Using new SLP module of Web SAMS to

Using new SLP module of Web. SAMS to create Student Learning Profile Life-wide Learning and Library Section CDI, EDB

Objectives • To introduce the ROLE of SLP in Senior Secondary Education • To introduce Web. SAMS SLP Module - an OPTION to address students’ whole person development • Hands on Practice Life-wide Learning and Library Section, CDI

Schedule Programmes Registration Session 1: Role of SLP in NSS Curriculum Session 2: Introduction on Web. SAMS SLP Module Session 3: Hands On Practice Open Forum and Discussion Life-wide Learning and Library Section, CDI

Session 1 Role of SLP in New Senior Secondary Curriculum Life-wide Learning and Library Section, CDI

What is SLP? • Provide supplementary information on secondary school leavers’ competencies and specialties, for giving a fuller picture of the students, in terms of whole person development. • Under the NSS education, students should be encouraged to build up a profile to record and reflect on their learning experiences and achievements. • It is both a learning tool and a means to demonstrate personal development and the expected qualities of student. Life-wide Learning and Library Section, CDI

Suggested Design and Implementation • It would be school-based and the content may include brief information about: – Academic performance in school; – Other Learning Experiences; and – Awards/ achievements gained outside schools – Student Self-Account Life-wide Learning and Library Section, CDI

What is the role of SLP in students’ learning experiences? Students tell their own stories… as to celebrate their success / participation in Whole Person Development Life-wide Learning and Library Section, CDI

Purpose of SLP • Summary record • A document to demonstrate student’s personal qualities and competence • SLP concept is not new to schools Life-wide Learning and Library Section, CDI

School Implementation Activity Records School Report Assignment Life-wide Learning and Library Section, CDI

Data Preparation • Provide details of OLE/ outside school activities • Reflect on personal study and OLE • Goal setting • Assist recording process • Validate details (OLE/inschool performance) • Give advice on student’s whole person development SLP Teacher • Assist student in selecting records • Advise on presentation Profile Generation Student • Select relevant OLE data to present • Provide content of Self. Account through personal reflection

Implementation Strategies – School Practices on SLP Student Ownership, but not learningfocused Tendency to compliance mentality Building on existing practices More educational values – need to develop by stages Self-regulated learning Turning experience into learning, but insufficient student ownership Life-wide Learning and Library Section, CDI

Strategies enhancing student reflection by adopting Web. SAMS SLP Module • Existing practices in school – Student handbooks – Spreadsheets – Electronic systems • Web. SAMS from EDB • market/tailor-made – Using e. Portfolio Life-wide Learning and Library Section, CDI

Session 2 Web. SAMS SLP Module – launched on 14 Feb 2008 Ver 1. 5. 0 BUILD – 06022008 Major update: provide TWO templates for school reference Life-wide Learning and Library Section, CDI

Content Recording of Information Selection of OLE and Awards Information Generation of SLP Use of data at individual and school levels Setting up of access rights for teachers to support students’ whole person development Writing of OLE Programme Description and Self-account to increase educational value of SLP and students’ voice in SLP Life-wide Learning and Library Section, CDI

Recording of Information Life-wide Learning and Library Section, CDI

Student Particulars

Academic Performance in School Understanding inschool performance in academic subjects Knowing the topics of projects involved.

Other Learning Experiences What participating role was the student involved in the activity? Description shows learning goals, knowledge, generic skills, values and attitudes developed What evidence of achievements does the student have in each activity? Which kind(s) of experience on each activity?

Awards and Major Achievements issued by School Information on awards and achievements issued by the school

Performance / Awards and Key Participation Outside School Performance outside school Readers could ask student to produce evidence against each entry if necessary

Student’s ‘Self-Account’ -Highlight impressive learning experiences and how skills and attitudes learnt. -Provide information on personal goalsetting or careers aspiration. -Highlight a particular skill / ability

Selection of OLE and Awards Information Life-wide Learning and Library Section, CDI

Print Sequence for selection of OLE

Generation of SLP Life-wide Learning and Library Section, CDI

Print SLP A, B (Simplified and Sophisticated versions, other reports)

