學生在全球議題的深入學習 Students' deep learning in global issues: unfolding the possibil...bongsir
Students’ deep learning refers to their learning beyond the mastery of existing content knowledge. Students can also create and use the new knowledge in their real world and their real life experiences. While combining community-based learning in service learning project is widely accepted as an effective pedagogy to facilitate students’ deep learning, the design of learning activities specifically to global issues for primary and secondary students is not fully developed.
This plenary presentation is intended to discuss the possibilities in designing community-based learning activities to learn global issues that could contribute to meaningful service learning projects. Approaches of inquiry based and advocacy based service learning will be briefly reviewed. The interrelatedness of these approaches to the students’ deep learning to global issues will be elaborated. An example of a community-based learning with the learning theme of “bicycle-friendly city” will be used to illustrate how these concepts could be blended in practices, in particular in designing meaningful service learning project for primary and secondary students.
深入學習是指在現有的學習領域上有進一步的提升。學生除了掌握學科知識外，更可以善用所學，在真實的世界及生活經驗中創造及應用新知識。雖然大眾已廣泛接納把社區為本概念融入服務學習計劃作為達至深入學習的教學方式，但是就中、小學在全球議題上的服務學習課程設計上仍未發展出一套成熟的模式。
是次的專題分享集中討論如何以社區為本的教學法設計教學活動，令學生對全球議題有深入學習，繼續發展出有意義的服務學習計劃。當中會討論服務學習中「探究為本」及「倡議為本」的手法，以及如何結合兩者以達至深入學習。再者，講者會以「單車友善城市」的例子說明如何把社區為本概念加以實踐，從而在中、小學在設計具意義的服務學習計劃。
學生在全球議題的深入學習 Students' deep learning in global issues: unfolding the possibil...bongsir
Students’ deep learning refers to their learning beyond the mastery of existing content knowledge. Students can also create and use the new knowledge in their real world and their real life experiences. While combining community-based learning in service learning project is widely accepted as an effective pedagogy to facilitate students’ deep learning, the design of learning activities specifically to global issues for primary and secondary students is not fully developed.
This plenary presentation is intended to discuss the possibilities in designing community-based learning activities to learn global issues that could contribute to meaningful service learning projects. Approaches of inquiry based and advocacy based service learning will be briefly reviewed. The interrelatedness of these approaches to the students’ deep learning to global issues will be elaborated. An example of a community-based learning with the learning theme of “bicycle-friendly city” will be used to illustrate how these concepts could be blended in practices, in particular in designing meaningful service learning project for primary and secondary students.
深入學習是指在現有的學習領域上有進一步的提升。學生除了掌握學科知識外，更可以善用所學，在真實的世界及生活經驗中創造及應用新知識。雖然大眾已廣泛接納把社區為本概念融入服務學習計劃作為達至深入學習的教學方式，但是就中、小學在全球議題上的服務學習課程設計上仍未發展出一套成熟的模式。
是次的專題分享集中討論如何以社區為本的教學法設計教學活動，令學生對全球議題有深入學習，繼續發展出有意義的服務學習計劃。當中會討論服務學習中「探究為本」及「倡議為本」的手法，以及如何結合兩者以達至深入學習。再者，講者會以「單車友善城市」的例子說明如何把社區為本概念加以實踐，從而在中、小學在設計具意義的服務學習計劃。
Anti-oppressive Practices in community and youth work.pptxbongsir
In summary, wisdom voices and practitioner echoes are essential components of antioppressive social work.
wisdom voices and practitioner echoes create a reciprocal and transformative approach to antioppressive social work.
By centering the knowledge and experiences of marginalized individuals and engaging in critical self-reflection, social workers can work towards dismantling oppressive systems and promoting social justice within their practice.
Anti-oppressive Practices in community and youth work.pptxbongsir
In summary, wisdom voices and practitioner echoes are essential components of antioppressive social work.
wisdom voices and practitioner echoes create a reciprocal and transformative approach to antioppressive social work.
By centering the knowledge and experiences of marginalized individuals and engaging in critical self-reflection, social workers can work towards dismantling oppressive systems and promoting social justice within their practice.
