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Employing Lean Strategies and Agile Programming in social service - A case example

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Employing Lean Strategies and Agile Programming in social service - A case example

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Employing Lean Strategies and Agile Programming in social service - A case example

  1. 1. Development of Learning & Teaching Strategies to Promote Students’ Deep Learning in the Study of the Life and Society (S1-S3) Curriculums
  2. 2. Project details  Development of Learning & Teaching Strategies (L&T) to Promote Students’ Deep Learning in the Study of the Life and Society (S1-3) (L&S) Curriculums  10/2014 – 3/2016  $1.3Mn  Development of Learning & Teaching Strategies Involving Students’ Participation in Community Study to facilitate their Deep Learning of the Basic Law in Relation to the Study of the Life and Society Curriculum (S1-3), supported by E-learning  11/2015-8/2017  $1.45Mn
  3. 3. Students’ Deep Learning learning beyond the mastery of existing content knowledge students can create and use new knowledge in the world
  4. 4. Learning and Teaching ….  Focus more on the Learning process instead of the coverage of all required content  Develop Students’ ability to  Lead their own Learning  Do Things with their learning  Teachers are Partners with students  in learning tasks characterized by exploration, connectedness and broader real world purposes Students’ Deep Learning
  5. 5. BGCA Strengths & Opportunities  Experiential Learning  Contributive Citizenship  Community-based learning  Social Cohesion, Ethnic Minorities, Equal Opportunities  E-Learning
  6. 6. 精選教學單元 (L&S) 9. 寰宇一家 11. 明智消費 12. 香港的 公共財政 18. 國際 金融中心 20. 國際間 的相互依存 21. 公民權責 23. 維護社 會核心價值 27. 全球城市 E5. 兒童福祉 E6. 兩性平等 E7. 傳媒與 我們的生活
  7. 7. 結合《明法達義》教材 Android iOS
  8. 8. 關鍵概念: 課程知識、價值/態度、情景知識
  9. 9. 明智消費 兒童 遊樂 場 • 遊樂場看兒權 暢達 設計 • 無障礙社區 單車 友善 • 單車城市 動物 友好 • 寵物友善 M23 維護社會 核心價值 www.bgcals.org
  10. 10. 寰宇一家 香港居民 的基本權 利與義務 公民權責維護社會 核心價值 兒童 遊樂場
  11. 11. 以「樂園看兒權」為例 公民 權責 兒童 權利 香港居民 的基本權 利與義務 和合 設計 兒童 遊樂場
  12. 12. 我們的願望是建構一個….. 生活與社會科之 教學策略精品廊(Galleries) 老師的學習社群及教學策略實驗室
  13. 13. 歡迎以任何方式及時間自由參與  專業發展工作坊 走進社區,親身體驗教材  試用 在教室場景中試用及回應  回應表 閱讀後、與同事討論後或試用後給予回饋  校本協作 出席課程會議作諮詢或教學團隊協作  資源咖啡閣 借用資源,輕鬆互動分享教學心得  資源網站 網上討論區及下載教材  諮詢熱線 向本會專業團隊查詢
  14. 14. 教學活動: 六個時機(Timing)與需時(Scale) 備課活動 15-30分鐘家課/工作紙 導入 15分鐘課堂熱身/引入主題活動 討論 30-60分鐘之課堂互動活動 活動日 2 - 4 小時之社區學習活動 研習 個人或小組之社區專題學習/研究活動 課後活動 2小時內之家課
  15. 15. Deliverables / Outcomes / Outputs  Deliverables: Development of Learning & Teaching Strategies (L&T) to Promote Students’ Deep Learning in the Study of the Life and Society (S1-3) (L&S) Curriculums  4 sets of L&T  8 Professional Development Programmes & Roundtables (PDPs & RTs)  School try-outs  Deliverables: Development of Learning & Teaching Strategies Involving Students’ Participation in Community Study to facilitate their Deep Learning of the Basic Law in Relation to the Study of the Life and Society Curriculum (S1-3), supported by E-learning  5 sets of “e-Learning powered” L&Ts  Tips and Tricks for e-Learning  10 PDPs  School Try-outs
