圖書館主任與科任老師的協作教學 香港五邑工商總會學校 學務主任:梁月霞 Collaborative Planned Teaching (CPT) between Subject Teachers and the Teacher Libraria...
<ul><li>世界不停地在轉變 </li></ul><ul><li>  </li></ul><ul><li>The world is always changing </li></ul>
轉變是 永恒 的 Change is natural <ul><li>汽車生産商不會生産過多的零、部件   </li></ul><ul><li>Manufacturers of vehicles are clever not to produc...
世界轉變的 速度一日千里 The world is changing so fast  that <ul><ul><li>老師學會了整套知識,再傳授給學生時己被更新,例:八大行星 </li></ul></ul><ul><li>by the ti...
  教育的角色是讓每個人都能終身學習和建構知識   The role of education is to equip students with the skill to learn independently and to construc...
liver throat mouth the (o)esophagus stomach duodenum the pancreas the large bowel small intestines the anus
知 識 knowledge 知識可以一手交一手的嗎? Can knowledge be handed over from one to another? 
Learn from confrontation with resources “ Resource-based learning is a methodology that allows students to learn from thei...
. 設定需要解決 的難題 人進食後 ,  食物會經過哪些器官 ? 産生什麽變化 ? 結果怎樣 ?     建構知識的六大步驟 Big6 Information Skills   Identify information need  What h...
. 設定需要解決 的難題 人進食後 ,  食物會經過哪些器官 ? 産生什麽變化 ? 結果怎樣 ?     爲解決該難題 而搜尋有關資訊 運用圖書館的 基本 技能 搜尋介紹胃的位置 、功能的資訊、 胃的模型等   建構知識的六大步驟 Big6 I...
. 設定需要解決 的難題 人進食後 ,  食物會經過哪些器官 ? 産生什麽變化 ? 結果怎樣 ?     爲解決該難題 而搜尋有關資訊 運用圖書館的 基本 技能 搜尋介紹胃的位置 、功能的資訊、 胃的模型等   閱讀、分析、 選取 有關資訊 從...
. 設定需要解決 的難題 人進食後 ,  食物會經過哪些器官 ? 産生什麽變化 ? 結果怎樣 ?     爲解決該難題而 整理有關資訊 製作資料冊、 撰寫報告  爲解決該難題 而搜尋有關資訊 運用圖書館的 基本 技能 搜尋介紹胃的位置 、功能的...
. 設定需要解決 的難題 人進食後 ,  食物會經過哪些器官 ? 産生什麽變化 ? 結果怎樣 ?     運用資訊解難 口頭彙報、 壁報板設計等   爲解決該難題而 整理有關資訊 製作資料冊、 撰寫報告  爲解決該難題 而搜尋有關資訊 運用圖書...
. 設定需要解決 的難題 人進食後 ,  食物會經過哪些器官 ? 産生什麽變化 ? 結果怎樣 ?     運用資訊解難 口頭彙報、 壁報板設計等   評估上述過程 爲解決類似難題時 提供參考經驗   爲解決該難題而 整理有關資訊 製作資料冊、 ...
資訊技巧表   Information Skill Continuum
課程綱要中 的資訊技巧項目   Information Skills in Syllabus
如何評估? How to assess? 什麽時候教? When to teach?   誰教? Who teaches?   怎樣教? How to teach? 獨立地自成一科 ? Is it one of the many subject...
. 設定需要解決 的難題 人進食後 ,  食物會經過哪些器官 ? 産生什麽變化 ? 結果怎樣 ?     運用資訊解難 口頭彙報、 壁報板設計等   評估上述過程 爲解決類似難題時 提供參考經驗   爲解決該難題而 整理有關資訊 製作資料冊、 ...
<ul><li>Lessons, activities, assignments on units of study will be planned co-operatively by the teacher and library staff...
Free-flow to and from the library <ul><li>Resource-based learning facilitates a constructivist approach to learning; it fa...
Not artificially enforced library lesson, not isolated skill, need based. <ul><li>The library really will become part of r...
<ul><li>What a school thinks about its resource centre is a measure of what it feels about education. (Fischer,  Resource-...
Flexible timetable format
<ul><li>Individual students will be able to seek immediate answers to problems which crop up in the classroom. Teachers ca...