Use of data at individual and school levels Life-wide Learning and Library Section, CDI

Reports Available • Students’ participation in OLE programmes at level, class, student and sex • All OLE programmes by school • Information on Partner Organization Life-wide Learning and Library Section, CDI

Setting up of access rights for teachers to support students’ whole person development Life-wide Learning and Library Section, CDI

Relevant Access Rights in Web. SAMS • • • SLP_ADMIN STA_ADMIN SYSTEM ADMIN Score Capture Team Student Data Access Control Team SLP Data Capture Team Life-wide Learning and Library Section, CDI

Writing of OLE Programme Description and Self-account to increase educational value of SLP and students’ voice in SLP Life-wide Learning and Library Section, CDI

Example on OLE programme description – Visits to the elderly home (Which one do you prefer? ) Students have opportunities to learn how to serve as volunteers in elderly homes. Three visits have been scheduled over the senior secondary years. Students learn to serve as volunteers in elderly homes, such as offering variety shows and conducting activities. Through the experience, students enhance their communication skills and develop sense of empathy for the elderly.

OLE Programme Description • • Learning goals Knowledge Generic skills Values and attitudes Life-wide Learning and Library Section, CDI

Self-Account • Highlight impressive learning experiences and how skills and attitudes learnt. • Provide information on personal goalsetting or careers aspiration. • Highlight a particular skill / ability possessed. Life-wide Learning and Library Section, CDI

An example on OLE Programme Description Cultural Services Volunteers Scheme The Scheme is initiated by Leisure and Cultural Services Department. School helps train up students to provide voluntary service to promote arts and culture. This broadens students’ horizon and awareness of the need to raise the quality of humanities. In the process, students enhance their leadership, communication skills and creativity.

An example on Student’s Self-account …I enjoy very much to get along with people… Among the activities I joined previously, the most impressive one was the Cultural Services Volunteers Scheme. It provided a chance for me to broaden my Interpersonal Skills horizon and realize the importance of collaboration with people of different cultures to make a better world in future. This has encouraged me to know more about people and to cater for their needs. Therefore, I have set a career goal to engage in marketing research and service business. … How commitment to personal goals was formed

Please pass the message to your colleagues and students Life-wide Learning and Library Section, CDI

Session 3 Hands On Practice Life-wide Learning and Library Section, CDI

Input data and generate a SLP report • Refer to Section 3. 1 • Please input data for the following student – Student Name: CHAN Tai-sun, Michael – Class: 6 A – Reg No. 97071 • Generate his SLP report Life-wide Learning and Library Section, CDI

Use of Crystal Report to generate statistical data for school management • Refer to Section 3. 2. 1 • Class teacher: Give recommendation on student’s participation in OLE programmes in next semester (STUDENT BS, a 4 A student with Reg No. 99094) Life-wide Learning and Library Section, CDI

Use of Crystal Report to generate statistical data for school management • Refer to Section 3. 2. 2 • ECA Master/Mistress: OLE plan for S. 5 Life-wide Learning and Library Section, CDI

Use of Crystal Report to generate statistical data for school management • Refer to Section 3. 2. 3 • Vice-Principal: OLE plan for senior secondary level Life-wide Learning and Library Section, CDI

Use of Crystal Report to generate statistical data for school management • Refer to Section 3. 2. 4 • Career Master/Mistress: Which programmes could be strengthened to enhance provision of CRE in school? Life-wide Learning and Library Section, CDI

Use of Crystal Report to generate statistical data for school management • Refer to Section 3. 2. 5 • Religious Education Subject Panel: What partner organizations have provided Community Service for my school? Life-wide Learning and Library Section, CDI

Use of Crystal Report to generate statistical data for school management • Refer to Section 3. 2. 6 • PE Panel and MCE team: What is the possible description for the OLE programme “Beijing 2008 Olympic Games”? Life-wide Learning and Library Section, CDI

Tips from seed schools • Manpower – Building on existing practices on using the STA module – Creating dialogue opportunities with students in existing class teachers periods / life-education periods • Generation and use of SLP – Once a semester / once a year / use of simplified version – As supplementary information delivered at parents’ day Life-wide Learning and Library Section, CDI

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