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12th - 17th Jan Synchronous Suggested Timeslots

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12th - 17th Jan Synchronous Suggested Timeslots

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Hello, everyone!

For anyone who wants to join the first sessions [No. 1 and 2],

Please see the suggested timeslots in this document!

I have suggested some night sessions, and you can join online or in-person!

However, if you would rather meet during other timeslots (blank, no colour),

Please make comments for it on the document or in this Padlet!

Thank you, and see you soon!

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Suggested Timeslots for Sessions 1 - 2.docx

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Here is the recording of Session 1, titled "Inclusion... in What?"

There are some 'house-keeping' matters at the end of the video, too!

Many slides and activities are the same as the pilot session!

If you want subtitles, please open the link on YouTube and turn on 'auto-captions' !

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2025 Inclusivity Capstone -- Session 1 Asynchronous Recording

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Here is the recording of Session 4, informally titled "But we'll be falling behind!"

The reflection prompts for this session involves more memory recollection from past sessions,

As well as some critical thinking and deeper evaluation of HK education.

Take your time to go through each one!

If you want subtitles, please open the link on YouTube and turn on 'auto-captions' !

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Engaging Learning [ ___ ] Assessment Deadlines -- 2025 Inclusivity Capstone Session 4

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19th - 24th Jan Synchronous Suggested Timeslots

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19th - 24th Jan Synchronous Suggested Timeslots

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Hello, everyone!

For anyone who wants to join the next sessions [No. 3 and 4],

Please see the timeslots in this document!

I have suggested some afternoon and evening sessions,

And you can join online or in-person!

Please 'comment' your preferred timeslots on the document,

or contact me directly!

Thank you, and see you soon!

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LIAU Victoria ENG 29 Oct Draft hrec_consent

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LIAU Victoria SID11357953 ENG 8 Nov Draft hrec_info sheet

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Here are the PPT slides with questions for you!

You can share your ideas and thoughts here for everyone to read,

Or you can share them with me via email (s1135795@s.eduhk.hk).

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Schedule Timeslot Voting -- HK Pre-service teachers' Inclusivity project.docx

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Please put aside 20 - 25 minutes to answer this post-test survey.

Please respond by 23:59 (HK time) of 2nd March, Sunday.

For those who need more time, please let me know (Will).

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Here is the recording of the pilot session!

I explain how each session (recording) will be like, and run through the questions and examples!

If you want subtitles, please open the link on YouTube and turn on 'auto-captions' !

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2025 Inclusivity Capstone Pilot Asynchronous video

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Please complete this survey by, or before, 14th February!

You can answer twice or more, if you'd like to change your answers later on.

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Let's break the ice and introduce ourselves!

You can share your...

Name / Nickname

Degree / Major

Teaching experiences

1 fun fact

Here's my example...

I'm Vic, and I'd like to be called [ Will ] in this group!​

I'm an English teaching double-degree undergrad student in EdUHK!

I've tutored English for many people in HK and Myanmar, and I've seen schools in Toronto too!

I go by non-gender they/them pronouns!

I'm happy to get to know everyone here!

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Think about these three things...

A) Inclusivity

What do you know about this word?

What does it mean to you?

B) Students' needs

Can you name some kinds of student needs?

What were your needs when you were a student?

How about your past students?

C) Teachers' needs

What are your needs as a teacher? What helps you get to work on time? What do you need to teach well?

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Think about teachers' needs.

What are YOUR teachers' needs?

Reflect on your past experiences as a teacher, a leader, or an educator.

Which of your needs were met? Which weren't? And how did you manage your needs?

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Think about these 3 words:

Assimilate

Integrate

Include

What do these words mean to you?

How are students' experiences with 'fitting in' the school? How about teachers?

Are they very different, or similar?

Reflect on how you, as a learner and educator, have experience with these three stages of 'fitting in' a school community.

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When you were a student, what were some big worries, or things that made you feel 'blue' ?

Were they in the class? (Grades? Teachers?) Or maybe something outside the class?

