Helsinki & Jyväskylä, Finland 9 April 2018 - 1 June 2018
The Finnish education system has been frequently regarded as one of the most successful models in the 21st century. Its recent reform of the National Core Curricula puts emphasis on collaborative classroom practices, phenomenon-based enquiry and project-based/interdisciplinary learning, which aim to promote the development of seven key transversal competences in Finnish students. Against this background, a group of 15 teachers embarked on a learning journey to Jyväskylä, the origin of Finnish teacher training and home to the oldest educational and pedagogical institution in Finland – University of Jyväskylä.
In this Jyväskylä-based study programme, the participants not only acquired knowledge of relevant theories, research, latest policies and practices in Finland, but also got inspired through their daily observation in every corner of the schools and interaction with different people. More importantly, they gained insight into how the successful lessons in Finnish education may be adapted in the Hong Kong context.
The participants successfully completed the study programme in Finland in April - May 2018. Let's hear their stories and see how they have been inspired by their journey!
List of School-based Projects
STEM learning in a girls' school
Responsibility for the environment - a whole school approach of Environmental Education in KTS
Entrepreneurship trend in Kwai Chung
New Technology for aging seniors
One for All , All for One
WE S.A.W. Why – S.2 Dreamstarter 创梦体验式学习
Create your own project
The Next Generation Vehicles
Aquaponics - Project-based learning with cross-discipline curriculum integration
Be an active learner - Bringing English into life
Make a difference in our neigbourhood
Application of Drones in Interdisciplinary Learning and Entrepreneurship Education
Programme A(2) Catering for Students with Special Educational Needs
Melbourne, Australia 29 April 2018 - 22 June 2018
Australia has developed a comprehensive and inclusive strategy to provide support for students with SEN. In Victoria, the "Special Needs Plan" has recently been implemented. It is part of the Victorian Government’s vision to promote inclusive practices in schools to better support all children and young people, including those with disabilities and additional needs. Equipped with the above background knowledge and their own expertise in catering for students with SEN, a group of 20 teachers set off on their learning journey to Australia for an in-depth exploration.
In this Melbourne-based study programme, the participants learnt more about relevant theories, research and policies in Australia, and more importantly, got a first-hand experience of the inclusive environment in schools and beyond.
With their study journey to Australia successfully completed in April - June 2018, the participants have returned inspired and spirited. Below are some highlights of their rewarding journey.
List of School-based Projects
Parent Education Program : Supporting the whole person development of student with ASD 家长教育计划 : 支援自闭症学生的全人发展
Promoting assessment as learning in vocabulary learning through identifying students’ learning needs from data analysis of online quizzes
Exploring the use of strength-based approach in catering the learning of students with special educational needs inside classroom
Big Pal Club - A mentorship programme
The effective of differentiated worksheets and teaching mode on enhancing learning motivation in English of students with Special Educational Needs
How does parents and teachers partnership help enhance outcomes for SEN (Mental Impairment) students through strength-based model?
Everyone as one
An Implementation of Guidance Mentorship Scheme in Supporting Students with Emotional and/or Social Inclusion issue(s) at a Mainstream Secondary School in Hong Kong
Using a whole school approach to promote inclusive education in a secondary school in Hong Kong
How Digital Teaching Package Enhances Motivation & Self-efficacy of Students with Dyslexia in Learning English Writing
We Support Programme 课后学长计划
Collaborative Support for Students with Intellectual Challenge and Autistic Spectrum Disorder in a Hong Kong Special School
Catering the Learning Diversity in Junior-Form English
Transition Planning 转衔
How does the effectiveness of physical activity affect the learning attitude of SEN students? 体育活动的有效性如何影响有特殊学习需要学生的学习态度？
Using Visible Thinking Routines as a Pedagogy for teaching English in SEN class
Can the SEN Curriculum Development Team Facilitate Teachers’ Professional Development?
Evaluate The Effectiveness On Using Scaffolding Works Heets In Helping The Learning Of SEN (SPLD) Students To Increase Learning Motivation.
Learn Effectively – for Students with Special Educational Needs (LESSEN)
Exeter, The United Kingdom 16 April 2018 - 1 June 2018
In the Programme for International Student Assessment (PISA) 2015, the UK performed above the Organisation for Economic Co-operation and Development (OECD) average in Science, with a higher percentage of students being top performers when compared to Hong Kong. Students in the UK also showed a stronger support in scientific methods of enquiry and demonstrated greater self-efficacy in science. Back in 2009, the Department for Education (DfE) published the Report of the STEM Review and laid down the initiatives in promoting STEM education. Against this background, a group of 15 teachers embarked on their learning journey to the UK.
In this Exeter-based study programme, the participants were offered valuable opportunities to acquire knowledge of relevant theories, research, latest policies and practices in the UK. Through structured courses and attachment in local schools, they had a taste of the learning and teaching both inside and outside the UK classrooms.
The participants successfully accomplished their study programme in the UK in April - May 2018. Let’s celebrate their success and share their impressive experience!
List of School-based Projects
Better Life Quality in Golden Age 黄金岁月的美好生活
STEM Space Challenge
Creative Technology - STEAM in formal curriculum 创意科技
An Action Research on Enhancing Students’ Understanding in Artificial Intelligence through STEM Activities
How might a STEM project on flip-flops encourage STEAM career aspirations for female students?
"Technology for living" 「生活．科技」
Self-directed learning in STEM education for learner diversity 透过自主学习推动STEM教育以达至照顾学习多样性
Developing a School-based STEM education framework with the theme "From We to Society"
Reinvent the ancient weapons
STREAM for Girls: : Making your organic skincare product
The "STEAM Engine" Empowered Learning
Enriching Students’ Scientiﬁc Thinking Through STEM Activities : Building up Science Capital and Improving Reasoning Skills 运用STEM学教活动以增润学生的科学思维能力 – 建构及提升学生的科学资本与解释科学的能力
A Study on Productive Failure as a STEM Pedagogy
Enhancing the Creativity of S1 students through the Project based Learning "Innovative Invention for the life"
The learning journey for each Programme under the Scheme was unique. To help consolidate participants' learning journey and provide opportunities for them to share their experience and insights with each other, a debriefing session was held on 22 June 2018 at EDB Kowloon Tong Education Services Centre. Participants from all three Programmes were excited to meet again and relive the happy moments during their 4- to 6-week overseas experience. They were eager to share with each other the fruits of their learning so far.
Participants’ learning journey started as early as February 2018 when they first met up to get to know each other, discuss logistics arrangement and start their pre-trip preparation. Professional learning communities were formed to exchange information on the education system, latest curriculum development, strengths in learning and teaching, etc. in the destination countries. They were all excited and looked forward to the 7 to 9 weeks of undisturbed study.
The Launch Ceremony on 16 March 2018 began with a welcoming remark by Mr Benjamin YUNG Po-shu, Principal Assistant Secretary (Professional Development & Training). We were happy to have Prof. Horace IP Ho-shing, the chairperson of Vetting Committee, share his comments on participants' proposals of their school initiatives and researches in general. After photo-taking, Mr CHAN Cheung-lam, the principal of Lung Cheung Government Secondary School, delivered his speech to show his best wishes and encouragement for the participants. He strongly advised participants to grasp this golden opportunity to broaden their horizons and spare time for deeper reflection. Before ending his speech, he stressed the importance of colleagues’ and principals’ support for the successful implementation of participants’ school-based initiatives and researches.