  16. 16. Outcomes / Outputs  4 sets of L&Ts (33 themes, 1114pages; and a translated version for EMI schools )  PDPs/ RTs covered 100 schools and 200 teachers  Teachers:  Background: Frontline, curriculum leader, school leader  Subject Taught: PSHE, L&S, LS, LWL, OLE, MCE, RE, etc.  Reasons for joining: Community Study (>80%), e-Learning (>80%)  Around 30% repeated users for PDPs/ RTs  Around 100 teachers registered as users of L&T resources center  7 editions of L&T Newsletters  8 school tryouts  User satisfaction: 4.3 or above out of 5  User Feedback:  Sound and practicable L&Ts;  Can be adapted into genuine teaching situations;  Can arouse student interests in learning;  Can cater for learning diversities
  17. 17. Additional Outcomes / Outputs  30 BGCA staff have taken part in the PDPs  4 additional staff development programmes  Shared use of L&Ts, resources and equipment  Help desk for staff: School-based project, Community- based learning, e-Learning Recognition & Appreciation
  18. 18. Story started from 2005 The set up of the Service-Learning Practice Network
  19. 19. Development of Community-based Education / Learning (2006-2016) 2006  Service Learning  Classroom-in-community  Asset-based Community Development  Other Learning Experiences  Life-wide Learning  Community-based learning  Deep Learning  E-learning  Mobile Learning 2016 2006  Non-formal Education: Extra-curricular Activities (P3- S6/7)  Non-formal Education: Moral and Civic Education (P3- S6/7)  Formal Education: Social Studies / PSHE (P3-P6)  Formal Education: OLE (NSSC)  Life-Wide Learning (P3-S6/7)  Formal Education: Life and Society / PSHE (S1-S3)  Formal Education: Basic Law 2016
  20. 20. 我們的願境:令中、小學可以在30分鐘的腳程的 「社區」全級推行社區為本學習 / 服務學習計劃 範疇 / 能力 對象 形式 內容 啟動計劃 /計劃管 理 / E-learning / Mobile Learning構建 學校領導 課程領導 研討會 校本諮詢 校本協作 • 社區有教室 • 學校行政、運作及教學團隊的部署 • 服務學習不同的實施模型 • 服務學習獎勵計劃 • E-learning / Mobile Learning 構建及應用 課程發展 / E-Learning / Mobile Learning 課程領導 前線老師 校本諮詢 校本協作 出版中、小學教材 課程試用 • 社區有教室的課程發展 • 反省實踐模式的課程設計 • 批判教學法 • 「有力主題」(powerful issue)的設定 • 電子/流動學習應用 、 學與教策略 及 課程發展 社區踏查 / E-社區踏查 課程領導 前線老師 校本工作坊 社區主題考察 校本協作 • 社區踏查,認識社區伙伴,發掘社區資源 • 社區與課程永續推行的考量:社區資本 / 課程資本 • Virtual Reality / Augmented Reality社區踏查 反思設計 / 反思活動帶領/ E-reflection 課程領導 前線老師 校本工作坊 校本諮詢 校本協作 教學策畧試用 • 反思設計的模型 • 批判性反思(Critical Reflection) • 促進學習的反思設計 進展性反思(Formative Reflection) • 反思活動:肢體回顧 / 快速回顧 / E-反思 (Action Review / Quick Review)
  21. 21. Outcomes / Outputs  400 schools, 2000 teachers, 300 school heads joined the PDPs, seminars and conferences  80 schools participated in tryouts, award schemes, school-based consultation and teacher development  Repeated user list: over 300 teachers and 20 schools  6 schools developed comprehensive school-based community-based learning / Service Learning curriculum  Frontline practitioners engaged in consultation work  2 resource books, 3 articles, over 10 professional or academic presentations  Brand name developed: Service Learning, Classroom-in- community, Community-based Learning, ABCD
  22. 22. Learning in these 10 years ……From Service Provision to Consultation
  23. 23. Consultant Jokes