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Before you started teacher training (undergrad, postgrad, etc.), what excited you about teaching in HK?

Maybe someone told you about nice things about HK schools! Maybe you were excited about the culture!

What motivated you before starting teacher training in HK?

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After starting teacher training, what did you like about the HK education world?

In classes, or in teaching and leadership experiences, what went well for you?

Were some hopes fulfilled?

Did things become better than you expected?

Were there more bright sides?

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What surprised you about the HK education field? Were they good, bad, or both?

What were some challenges you had in your HK experiences? Were they hard and stressful? Were they fun and exciting?

Remember, the 'reality' doesn't mean 'only good' or 'only bad.' Think, and share about, both sides of the HK teaching world!

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Think about the realities of HK education. Think about the differences of being a learner and an educator, or a student and a student-teacher, in the HK field.

As a student in HK teacher training, what were the biggest lessons?

Are they very different to the lessons as a teacher in a HK school or organisation?

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What stops you from learning something well? What makes it hard to be a student or mentee?

What stops you from teaching something well? What do you need to teach or guide someone, and what makes it hard to meet these needs?

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Do other people have the same big obstacles as you? As learners? As educators?

(Think about other people that you know in your real life. They can be your clasmates, colleagues, friends, or past students.)

Do they worry about these obstacles as much as you? Do they solve the problems differently?

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When you were a leader or teacher, what worried you?

Were they about the teaching or leading itself, or something related? Was it about getting to work on time, or about your mentors or supervisors?

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Think about your obstacles to learn and teach well.

Think about how others see this obstacle, if they also see it.

Remember, an obstacle could just be something that we face, good or bad or neither.

Maybe everyone in a social group may face it, such as a school or all of HK.

How would others face the obstacle, and would they do it similarly or differently to you?

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Here is the recording of Session 2, titled "Scariest Obstacles."

There are more prompts for reflection and discusion, and they are split into different parts.

I also talk about my choices in how I present the session videos and how I intentionally make it more inclusive for people.

There are some other 'house-keeping' reminders at the end of the video.

If you want subtitles, please open the link on YouTube and turn on 'auto-captions' !

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Scariest Obstacles -- 2025 Inclusivity Capstone Session 2

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Hello everyone!

Thank you again for joining this Capstone Project!

Here are the main things:

-- You can join us online and in-person, whenever you are available!

-- Synchronous session times will be suggested in the 'Synchonous Schedule' section! Please share your available timeslots to join!

-- Sections will have video recordings of the session presentations and separate posts for each prompt!

Use them to think about your feelings and experiences!

You do not need to answer all of the prompts, but you are encouraged to share as many thoughts with the whole group!

-- By March 1, please submit the...

A) Pre-test survey,

B) Post-test survey, and

C) your Presentation on an inclusive teaching technique!

-- If you consent to using your data for my research, please sign the Consent Form and send it to my email: s1135795@s.eduhk.hk

Thank you all for your time!

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Prompt A: The Ideal Learning Environment

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Prompt A: The Ideal Learning Environment

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First, think about these terms: 'conducive environment' , and 'consistency' !

(You may look them up, first!)

Then, imagine a consistently conducive school, an ideal place for learning!

What are some traits of this imagined place?

Any general or specific ideas?

Maybe something you can see or hear in your mind?

Or a feeling the people will have in this place?

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Prompt B: Ideal Wonderland vs. Reality of a Place in HK

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Prompt B: Ideal Wonderland vs. Reality of a Place in HK

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Recall your imagined 'consistently conducive environment' from Prompt A!

Now, compare it with a place you have been at in HK.

What needs to be done for the real place in HK to be more like your imagined ideal place?

How was the real place conducive to everyone's needs, or not yet conducive enough?

What changes should be made?

Are they even possible?

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Prompt C1: 'Integrate' + Consistently Conducive Environments

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Prompt C1: 'Integrate' + Consistently Conducive Environments

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Recall the word 'integrate' or 'integration.'