Plan, teach and evaluate   Provide  expertise of the subject knowledge Set learning objectives Provide the knowledge of st...
協作教學中科任老師的角色 Roles of Subjects Teachers in CPT <ul><li>對課題的專業知識 </li></ul><ul><li>擬訂學習目標 </li></ul><ul><li>提供學生的性向、能力、興趣及學...
協作教學中圖書館主任的角色 Roles of theTeacher Librarian in CPT <ul><li>管理學校圖書館資源 </li></ul><ul><li>掌握圖書技巧的專業知識 </li></ul><ul><li>預先準備館...
P.2  動物的分類
P.2  動物的分類課文
P.2  動物的分類課堂活動 <ul><li>Lesson 1:Divide the class into 4 groups.  Each check out books from the library about mammals, fish...
P.2 動物的分類 – 閱讀活動
P.2 動物的分類 – 閱讀活動
P.3 我們的社區 Our Community Park School Amusement Park Swimming pool Police station Library Post office Supermarket
P.3 “ 我們的社區”建議活動 The main street of the district is ___________of our school.  It is _________metres away.  _____________i...
P.3 “ 我們的社區”課堂活動資源
P.3 “ 我們的社區”課堂活動資源內文
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CPT between subject teachers and the teacher librarian in a HK primary school to equip students with information literacy skills

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Collaborative Planned Teaching between subject teachers and the teacher librarian in a Hong Kong primary school to equip students with information literacy skills

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  • In this information explosion era, information literacy skill becomes a survival skill. Creativity leads the way the world changes. Knowledge continues to be renewed and constructed. The role of education is to equip students with life long independent learning skill -- information literacy skill, which has to be obtained in curriculum context. Subject teachers alone or the teacher librarian alone cannot provide the necessary learning context. Collaborative Planned Teaching ( CPT) between them to integrate information literacy skill into the curriculum does. It has to be facilitated by flexible library scheduling. I’m going to present the process of initiating CPT in my school in Hong Kong.
  • Change is natural . But, how does it affect our lives? Manufacturers of vehicles are clever not to produce too many parts of a particular vehicle model because it will soon be taken over by newer ones . A friend of mine went to study abroad for five years. When she returned to Hunan, her hometown in China, 3 nearby small hills disappeared. Buildings have taken their places. Information technology keeps on renewing everyday. Creativity dominates and leads the change. Before, no one ever thought of providing information and entertainment on a bus trip. Now, we enjoy programs as well as being exposed to all sorts of information during the short period of bus ride. People make a lot of money with the advertisements and programs in “ Road Show ” in Hong Kong. The rapid ever-changing world causes the paradigm shift of teachers and students.
  • The speed of change is so fast that by the time teachers have memorized all they have learned and then pass onto students, it becomes outdated . Students cannot rely on and wait for teachers to pass on them knowledge which becomes outdated quickly. A very good example of this is the “nine planets”. At present, there are no longer nine planets. Scientists claim that there should be only “eight planets” (Wikipedia, 2007). But all the printed materials still say “nine planets”. Learners including teachers have to relearn the no. of planets. The knowledge being updated is recorded as information in various media . So information literacy skill -- lifelong independent learning skill becomes a survival skill. Creativity leads the way the world is changing. Memorizing, copying and reproducing solely cannot meet today’s information need.    
  • The role of education is to equip students with the skill to learn independently and to construct their own knowledge. The role of teachers is to facilitate such learning.
  •   Traditionally, in primary school subjects, for example General Studies, teachers tell students what happen to the food we take. Where will they go? What will they change into? What is the final product? Then students memorize what is told …..
  • … .. and reproduce it during the assessments. Students with good memory can get high scores. They are the successful students in the class. They are praised and loved by teachers and parents. When they leave school, they can easily find a job in the society. Those who lack memorizing skill score low marks. They fail in assessments. They are blamed to be lazy and useless. They are not motivated to learn anymore. Research shows that students as young as primary three start to experience learning difficulty and failures. (Education Department, HKSAR, China, 1997, Chapter 7) Continuous failure discourages them to learn.
  • Knowledge cannot be passed from one to another.
