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?
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?
48-110 (Foundations of Social Life) - Lesson Objectives:
1. Relate the characteristics and sources of social change;
2. Discuss concerns raised by advances in technology;
3. Discuss major environmental issues in today's world;
4. Define and provide examples of environmental racism;
5. Define and provide examples of globalization;
6. Recognize the benefits and limitations associated with globalization;
7. Identify, describe and give examples of the four types of social movements
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?
48-110 (Foundations of Social Life) - Lesson Objectives:
1. Relate the characteristics and sources of social change;
2. Discuss concerns raised by advances in technology;
3. Discuss major environmental issues in today's world;
4. Define and provide examples of environmental racism;
5. Define and provide examples of globalization;
6. Recognize the benefits and limitations associated with globalization;
7. Identify, describe and give examples of the four types of social movements
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?
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.
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
Transfer of Learning: Concepts, Process and Principles
1. Six Levels of Transfer
2. Five Stages of Transfer
3. Process of transfer
4. The Transfer of Learning Matrix
5. 11 principles of transfer
“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
"Classroom in community: serving the elderly people learning from senior citi...bongsir
"Classroom in community: serving the elderly people learning from senior citizens" Community-based service-learning for secondary schools students in Hong Kong
15. 「青年變成青少年的原因就是因為我們沒
有提供他們事情去做。我們不覺得他們
有生產力,只把他們視為容易受騙上當
的消費者。」
“Young people became teenagers because we had
nothing better for them to do. We began seeing them not
as productive, but as gullible consumers .”
Thomas Hine (2000) in The Rise and Decline of the America Teenager talks about how
Industrial Revolution brought about the rise of consumerism that in turn “invent”
teenagers
17. ADOLESCENTS
Problem
Client
Recipient
At risk Population to
be deal with
Tomorrow’s Leaders
Adult in the making
Problem Solver
Change Maker
Co-participant
Leadership asset to be cultivated
Part of today’s leadership team
A citizen today
Extracted from Bank of I.D.E.A.S. http://www.bankofideas.com.au/
18.
19. Service-learning is an educational method that entwines the
threads of experiential learning and community service. It
meets educational objectives through real-world experiences,
while tapping youths as resources to benefit their schools and
communities (NYLC, 2004)
“Picking up trash by a riverbank is service.
Studying water samples under a microscope is learning.
When students collect and analyze water samples and the
local pollution control agency uses the findings to clean up
a river … that is service-learning.”
“I unites communities. Serve. Learn. Change the world”
23. 美國學者西格蒙(Sigmon)曾分析服務與學習的各種
不同關係,將其歸納為四種類型態 :
service learning 服務與學習彼此目標沒有關聯
service-LEARNING 以學習目標為主,服務成果
不是重點
SERVICE-learning 以服務成果為主,學習目標
不是重點
SERVICE-LEARNING 服務與學習目標同等重
要,對所有服務與被服務的人都 能加強其完成目
標
Sigmon, R. (1996). The problem of definition in service-learning. In R. Sigmon (ed.), Journey to service
learning: Experiences from independent liberal arts colleges and universities. Washington, DC: Council of
Independent Colleges.
24. Furco, A. (1996). Service-learning: A balanced
approach to experiential education. In Corporation
for National Service (Ed.), Expanding Boundaries:
Serving and Learning (pp. 2-6). Columbia,
MD: Cooperative Education Association.
74. 有力的議題
(POWERF
UL ISSUE)
is a set of motivational and relevant
questions that could engage students in
the learning process
connects students and teachers to larger
communities
provides the momentum and tension for
the “curriculum participants” to work
together
facilitate students to find answers from
the service users (stakeholders) in the
community
motivate students to apply their
learning to develop community services
which are relevant to the service users.
