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本協會宗旨 本協會宗旨為推廣創新教學，運用多樣的教學策略、靈活的課堂設計，結合電子教學工具，培育學生成為自主學習者；透過不同形式的專業交流活動，促進學界專業社群關係，提升學與教效能，讓師生具備對未來的前瞻性及開拓精神。

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Reading and Writing Across the Curriculum

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It is a privilege to work at XP Trust but I don't reflect enough on the wonderful things I see and experience every day as I work alongside students, teachers, colleagues and other stakeholders in, and across, our Trust. As one of our Design Principles is 'sharing our stories' I have made a commitment to share my stories on the Trust website so that those moments are captured and celebrated more often.

So, here we go!!!!

One of the highlights for me in January was the Festival of Learning organised by XP University. The event took place on a Staff Day as staff from across our Trust gathered together as Crew to explore, critique and contribute to our newly proposed Trust wide Teaching and Learning model. The model draws together best practice from across the Trust and from other schools so that we have a consistent way of talking about, sharing and developing high quality learning experiences for all our young people and staff.

The model is underpinned, crucially, by five fundamental principles that inform our lesson design. These are:

Learning through expeditions

Feedback

Leaders of our their learning

Curriculum

Literacy

In addition, we proposed using a simple but effective methodology to inform lesson planning that 'Activates, Constructs, Demonstrates and Consolidates' learning or AC/DC for short!!! Staff worked through the model in a series of practical workshops and made a commitment to develop and embed this practice in every school across the Trust.

Check out this short clip that shows highlights from the day!

It was a fantastic day and showed how dedicated and determined our staff are, across the Trust, to ensure our kids create beautiful work, grow their characters and achieve academically.

To conclude...

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Learning more about Universal Design for Learning

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Learning more about Universal Design for Learning

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教案：用合作教學法教小學三年級數學科的方向概念目標：學生能夠理解和應用方向概念，並能夠在合作團隊中解決與方向相關的問題。時間：2個課堂材料：方向示意圖（如北、南、東、西的箭頭圖示）方向詞彙卡片（如前、後、左、右）小組工作表白板或黑板筆和紙課程步驟：第一課堂：引入：通過提問和討論，引起學生對方向的興趣。例如，“你知道什麼是方向嗎？在日常生活中，你曾經使用方向詞彙嗎？”概念介紹：使用方向示意圖和方向詞彙卡片，向學生介紹基本的方向概念。解釋方向詞彙的定義和用法，如前表示向前方、後表示向後方、左表示向左側、右表示向右側。小組合作：將學生分成小組，每個小組由4-5名學生組成。給予每個小組一個方向問題，要求他們在小組中合作解答。例如，“甲在乙的哪方？”，小組成員要討論並確定甲在乙的哪個方向。方向遊戲：進行一個方向遊戲，例如“方向迷宮”或“方向探險”，讓學生應用方向詞彙和概念，在小組內合作解決問題。分享和討論：每個小組分享他們的解答和解決問題的過程。引導學生討論他們如何確定甲在乙的哪個方向，以及如何使用方向詞彙進行溝通和指導。第二課堂：複習：回顧前一堂課的內容，提醒學生方向詞彙的定義和用法。實踐活動：給予每個小組一個實踐活動，如在教室內或校園內找出指定方向的物體，或者在教室外進行方向尋找活動。鼓勵學生在小組內合作，使用方向詞彙指導彼此，並解決相關問題。小組工作表：給予每個小組一個工作表，要求他們合作完成方向相關的練習題。這些題目可以包括指示方向、繪製路線圖或解決方向問題等。發表和評價：每個小組派出一名代表，將他們的解答和策略展示給全班。其他小組可以提出問題或評價對方的解答。總結：引導學生討論和總結方向的重要性，並提醒他們如何使用方向詞彙溝通和指導。家庭任務：要求學生在家中觀察和記錄不同場景下的方向，如家中的房間、學校的操場或超市等。他們可以繪製路線圖或拍攝照片，並描述物體的方向位置。通過合作教學法的數學方向課程，學生能夠在合作團隊中互相學習和支持，並應用方向概念解決問題。這種教學方法可以激發學生的學習興趣，培養他們的合作能力和解難能力，同時也提供了實踐和應用數學知識的機會。分享告訴我更多。我可以使用这个教案来教学吗？你能给我提供更多关于方向概念的教学资源吗？你有其他适用于小学三年级的数学教案吗？與 Assistant 對話Bot 詳細資料Assistant管理方：@poe15萬 名粉絲新的聊天通用助手 Bot ，擅長於程式設計相關任務和非英語語言。由 gpt-3.5-turbo 提供技術支援。此 Bot 由 OpenAI 提供技術支援。 深入了解查看與此 Bot 的所有對話

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Literature: Rewriting the classics (using Wombo)

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Literature: Rewriting the classics (using Wombo)

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ycmcjkeric Publisher Publications - Issuu

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Browse short-form content that's perfect for a quick read

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當講師使用上述教學方法時，可以使用以下10個形成性和總結性評估來評估學生對方向概念的理解和應用能力：

