學生在全球議題的深入學習 Students' deep learning in global issues: unfolding the possibilities of community-based learning classroom for primary and secondary schools service learning projects
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。
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?
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?
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
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?
More Related Content
Similar to 學生在全球議題的深入學習 Students' deep learning in global issues: unfolding the possibilities of community-based learning classroom for primary and secondary schools service learning projects
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
Similar to 學生在全球議題的深入學習 Students' deep learning in global issues: unfolding the possibilities of community-based learning classroom for primary and secondary schools service learning projects (20)
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?
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
學生在全球議題的深入學習 Students' deep learning in global issues: unfolding the possibilities of community-based learning classroom for primary and secondary schools service learning projects
1. 學生在全球議題的深入學習:
開展以社區為本的中小學服務學習計劃
Students' deep learning in global issues:
Unfolding the possibilities of community-based learning classroom
for primary and secondary schools service learning projects
香港中文大學崇基學院服務學習研習中心:服務學習計劃研討會2016
香港小童群益會
陳國邦 4/2016
kb.chan@bgca.org.hk
https://hk.linkedin.com/in/bongsir
http://www.slideshare.net/bongsir
3. Students’ Deep Learning (EDB)
learning beyond the mastery of existing
content knowledge
students can create and use new
knowledge in the world
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(EDB)
6. 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”
17. 可持續發展教育
「既能滿足我們現今的需求,又不損害子孫後
代能滿足他們的需求的發展模式。」
需求: overriding priority should be to the needs of the world's poor
追求環境、社會和經濟三個範疇的平衡發展,保障人類的福祉。
《我們的共同未來》,一九八七年
「讓所有人更了解自身面對的各種世界性問題
如何影響下一代,如貧窮、過度消費、環境破
壞、城市衰落、人口增長、衛生、衝突及人權
等,讓他們知道這些問題的複雜性和關係。」
Extracted from: http://www.edb.gov.hk/tc/curriculum-development/4-key-tasks/moral-civic/Newwebsite/flash/ESD/definition.html
「聯合國可持續發展教育十年」UN Decade of Education for Sustainable Development
42. What makes a City Bicycle
friendly?
Protected bike lanes on bridges
Free tune-up stations
Car-free hours in parks
Elevated bike paths
Striped bike lanes
Bike boxes at intersections
Bicycle commuter stations
Bike-share programs
Bike-themed festivals
Elementary-school bicycle trains
Cyclist-friendly cafe’s
Bicycle parking
http://bikefriendlyoc.org/2012/06/14/what-makes-a-bike-friendly-city/
48. 參考資料 (英文部份)
Barbara A. Lewis (2009). The Kid’s Guide to Service Projects Over 500 Service Ideas for Young
People Who Want to Make a Difference. Free Spirit Pub
Chan, Kwok-bong (2009). Classroom in community: Serving the Elderly People, Learning from
Senior Citizens. A community-based Service Learning for Secondary School students in Hong
Kong. New Horizons in Education, 57, (3), 82-96 . HK: HKTA
Codispoti, F. (2004). A justification of the Communitarian Model. Service-Learning History, Theory,
and Issues.CA: Praeger Publishers
Halpin, Mikki (2004). It’s your world – if you don’t like it, change it. Activism for Teenagers. NY:
Simon Pulse
Kertzman, J., & McKnight, J. (1993). Building Community from the inside out: A path toward finding
and mobilizing a community’s assets. Chicago: ACTA Publications.
McCarthy, Florence (2003). Service Learning Triangle: Key Concepts, Partners, Relationships
Ogden, C., & Claus, J.(1999) An Empowering, Transformative Approach to Service. Service Learning
for Youth Empowerment and Social Change. NY: Peter Lang Publishing Group
Putnam, R. D., Leonardi, R. & Nanetti, R. Y. (1993). Making Democracy Work: Civic Traditions in
Modern Italy. NJ:Princeton University Press.
Ward, K. & Wolf-Wendel, L. (2000). Community-Centered Service Learning: Moving from Doing For
to Doing With. American Behavioral Scientist, 43: 767-780.
Werner, Voce, Openshaw & Simons (2002). Designing service-learning to empower students and
community: Jackson elementary builds a nature study center. Journal of social issues, 58, n3:
557-579.