  • Knowledge has to be constructed. Students need to be challenged with a problem going to be solved. If we ask students to find out what happens to the food we take. Where will they go? What will they change into? What is the final product? They have a need to equip themselves with the necessary information skills because the more information literate they are the easier they can find out the answer. Teachers can now train students the Big 6 skill. 1. Defining the problem to be solved
  • 2.           Locating information – To access all the information resources available that answers the above questions.
  • Then they see this book in the library. Is it relevant? Why? How do we know? That’s how we learn the title of the book.
  • Is this suitable? Why? How do we know? Do the pictures on the cover tell us anything? Are they enough to tell whether or not there is the answer to our question? Do we have to read the whole book? Which part? How to decide?
  • Yes, that is how we learn the content page of a book. Any relevant information to answer the defined question?
  • Besides stomach, what does it talk about in digestive system? Does it meet our need? Do we have to focus or narrow down our research question?
  • Does it answer our question? If not, what to do?
  • What is the different between pictures in this book and the previous one? Is it what we want? Does it answer our question?
  • 3.           Selecting information – Out of all the information accessed, select those that are particularly suitable for the learner to comprehend, rephrase, re-organize and present to his or her potential audience. Whether he wants models, pictures, diagrams, tables or just text to assist him in the presentation? Which are the main points he is focusing on ? Is he going to answer the question in essay form, using realia or models, acting a play or by means of powerpoint slides?
  • 4.           Analyzing and organizing the information – summarize, rephrase, integrate, sequence and organize relevant information that answer the above questions in the order of the presentation.
  • 5.           Presenting – Role play, drama, display, report, powerpoint slides, web pages, etc can be used to present the answers.
  • 6.           Evaluating the above processes, reflecting on both success and failure based on the experience just gained to provide reference to further problems to be solved. Learning can be transferred when they encounter similar situations. When students are practicing the “Big 6 skill”, they read various resources to locate, select, analyze and synthesize information to solve defined problems. Knowledge is constructed by the learners themselves. Apart from leisure reading, students are encouraged to read materials related to the curriculum. They are guided to read and exposed to all kinds of information resources, including online resources, which reflects real life situation. Reading is anywhere at anytime when necessary. Reading is promoted quantitatively and qualitatively. In 2001, our school started implementing Collaborative Planned Teaching to train students’ information literacy skill. Every student read much more than usual. After one year, we were awarded one of the 5 schools in Hong Kong which promoted the most reading, in 2002.   Students write notes, reports and essays during the “Locating”, “Analyzing” and “Presentation” stages. They communicate their learning product to the audience. Language skills of writing, speaking and listening are trained. Generic skills (The Curriculum Development Council, HKSAR, China, 2001, p.24) such as communicative, critical thinking, collaborative, creative, information technology, problem solving, numeric and self management skills are practiced, too.  
  • Take reading as an example. Reading is one of the language skills, so language teachers should be responsible. But they have tight teaching schedules which also include writing, listening and speaking skills. Furthermore they need the library collection to promote reading. They need the knowledge of the collection to search for resources that suit their students’ learning topics, ability, learning style and interest during the “Big 6 skill”. How can they manage the collection and teach at the same time? They can’t afford time and human resources to run the school library. This is why the Hong Kong Education Department offered a central library and a full time teacher librarian to every primary school since 1998
  • But teaching and learning haven’t changed much since then. There is a huge gap between the budget spent on such resource and the awareness with regard to the role of the teacher librarians in schools. The guidelines from the Education Department on the job nature of the teacher librarians don’t articulate the unique and professional roles of a teacher librarian. One of them says that the teacher librarian has to accomplish any other duties assigned by the principals . As a result, most principals regard the newly appointed teacher librarian as an extra teaching staff and assign him or her teaching jobs. The timetable for library programs remains unchanged. Although there is a school library, teachers don’t know its collection and services. They don’t know when the library and the teacher librarian are available for his/her class of students.
  • Subject teachers alone or the teacher librarian alone cannot provide the Big 6 skill training.
  • In May 2000, A Pilot Scheme on Collaboration and Learning: Role of the Teacher Librarian, was organized by District Teacher Network, Hong Kong Education Department, under the supervision of James Henri who came from Australia. During the scheme, three persons from our school -- the vice principal, the primary one General Studies teacher and me, the teacher librarian at that time, joined a series of workshops. We tried CPT in our school in one topic with one class. The positive feedback from the students encouraged us to try more topics with the same class. Based on the above guidelines, the feedback and the evaluation from our pilot programs, I suggested a flexible library timetable in the following year to my principal in May 2000, towards the turn of the school year.