What things or ideas can connect 'integrate' to the terms 'conducive' and/or 'consistent' ?

What needs to be done for a place to consistently integrate everyone's needs in a conducive environment?

Do you have specific examples? General ideas?

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Prompt C2: 'Include' + Consistently Conducive Environments

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Prompt C2: 'Include' + Consistently Conducive Environments

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Recall the word 'include' or 'inclusion.'

What things or ideas can connect 'include' to the terms 'conducive' and/or 'consistent' ?

What needs to be done for a place to consistently integrate everyone's needs in a conducive environment?

Do you have specific examples? General ideas?

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After thinking about 'consistently conducive environments', consider if you've been in a place that felt that way in HK.

It doesn't have to be an educational place (classrooms, schools, tutoring places, etc.).

It doesn't have to be very similar to your imagined ideal conducive environment from Prompt A.

Consider when you felt like your needs as a person (and even as a guide or educator) were met and included, in a place conducive to your growth and development.

Maybe it was with your friends, or a group where you were a leader!

Think of how this place, or social setting, was as close to inclusive and conducive as possible!

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Here is the recording of Session 3, informally titled "Oh, we have to do this every day?"

The reflection prompts are fewer, but a little more general and 'big' in this session.

Take your time to go through each one!

If you want subtitles, please open the link on YouTube and turn on 'auto-captions' !

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Consistency and Conducive Environments -- 2025 Inclusivity Capstone Session 3

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Prompt C: HK Education and Assessments -- Part 1

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Prompt C: HK Education and Assessments -- Part 1

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What do you think about assessments (exams, homework, other ways to check student progress)

in the HK education system?

Do you have general ideas or feelings?

Maybe some personal experiences and specific examples?

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Prompt A: Breaking the Ice with an Exam Scare

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Prompt A: Breaking the Ice with an Exam Scare

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Do you think a non-scary exam,

For both students and teachers,

Can ever exist?

What would a non-scary exam look like?

If you don't think a non-scary exam can exist,

What are some alternatives?

What else can we make to check students and help ourselves as educators?

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Prompt B: Engaging Learning [   ] Assessment Deadlines

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Prompt B: Engaging Learning [   ] Assessment Deadlines

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This session's main terms are 'learning' and 'assessments'.

What do you know about these two terms?

Then, think about how YOU would express what is linked, or in between, 'engaging learning' and 'assessment deadlines'.

Would you express it with words, images, feelings, sounds, or other things?

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Prompt D: Combining and Connecting Thoughts

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Prompt D: Combining and Connecting Thoughts

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Recall your thoughts about 'inclusivity for student and teachers' needs'

and about 'assimilation, integration, and inclusion' terms.

Think of some connections of those thoughts with 'inclusive assessments for people in HK schools.'

Maybe your thoughts are general, or maybe you have specific examples and experiences?

Think of how to connect the thoughts you had from earlier sessions...

... with the idea of inclusive assessments in HK.

(They can be ideal, imagined, hypothetical, or real!)

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Prompt E: HK Education and Assessments -- Part 2

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Prompt E: HK Education and Assessments -- Part 2

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Now, think about how to summarise, or put all your thoughts, from Session 4!

Maybe you can put it in a bulletpoint list, or an image, or any other ways you want to express it!

All in all, try to pin-point some main ideas or suggestions for making HK assessments more inclusive!

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Think of an action you can do for n inclusive class in HK!

It can be a short-term activity and technique,

Or even a method that may take a week or a month!

This doesn’t have to be the idea for your final presentation! This is to start brainstorming and sharing ideas with each other!

Share it as a video, an audio recording, or even a text post! It’s all up to you!

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Share some plans and decisions for your presentations!

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Share some plans and decisions for your presentations!

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Here's some 'space' to share how you plan and organise your ‘final’ presentations / demonstrations !

Share some things you can do and some thoughts on guiding others!

That way, we can learn from each other!

