我們參考美國的成功經驗，配合香港學習的特性，以合作學習法為學習平台；每四人合成一組，小組成員各司其職，分工合作，互相支援；在學習過程中，有二人對話，討論及整固，亦有四人的研究解難；同學要學懂接納別人與自己的不同，學習同儕的優點，反思自己的缺點，提升與人溝通的技巧。合作學習平台除了能加強學習的趣味性及有效度外，更能促進團隊心理素質，讓學生健康成長。 更者, 合作是人類賴以生存的關鍵模式,如何表達自己的意見,如何接納彼此的不同,懂得人人都有差異,明白各有強弱,知道發揮各人的亮點就是成功團隊,了解三人行必有我師便是智慧, 這些一切,都是先從班中的小組開始,模擬真實,推展到真實環境,以小組中各人的智慧,去克服各種各樣的困難。
Referring to many successful educational experiences, collaborative learning can be a great way to promote students’ communications skills. We have incorporated Hong Kong learning styles and preferences into collaborative learning techniques and approaches. This not only creates a more effective learning environment that is fun, but also improves students’ interpersonal skills through the use of team work. Students are divided into small groups, each of which performs its own tasks as a unit, sharing work, assisting each other to achieve a common goal. In the process of learning, there will be conversations, exploration, discussions and problem solving between small groups of two to four students. This gives students the chance to learn how to accept differences in approach, aptitude and ability and learn from classmates, as well as reflecting on their own strengths and weaknesses, in order to improve their communication skills.
Collaboration is a key life skill. Students have to know the best ways to express their views, how to accept the views of other’s graciously and understand that the most successful teams are those which are able to maximize the diverse capabilities of their team members. They will also need to realize that, as the saying goes, ‘if three walk together, one should be my teacher’ which means that we can always learn something from everyone.
Our school follows this philosophy of education by grouping students in classrooms for daily learning, and extending it to the real environment via programmes such as our study abroad visits in our Life Experience Programme for P5 and P6 where team work is essential to overcome various difficulties students might face – from feelings of homesickness through to how to buy something in a foreign country.
Active participation, frequent demonstration
We learn 10% of what we read, 20% of what we hear, but we learn 90% of what we say and do.
Vernon A. Magnesen
Our brains do not automatically ‘absorb’ information. They need to be actively engaged in the process. Many students are not naturally very interested in printed documents, especially those that have grown up with new technologies such as computers and smart phones. In order to ‘inject’ boundless energy to printed documents, we should make learning multi-dimensional.
Three or four-dimensional learning is where after the teacher has explained information to students they are invited to consolidate their understanding and develop their learning via content discussions, memorizing key words and core ideas, internalizing what they have learned before proceeding to the next level where they demonstrate their learning. These demonstrations may take the form of simple oral descriptions, drama/role-play, drawing and writing, etc. There is a much better outcome if students can apply their ‘just learnt’ knowledge immediately in class.
We have high expectations and we provide great assistance to students. Learning content that is too easy or too hard will ruin the learning process. We emphasize that students should receive tasks and content that is of medium difficulty for them. We expect a lot from our students therefore it is our responsibility to ensure that we provide support and encouragement to help them reach their full potential.