  • I succeeded in getting my principal’s approval to change the traditional library timetable into a flexible one since September 2000. As a start, we tried Collaborative Planned Teaching (CPT) in one subject only -- Chinese Language, in the first term. Then we tried English Language in the second term. In the following year, we tried Mathematics and General Studies in each of the school terms. In 2002, we implemented CPT across all subjects. Reading activities were then integrated into all subjects to equip students with the Big 6 skills.
  • I also integrated the Chinese and English Extensive Reading Scheme into the Collaborative Planned Teaching to start the culture of co-planning among teachers in my school. The library became a learning resource center for teachers and students. Volunteer parents saw students benefit from CPT and were eager to offer help in the library.  
  • CPT between subject teachers and the teacher librarian in a HK primary school to equip students with information literacy skills

    1. 1. 圖書館主任與科任老師的協作教學 香港五邑工商總會學校 學務主任:梁月霞 Collaborative Planned Teaching (CPT) between Subject Teachers and the Teacher Librarian in a Hong Kong Primary School to equip students with information literacy skill by Angel Leung Yuet Ha Director of Academic Affairs Five Districts Business Welfare Association Primary School Hong Kong International Association of School Librarianship (IASL) East Asia Regional Director
    2. 2. <ul><li>世界不停地在轉變 </li></ul><ul><li>  </li></ul><ul><li>The world is always changing </li></ul>
    3. 3. 轉變是 永恒 的 Change is natural <ul><li>汽車生産商不會生産過多的零、部件 </li></ul><ul><li>Manufacturers of vehicles are clever not to produce too many parts of a particular vehicle model because it will soon be taken over by newer ones </li></ul><ul><li>湖南的 三 個小山丘 五 年間被移平 </li></ul><ul><li>A friend of mine went to study abroad for five years. When she returned to Hunan, her hometown in China, three nearby small hills disappeared. Buildings have taken their place </li></ul><ul><li>創造力引領轉變 , 例:香港的“ Road Show” </li></ul><ul><li>Creativity dominates and leads the change. </li></ul>
    4. 4. 世界轉變的 速度一日千里 The world is changing so fast that <ul><ul><li>老師學會了整套知識,再傳授給學生時己被更新,例:八大行星 </li></ul></ul><ul><li>by the time teachers have memorized all they have learned and then pass onto students, it becomes outdated </li></ul><ul><li>不斷被更新的知識, 記載於不同的載體中, 成爲資訊 </li></ul><ul><li>The knowledge being updated is recorded as information in various media </li></ul><ul><li>資訊素養技能 – 終身自學 ( 包括老師及學生 ) -- 運用資訊解難的能力,是生存必備之技能 </li></ul><ul><li>information literacy skill -- lifelong independent learning skill for both teachers and students, informed problem solving skill, becomes a survival skill </li></ul><ul><li>  </li></ul>
    5. 5.   教育的角色是讓每個人都能終身學習和建構知識   The role of education is to equip students with the skill to learn independently and to construct their own knowledge
    6. 6. liver throat mouth the (o)esophagus stomach duodenum the pancreas the large bowel small intestines the anus
    7. 7.
    8. 8. 知 識 knowledge 知識可以一手交一手的嗎? Can knowledge be handed over from one to another? 
    9. 9. Learn from confrontation with resources “ Resource-based learning is a methodology that allows students to learn from their own confrontation with information resources. ” (Australian School Library Association & Australian Library and Information Association, Learning for the Future, 1993, p.3)
    10. 10. . 設定需要解決 的難題 人進食後 , 食物會經過哪些器官 ? 産生什麽變化 ? 結果怎樣 ?   建構知識的六大步驟 Big6 Information Skills Identify information need What happens to the food we eat?
    11. 11. . 設定需要解決 的難題 人進食後 , 食物會經過哪些器官 ? 産生什麽變化 ? 結果怎樣 ?   爲解決該難題 而搜尋有關資訊 運用圖書館的 基本 技能 搜尋介紹胃的位置 、功能的資訊、 胃的模型等   建構知識的六大步驟 Big6 Information Skills Identify information need What happens to the food we eat? Information Seeking Strategies about the stomach, digestive system
    12. 12.
