering design process to create a micro:bit-based water filtration system. The structured progression—from problem identification to prototyping and refinement—helps students build both their scientific understanding and practical problem-solving skills.