(Chan, 2009)
75. 如何連繫服
務與學習
Begin with a Powerful Issue
Promote discussion of service
events, activities and
experiences
Include Guided Reflection
Base assessment on student’s
demonstrated learning and
application of knowledge to
settings and issues
108. 進展性評鑑:促進學習的評估
表現評鑑(Performance Assessment),即是以學員
學習成就來作評估。
檔案評鑑(Portfolio Assessment),就是學員的作
品集。每一位學員都擁有一 個屬於自己的資料庫,
有目的地收集自己在研習過程中的作品。
Base assessment on student’s
demonstrated learning and application of
knowledge to settings and issues
112. Begin with a Powerful Issue
Promote discussion of service
events, activities and
experiences
Include Guided Reflection
Base assessment on
student’s demonstrated
learning and application of
knowledge to settings and
issues
不同時
段考察
同學參與
設計
多元考
察
117. “There are only two lasting bequests
we can hope to give our young
people – one of these is roots, the other
is wings”
‘只有兩種永恆的遺產是可以給孩子的:
其一是根源,其二是翅膀’
(Hodding Carter)
123. Students must engage, not only in thinking about the past
experience, but in theorizing about it in the sense of considering
problematic questions associated with power, history and agency.
Questioning practices and assumptions that appear to make lives
easier.
Defamiliarization: Students become caught up in a circular
interplay between the familiar and the strange.
Students come to really hear, see, or feel what the other tries to
convey (engrossment) and experience “motivational displacement,”
an affective state in which they feel the desire to help the other in
their need.
177. Who am I?
What are my values?
What have I learned about myself through this experience?
Do I have more/less understanding or empathy than I did before
volunteering?
In what ways, if any, has your sense of self, your values, your
sense of "community," your willingness to serve others, and your
self-confidence/self-esteem been impacted or altered through this
experience?
Have your motivations for volunteering changed? In what ways?
How has this experience challenged stereotypes or prejudices you
have/had?
Any realizations, insights, or especially strong lessons learned or
half-glimpsed?
Will these experiences change the way you act or think in the
future?
Have you given enough, opened up enough, cared enough?
How have you challenged yourself, your ideals, your philosophies,
your concept of life or of the way you live?
178. What happened? Describe your experience.
What would you change about this
situation if you were in charge?
What have you learned about this agency,
these people, or the community?
Was there a moment of failure, success,
indecision, doubt, humor, frustration,
happiness, sadness?
Do you feel your actions had any impact?
What more needs to be done?
Does this experience compliment or
contrast with what you're learning in class?
How?
Has learning through experience taught
you more, less, or the same as the class? In
what ways?
179. From your service experience, are you
able to identify any underlying or
overarching issues which influence the
problem? What could be done to change
the situation? How will this alter your
future behaviors/attitudes/and career?
How is the issue/agency you're serving
impacted by what is going on in the
larger political/social sphere?
What does the future hold? What can be
done?
183. Bank of I.D.E.A.S.: http://bankofideas.com.au/resources/
Community Tool Box: http://ctb.ku.edu/en/table-of-contents
The citizen’s Handbook: http://www.citizenshandbook.org/
The community planning website: http://www.communityplanning.net/index.php
Appreciative Inquiry common : https://appreciativeinquiry.case.edu/
中華民國社區營造學會: www.peopo.org/cesroc/
Roger Greenaway. Active Reviewing Website http://www.reviewing.co.uk
Michigan Journal of Community Service Learning https://journals.publishing.umich.edu/mjcsl/
教育局社區學習資源系列:https://www.edb.gov.hk/tc/curriculum-
development/kla/pshe/references-and-resources/life-and-society/life-wide.html
教育局發展學生的公民能力 – 服務學習:https://www.edb.gov.hk/tc/curriculum-
development/kla/pshe/references-and-resources/life-and-society/seed-plan-2011-2012.html
香港特區政府教育局(2009)「社會服務」小錦囊:從經歷到學習 .
http://cd1.edb.hkedcity.net/cd/lwl/ole/article/CS_navigator.pdf
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