    13. 13.
    14. 14.
    15. 15.
    16. 16.
    17. 17.
    18. 18.
    19. 19. . 設定需要解決 的難題 人進食後 , 食物會經過哪些器官 ? 産生什麽變化 ? 結果怎樣 ?   爲解決該難題 而搜尋有關資訊 運用圖書館的 基本 技能 搜尋介紹胃的位置 、功能的資訊、 胃的模型等   閱讀、分析、 選取 有關資訊 從衆多資訊中 選取文字描述 適合個人 閱讀能力的、 胃的圖像等 建構知識的六大步驟 Big6 Information Skills Identify information need What happens to the food we eat? Information Seeking Strategies about the stomach, digestive system Location and access read, analysis, select relevant information
    20. 20. . 設定需要解決 的難題 人進食後 , 食物會經過哪些器官 ? 産生什麽變化 ? 結果怎樣 ?   爲解決該難題而 整理有關資訊 製作資料冊、 撰寫報告 爲解決該難題 而搜尋有關資訊 運用圖書館的 基本 技能 搜尋介紹胃的位置 、功能的資訊、 胃的模型等   閱讀、分析、 選取 有關資訊 從衆多資訊中 選取文字描述 適合個人 閱讀能力的、 胃的圖像等 建構知識的六大步驟 Big6 Information Skills Identify information need What happens to the food we eat? Information Seeking Strategies about the stomach, digestive system Location and access read, analysis, select relevant information Use of information Extract relevant information to solve the problem
    21. 21. . 設定需要解決 的難題 人進食後 , 食物會經過哪些器官 ? 産生什麽變化 ? 結果怎樣 ?   運用資訊解難 口頭彙報、 壁報板設計等   爲解決該難題而 整理有關資訊 製作資料冊、 撰寫報告 爲解決該難題 而搜尋有關資訊 運用圖書館的 基本 技能 搜尋介紹胃的位置 、功能的資訊、 胃的模型等   閱讀、分析、 選取 有關資訊 從衆多資訊中 選取文字描述 適合個人 閱讀能力的、 胃的圖像等 建構知識的六大步驟 Big6 Information Skills Identify information need What happens to the food we eat? Information Seeking Strategies about the stomach, digestive system Location and access read, analysis, select relevant information Use of information Extract relevant information to solve the problem Synthesis Present the information
    22. 22. . 設定需要解決 的難題 人進食後 , 食物會經過哪些器官 ? 産生什麽變化 ? 結果怎樣 ?   運用資訊解難 口頭彙報、 壁報板設計等   評估上述過程 爲解決類似難題時 提供參考經驗 爲解決該難題而 整理有關資訊 製作資料冊、 撰寫報告 爲解決該難題 而搜尋有關資訊 運用圖書館的 基本 技能 搜尋介紹胃的位置 、功能的資訊、 胃的模型等   閱讀、分析、 選取 有關資訊 從衆多資訊中 選取文字描述 適合個人 閱讀能力的、 胃的圖像等 建構知識的六大步驟 Big6 Information Skills Identify information need What happens to the food we eat? Information Seeking Strategies about the stomach, digestive system Location and access read, analysis, select relevant information Use of information Extract relevant information to solve the problem Synthesis Present the information Evaluation Judge the efficiency
    23. 23. 資訊技巧表   Information Skill Continuum
    24. 24. 課程綱要中 的資訊技巧項目   Information Skills in Syllabus
    25. 25. 如何評估? How to assess? 什麽時候教? When to teach?   誰教? Who teaches? 怎樣教? How to teach? 獨立地自成一科 ? Is it one of the many subjects?   爲什麽 要學 ? Why do I have to learn   ? 課程綱要中 的資訊技巧項目   Information Skills in Syllabus
    26. 26.
    27. 27.