  24. 24. School-based consultation work  Identify capacities and structural challenges; e.g. Effective and Meaningful OLE delivery in SJC (2-years project)  Share good practices and practice wisdom  Design practicable sample of practices and show demos  Facilitate school-based try-out with clear scope of teacher engagement and community collaboration  Mobilize resources for successful tryout  Remove technical block for successful tryout  Identify school assets and operational parameters for successful tryout NO “contract out” ! NO direct services! NO TTT! (but TTD)
  25. 25. From Service Provision to Consultation  Practice consultant  Tackle genuine problems  SMaC recipe Jim Collins
  26. 26. From Service Provision to Consultation  Be Proactive  Begin with an end in mind Stephen Covey
  27. 27. From Service Provision to Consultation  Building from inside-out John P. Kretzmann and John L. McKnight
  28. 28. From Service Provision to Consultation  Lean Strategy, Agile programming  Adaptive (but not Predictive ) & Iterative (but not waterfall)  Just-in-time, Just-in place learning Peter Ellyard
  29. 29. From Service Provision to Consultation  Free and Freemium  Creative Common
  30. 30. From Service Provision to Consultation Curriculum Development as a Blue Sea
  31. 31. Next step…… Community Education and Civic Education Practices and Resources Center
  32. 32. Development of Learning & Teaching Strategies to Promote Students’ Deep Learning in the Study of the Life and Society (S1-S3) Curriculums 樂。園看兒權: 整合實地考察與虛擬實境的學與教
  33. 33. 請預載以下手機Apps IOS版 ANDROID版 1. 任何QR掃瞄器,例如:「I-nigma」 2. Eduventure Xm (IOS only) 3. YouVisit Wifi LifeSocietyN PW:87654321 具過百份教案之網站: www.bgcals.org
  34. 34. Eduventure  電子考察工具、運用GPS定位以顯示路線及任務 時機/好處 應用例子  文字題/多項選擇題/是 非題  照相或選擇圖片  錄音訪問  填充/填概念圖  體驗式學習  多樣化/自主學習  便於整合觀察/成果  製作/使用簡單/免費
  35. 35. Eduventure使用步驟 1 2 3
  36. 36. YouVisit:360看遊樂場 http://youvis.it/qEcbmF 1 2 3Virtual Reality
  37. 37. 討論活動:寰宇遊樂場 Google form—多元共融遊樂場設計問卷評估 https://goo.gl/doIAKK 在YouVisit 觀察四個遊樂場設計,利用以下環境設計的準則做評估  1. 無障礙,照顧個別需要  2. 清晰及多元化的元件,發揮創意  3. 挑戰難度分層漸進,不同能力者皆可挑戰自我  4. 靈活性:可改變及移動的元件  5. 多感官刺激兒童發展  6. 顧及不同年齡的兒童的需要,包括家庭  7. 人與植物近距離接觸與互動  8. 混合人工、現代文化與自然界元素的環境和物件
  38. 38. 本著作係採用創用 CC 姓名標示-非商業性-相同方式分享 4.0 國際授權條款授權 Thank You!
  39. 39. 參考資料 Kretzmann, John and McKnight, John. 1993. Building Communities from the Inside Out: A Path Toward Finding and Mobilizing a Community's Assets. ACTA Publications. Covey, Stephen R. 2004. The 7 habits of highly effective people: restoring the character ethic. New York: Free Press. Peter Ellyard, 2008. Designing 2050: pathways to sustainable prosperity on Spaceship Earth. Extracted from https://www.dropbox.com/s/hzlcj6z61w6fwe2/designing2050.pdf Jim Collins & Morten T. Hansen. 2011. Great by Choice: Uncertainty, Chaos, and Luck--Why Some Thrive Despite Them All. NY:HarperCollins. Kenneth S. Rubin. 2012. Essential Scrum: A Practical Guide to the Most Popular Agile Process. NJ:Addison-Wesley. Extracted from http://deca.cuc.edu.cn/Community/media/p/17439.aspx David Collis.2016. “Lean Strategy”, Harvard Business Review, Mar 2016 issue , pp.62–68. Extracted from https://hbr.org/2016/03/lean-strategy

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