1. Community
2. Community and Identities
3. Communitarianism
4. "The Spirit of Intimacy“ - Sobonfu Some
5. Asset based Community Development
6. Asset-based vs Need Based
7. Asset Mapping
8. Appreciative Inquiry
9. Critical Praxis of Communitarian ideas to Education?
綠色青年工作：習慣心理學與世界公民教育的遭逢與實踐Greening the youth work: the interplay and praxis of...bongsir
綠色社會工作是近代社會工作的關注。誠然，檢視本地的實務情況，綠色社會工作的實踐經驗仍不算豐富，而短講會嘗試從運作青少年綜合服務中心的經驗，帶出綠色青年工作的可能。
短講首先會簡略介紹習慣心理學及世界公民教育的概念及這些概念與綠色社會工作的關係，接著會以在青少年綜合服務中心建構「綠色中心」的經驗，闡明如何發揮青少年綜合服務中心作為「綠色中心」的學習中心和實踐基地，即令青少年從中拓展其綠色的生活習慣及同時組織他們介入生活的現場，在社群中引發改變。短講最後會以幾個具體實例指出「綠色中心」與世界公民教育實踐上的關連和呼應作為總結。
Greening the youth work: the interplay and praxis of the psychology of habits and the global citizenship education
Asset Based Community Development and Youthworkbongsir
ABCD – 社工的角色
ABCD與青年工作
- ABCD, ABCD and youth work
- Changing the Paradigms about how we involve young people
- Unique contribution by young women and men
- 10 Commandments for involving young people in community
- 50 things adults can do with young men and women
- Be a Facilitators in ABCD
3 habits of Effective Group Discussion
What is Group
What is Discussion
Individual and Group
People and Task Matrix
Genuine Listening
Assertive Responding
Giving and Receiving Feedback
Jointing and think Win-win
Handling Differences
Transfer of Learning: Concepts, Process and Principlesbongsir
The document discusses various concepts and principles related to transfer of learning. It describes six levels of transfer from near to far and five stages in the transfer process from intention to unconscious maintenance. Factors that influence transfer are also examined, including organizational climate, training design, and learner characteristics. Eleven principles for effective transfer are outlined, such as acquiring knowledge in related fields, developing a motivation for transfer, and observing exemplars who demonstrate transfer skills. The transfer of learning matrix examines the process before, during and after learning activities from the perspectives of managers, trainers and trainees.
Asset Based Community Development and Youthworkbongsir
The document discusses Asset Based Community Development (ABCD), which focuses on identifying and mobilizing community assets rather than deficiencies. It emphasizes that every community and person has strengths and resources. The key assumptions of ABCD are that meaningful change comes from within the community, local residents are best to identify issues and solutions, and that every person has abilities. ABCD's principles are that development starts with existing community assets like skills and organizations, focuses internally on building resident capacity, and is relationship-driven by connecting people and groups. The document provides examples of mapping individual skills and a process for conducting community asset mapping.
Simulation games are detailed models that simulate real-world social systems and the roles, rules, behaviors, and forces within them. They are a form of experiential learning where participants make decisions and choices based on the simulated situation and demands of other players. Simulation games model social systems through elements like people, goals, structure, and resources. The process of facilitating a simulation game involves preparation, running the activity phase where participants are assigned roles and learn the rules, and a post-activity phase for discussion and debriefing. While simulation games can effectively teach social concepts, they also run the risk of oversimplifying systems or focusing too much on competition over learning.
Pedagogy of Citizenship Education: Community Education and Service Learningbongsir
Pedagogy of Citizenship Education: Community Education and Service Learning
Major Questions to ask
1. Service Learning as Experiential Learning
- Vygotsky: Zone of Proximal Development & Scaffolding?
- Critical Pedagogy: Hidden Curriculum?
- Pedagogical Coherence: Learning Transfer & Reflection Design?
2. Service Learning as Community Education
- Community Knowledge and Understanding?
- Community Belongingness?
- Community Efficacy
3 "Good" Service-Learning?
- Strong linkage of Learning and Services?
- Begin with Powerful Issue?
- Reflection Design?
- Reciprocity?
- Social Justice focused?
This document summarizes Chen Kwok-pong's presentation at a Roundtable education department conference on "Non-traditional start of school year: practical school counseling first aid kit". It provides guidance on listening to students, establishing rapport and support, avoiding stereotyping, and identifying and supporting students with special needs after returning from summer break. It also presents a framework for understanding mental health issues and impact, and lists counseling resources, tools, and how to make them accessible to students and parents. The final sections discuss how counseling can cultivate students as informed and responsible citizens, and the aims of trust and safety in counseling.
“Counsellors have two choices: to ignore the influence of culture or to attend to it. Whatever choice is made, cultural will continue to influence both the client’s and the counsellor’s behaviour, with or without the counsellor’s awareness.” Pedersen, 1994.
Diversity is the one true thing we all have in Common. Celebrate it every day.
All People have the right to be equal and the equal right to be different. --Shimon Peres
Challenges and opportunities for adolescentbongsir
The document discusses challenges and opportunities for adolescents from developmental and social perspectives. It outlines Erikson's stages of psychosocial development and Marcia's four identity statuses. It argues that adolescence was socially constructed through industrialization which moved youth from work to school and defined them as a consumer group. Challenges for adolescents include navigating relationships, careers and self-identity while opportunities lie in developing leadership skills and social participation. The document calls for preparing youth for future changes through inquiry-based and communitarian education that engages adolescents as co-participants.
![「三年又三年…」 以社區為本、學習為中心的伙伴協作經驗 【長者與社會服務】 陳國邦 香港小童群益會 [email_address] http:// servicelearning.bgca.org.hk http:// www.slideshare.net/bongsir](https://image.slidesharecdn.com/20100507edbpresentation-100505094808-phpapp01/85/OLE-Symposium-Partnership-Story-LE09-1-320.jpg)