    28. 28. . 設定需要解決 的難題 人進食後 , 食物會經過哪些器官 ? 産生什麽變化 ? 結果怎樣 ?   運用資訊解難 口頭彙報、 壁報板設計等   評估上述過程 爲解決類似難題時 提供參考經驗 爲解決該難題而 整理有關資訊 製作資料冊、 撰寫報告 爲解決該難題 而搜尋有關資訊 運用圖書館的 基本 技能 搜尋介紹胃的位置 、功能的資訊、 胃的模型等   閱讀、分析、 選取 有關資訊 從衆多資訊中 選取文字描述 適合個人 閱讀能力的、 胃的圖像等 建構知識的六大步驟 Big6 Information Skills Identify information need What happens to the food we eat? Information Seeking Strategies about the stomach, digestive system Location and access read, analysis, select relevant information Use of information Extract relevant information to solve the problem Synthesis Present the information Evaluation Judge the efficiency
    29. 29. <ul><li>Lessons, activities, assignments on units of study will be planned co-operatively by the teacher and library staff by first checking to see the extent of relevant resources in the library. (Fischer, Flexible Co-operative Library Timetabling and what it means, 2000, p.18) </li></ul><ul><li>修訂“運用圖書館的基本技能訓練” </li></ul><ul><li>本校初試圖書課與中文廣泛閱讀計劃及常識科結合 , 把所有廣閱書籍遷往圖書館 </li></ul>共同備課
    30. 30. Free-flow to and from the library <ul><li>Resource-based learning facilitates a constructivist approach to learning; it facilitates student engagement and active learning. It also provides the appropriate classroom structures to facilitate free-flow to and from the library resource center; children are engaged in active work and the classroom tends not to be teacher-centered. (Carol-Ann Page, p.226 Chapter 24 Developing the School Resource Center Program: A Developing Approach) </li></ul>
    31. 31. Not artificially enforced library lesson, not isolated skill, need based. <ul><li>The library really will become part of resource-based learning in our school instead of an artificially enforced obligation. </li></ul><ul><li>Classes can be scheduled when the need arises instead of when a “library lesson” was set down. </li></ul><ul><li>Library and other research and reading skills will no longer be isolated experiences but will be learnt in subject context. (Fischer, Flexible Co-operative Library Timetabling and what it means, 2000, p.18) </li></ul><ul><li>本校初試靈活圖書課時間表 </li></ul>
    32. 32. <ul><li>What a school thinks about its resource centre is a measure of what it feels about education. (Fischer, Resource-based teaching and learning through co-operative planning and teaching 2000, p.60) </li></ul>
    33. 33. Flexible timetable format
    34. 34. <ul><li>Individual students will be able to seek immediate answers to problems which crop up in the classroom. Teachers can share unit activities and resources more effectively and thus save doubling-up on preparation and time . (Fischer, Flexible Co-operative Library Timetabling and what it means, 2000, p.18) </li></ul>
    35. 35.
    36. 36. Plan, teach and evaluate Provide expertise of the subject knowledge Set learning objectives Provide the knowledge of students’ attitude, ability, interest and learning needs Guide students along the learning activities Cater for individual learning differences Guide individual students Help students solve learning difficulties Mark students’ assignments Assess students’ learning performances Assess the information and resources for learning and the effectiveness of the learning activities Manage the resources in the school library Responsible for the expertise of library skills Prepare before hand from the collection the information or bibliographies of books relevant to the topic and reading level of classroom learning Set the learning targets of information skills for all levels to be taught to teachers and students during CPT lessons so that these skill are not isolated from the curriculum Through CPT with the subject teachers, understand the the curriculum need, provide the information of the various resources that support teaching and learning to facilitate Resource Based Learning Cater for individual difference Help individual students to solve learning difficulties Assess the students’ learning performances Assess the effectiveness of the learning information, resources and activities for the collection development, provides consultation experiences and resources for teachers teaching the same topic to facilitate co-planning among teachers