形成性評估：

小組討論：觀察小組內學生的合作討論，確保他們能夠在討論中運用正確的方向詞彙和概念。

問答活動：提出幾個與方向相關的問題，讓學生個別回答，以評估他們對方向詞彙的理解程度。

方向迷宮遊戲：觀察學生在遊戲中的表現，看他們是否能根據方向詞彙解決迷宮中的問題。

白板練習：讓學生在白板上示範使用方向詞彙描述特定場景，以檢查他們的溝通能力和方向詞彙的正確使用。

總結性評估：

5. 小組展示：要求每個小組選擇一個方向問題，並在全班面前展示他們的解答和解決問題的過程。

6. 方向尋找活動：進行一個方向尋找活動，讓學生根據給定的方向指示找到指定位置，並觀察他們的表現。

7. 個人練習題：提供一些個人練習題，讓學生在筆試中回答與方向詞彙和概念相關的問題。

8. 路線圖繪製：要求學生根據給定的方向指示，在紙上繪製一個路線圖來解決特定的方向問題。

9. 應用情境：給學生一個實際情境，讓他們運用方向詞彙和概念來描述和解決問題，例如給予地圖和方向指示，讓他們找到特定位置。

10. 口頭回答問題：提出幾個與方向相關的問題，讓學生口頭回答，以評估他們的理解程度和表達能力。

通過這些形成性和總結性評估，講師可以獲得學生對方向概念的理解和應用能力的反饋。這些評估方法可以確保學生在學習過程中掌握方向詞彙和概念，並能夠在不同情境中應用和解決相關問題。

分享

告訴我更多。

請問還有其他形成性和總結性評估方法可以使用嗎？

你能給我一些關於方向概念的更多資訊嗎？

這些評估方法適用於哪個年齡或學習階段的學生？

與 Assistant 對話

Bot 詳細資料

Assistant

管理方：

@poe

15萬 名粉絲

新的聊天

通用助手 Bot ，擅長於程式設計相關任務和非英語語言。由 gpt-3.5-turbo 提供技術支援。

此 Bot 由 OpenAI 提供技術支援。 深入了解

查看與此 Bot 的所有對話

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What do you think after going through this lesson planning?

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What do you think after going through this lesson planning?

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STEP 8: Creative 10 formative and summative assessment for your lesson plan

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STEP 8: Creative 10 formative and summative assessment for your lesson plan

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STEP 7: Choose 1 teaching activity from the plan. Ask POE to prepare the teaching materials

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STEP 7: Choose 1 teaching activity from the plan. Ask POE to prepare the teaching materials

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STEP 6: Go back to the creative teaching ideas you asked for in step 1 & 2 + your own ideas. Modify your lesson plan and put your finalised lesson plans here.

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STEP 6: Go back to the creative teaching ideas you asked for in step 1 & 2 + your own ideas. Modify your lesson plan and put your finalised lesson plans here.

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STEP 5: Pick the activities that you like

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STEP 5: Pick the activities that you like

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STEP 4: Ask POE to generate ONE lesson plan (e.g. 30 mins / 40 mins / 60 mins)

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STEP 4: Ask POE to generate ONE lesson plan (e.g. 30 mins / 40 mins / 60 mins)

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STEP 2: Ask POE to generate 10 creative teaching ideas

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STEP 2: Ask POE to generate 10 creative teaching ideas

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This is Pinky’s avatar.

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起初：認為評估是用作考核學生掌握的知識<

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起初：認為評估是用作考核學生掌握的知識
發現：不同的形式可評估學生的學習成效
結果：應根據學生的興趣或特長提供評估，會更聚焦

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Now I think assessment can be fun and creative

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Fun interesting love studying
Creative collaboration

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Now I think assessments can be interactive

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Now I think assessments are fun
- Cherry

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Assessment should be personalised, fun and meaningful.

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Fun, adaptive and non threatening

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then i see assessment can be in different forms

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I used to think that assessments are for quantitative analysis to collect data from students, and rank/differetiate them

But now I see it as a way to review students' progress individually

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Assessment is always done with pen and paper

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起初以為就只是一個學習階段完成後的紙筆考

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起初以為就只是一個學習階段完成後的紙筆考試，有標準答案，有分數。
但是我看到除了紙筆外，還有其他的評估工具和形式，也不只是一個學期一次或者兩次。
現在我認為評估無時無刻均可有，任何形式均可。

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checking for student understanding

Now I think assessments are tools that can show the process of student learning

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boring
Afraid
Challenge

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Teachers can arrange assessments according to subject needs and student’s ability

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Assessment is to test student's performance

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衡量學生嘅學習成果；複習、鞏固學生所學並為佢哋帶嚟反思；幫助老師分析學生學習情況、幫助調節教學進度或針對學生不足加強講解......

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I used to think it is a tool to differentiate students.

Cora

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Assessment is unfair and unnecessary

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I used to think that assessments are for checking the students’ progress.

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I used to think assessment is black and white, on paper
Annie

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I used to think assessment is about making sure whether the students understand the topic or not.

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I used to think: assessments are boring

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I used to think assessment as a a way for evaluating students’ learning outcome and rooms for their improvement . -xy

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I used to think assessment is exams

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Assessments could differentiate students

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Assess students acknowledgement and the things that they have learnt and exploration from the lessons

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I used to think that assessment is a test to show the students’ performance.

Emily Poon

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understand student's performance

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Test/exam/quiz/pass&fail/grading

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區分學生能力

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know how much students learned/understood

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考試，用來排名次

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Understand student’s learning progress.

Many tools for me to assess my student

Make good use of the tools and maximise student’s potential

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Assessments are tools to evaluate teaching
- Cherry

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Tests, exams

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I used to think assessment is a tool to reflect student learning.
Debbi

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Assessments equal tests

Then I saw fun ways to assess

Now I want to transform my teaching in a way that’s engaging for students and motivates them to show that they know

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1. test papers, stress

could be fun
we need to learn