    37. 37. 協作教學中科任老師的角色 Roles of Subjects Teachers in CPT <ul><li>對課題的專業知識 </li></ul><ul><li>擬訂學習目標 </li></ul><ul><li>提供學生的性向、能力、興趣及學習所需等詳情 </li></ul><ul><li>帶動學生進行活動 </li></ul><ul><li>照顧學習差異 </li></ul><ul><li>個別指導學生 </li></ul><ul><li>幫助學生解決學習上的難題 </li></ul><ul><li>批改作業 </li></ul><ul><li>評估學生的學習表現 </li></ul><ul><li>評估學習資訊、資源及學習活動的效能 </li></ul><ul><li>Provide expertise of the subject knowledge </li></ul><ul><li>Set learning objectives </li></ul><ul><li>Provide the knowledge of students’ attitude, ability, interest and learning needs </li></ul><ul><li>Guide students along the learning activities </li></ul><ul><li>Cater for individual learning differences </li></ul><ul><li>Guide individual students </li></ul><ul><li>Help students solve learning difficulties </li></ul><ul><li>Mark students’ assignments </li></ul><ul><li>Assess students’ learning performances </li></ul><ul><li>Assess the information and resources for learning and the effectiveness of the learning activities </li></ul>
    38. 38. 協作教學中圖書館主任的角色 Roles of theTeacher Librarian in CPT <ul><li>管理學校圖書館資源 </li></ul><ul><li>掌握圖書技巧的專業知識 </li></ul><ul><li>預先準備館藏中設合課題、設合學生閱讀程度及活動所需的書目或資料 </li></ul><ul><li>爲各級訂定資訊技巧學習目標,於協作教學中爲老師及學生提供訓練,使資訊技巧的學習不致脫離學科 </li></ul><ul><li>透過與科任老師協作教學,瞭解課程的需要,主動向老師及學生提供多元化的、支持學與教的館藏資料,促成資源爲本學習 </li></ul><ul><li>照顧學習差異 </li></ul><ul><li>個別指導學生 </li></ul><ul><li>幫助學 生解決學習上的難題 </li></ul><ul><li>評估學生的學習表現 </li></ul><ul><li>評估學習資訊、資源及學習活動的效能,為館藏發展提供方向。爲教授同一課題的其他老師提供參考經驗和資源,使共同備課更有效率 </li></ul><ul><li>Manage the resources in the school library </li></ul><ul><li>Responsible for the expertise of library skills </li></ul><ul><li>Prepare before hand from the collection the information or bibliographies of books relevant to the topic and reading level of classroom learning </li></ul><ul><li>Set the learning targets of information skills for all levels to be taught to teachers and students during CPT lessons so that these skill are not isolated from the curriculum </li></ul><ul><li>Through CPT with the subject teachers, understand the the curriculum need, provide the information of the various resources that support teaching and learning to facilitate Resource Based Learning </li></ul><ul><li>Cater for individual difference </li></ul><ul><li>Help individual students to solve learning difficulties </li></ul><ul><li>Assess the students’ learning performances </li></ul><ul><li>Assess the effectiveness of the learning information, resources and activities for the collection development, provides consultation experiences and resources for teachers teaching the same topic to facilitate co-planning among teachers </li></ul>
    39. 39. P.2 動物的分類
    40. 40. P.2 動物的分類課文
    41. 41. P.2 動物的分類課堂活動 <ul><li>Lesson 1:Divide the class into 4 groups. Each check out books from the library about mammals, fish, insects and birds respectively. Students are asked to find out from the books the names, characteristics and external features of each type of animals to be reported in groups at the following lesson. </li></ul><ul><li>第一教節 : 全班分四組 , 分別借閱鳥類、魚類、哺乳類、昆蟲書籍 , 著其於下一教節說出書中動物名稱、外形、特徵 </li></ul><ul><li>Lesson 2: groups take turns to report. The group with the most names, characteristics and external features about the type of animals they reported, with the best performance is awarded. </li></ul><ul><li>第二教 </li></ul><ul><li>分四組比賽 , 說出最多動物名稱、外形、特徵的組別將獲獎 </li></ul>General Studies P.2 Classification of animals 常識 二上 動物的分類
    42. 42. P.2 動物的分類 – 閱讀活動
    43. 43. P.2 動物的分類 – 閱讀活動
    44. 44. P.3 我們的社區 Our Community Park School Amusement Park Swimming pool Police station Library Post office Supermarket
    45. 45. P.3 “ 我們的社區”建議活動 The main street of the district is ___________of our school. It is _________metres away. _____________is east of our school. _________is west of our school. _____________is north of our school. ________is south of our school
    46. 46. P.3 “ 我們的社區”課堂活動資源
    47. 47. P.3 “ 我們的社區”課堂活動資源內文

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