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Prompt A: Different Social Groups in a Learning System

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Prompt A: Different Social Groups in a Learning System

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Think of these words (and how you would describe them): individual, class, school, education system

How would you arrange these words? How can you express them and their relationships...

For example, Will can express them visually and verbally, with two versions of simple shape diagrams.

Maybe you can express them with an audio recording, a picture, a short text paragraph... the floor is yours!

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My reasoning behind this prompt is fully explained in the session recording, so this post will have a shorter text.

Think about how the 'individual' , the 'class' , the 'school' , and the 'education system' would have to act. Think of what they do for inclusivity and meeting everyone's needs.

If a person (teacher, student) feels like they are blocked from learning or leading, who has to take action? Just one person? The whole class? The system?

You can think about how everyone may have to do something, or how one group has to take more action. You can think if there's anyone who's really at fault, or if no one is.

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Prompt C: Different Case, Different Actions

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Prompt C: Different Case, Different Actions

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Think of two contexts, or situations, where the inclusion or needs were managed in different ways.

How can inclusion and actions for meeting needs be different, and why would they be different?

What were the fun parts and limitations in each case?

They don't have to be based in HK. For example, one of Will's examples was a tutoring session with people across countries!

Will thought of 2 main concepts to analyse a context: interaction style, and sense of inclusion.

You can use different words and concepts to analyse your 2 contexts!

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Think back to the many concepts and ideas from Sessions 1 to 5.

Think about how everyone in a learning environment, from the individual to the education system, can work together for inclusivity.

What has to be done, by everyone, to make a conducive environment that consistently supports everyone?

Do your best to connect all the memories and opinions you've had, and think of what actions can be done today and tomorrow.

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Motto and Prompt: So... what can we reasonably do?

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Motto and Prompt: So... what can we reasonably do?

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Our main question for the brainstorming and planning phase is this: what can you reasonaby do for an inclusive learning environment?

What can you do every day to make your environment more conducive?

Think of 2 situations of you being a leader or teacher in HK. What actions did you take to meet the other person's needs?

Was it a simple thing? How much effort did it take? And how well did it help the other's needs?

Try to think of inclusive actions you HAVE done... so that you can think of actions you can do in the future.

This is the main idea behind the final presentation / demonstration sharing.

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Here is the recording of Session 5, formally titled "The School, The Class, and the Person."

The reflection prompts for this session involves more memory recollection from past sessions,

As well as some critical thinking and deeper evaluation of your past experiences as a leader and educator.

Take your time to go through each one!

If you want subtitles, please open the link on YouTube and turn on 'auto-captions' !

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The School, the Class, and the Person -- 2025 Inclusivity Capstone Session 5

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Here is the recording of Session 6, the start of the planning phase for your final presentations!

These Action-Plan phase sessions will be shorter and more reliant on your own learning and pacing.

If you want subtitles, please open the link on YouTube and turn on 'auto-captions' !

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Brainstorming Actions --  2025 Inclusivity Capstone Session 6

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Will's Example -- Brainstorming and Explaining Personal Teaching Beliefs

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Will's Example -- Brainstorming and Explaining Personal Teaching Beliefs

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This is an example of me demonstrating a few of my inclusive teaching practices during my S.K.H JCYN days.

I spend most of the time on the concept of 'intersecting needs,' and how my needs as a teacher mix together and make a certain kind of teaching pathway and approach.

I also do a lot of explaining of why I planned this example demonstration in the ways I have:

1) to show how one person (me) goes through brainstorming inclusive practices,

2) to show how casual you can treat the 'final presentation' sharing, and

3) how you can choose a general or even a specific inclusive practice and action for your presentations!

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Will's Example: Brainstorming Presentation and Explaining Process -- 2025 Inclusivity Capstone

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Prompt Suggestion A: Want to do --> Can do --> Will do

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Prompt Suggestion A: Want to do --> Can do --> Will do

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Prompt Suggestion B: Focusing on Certain Intersecting Needs

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Prompt Suggestion B: Focusing on Certain Intersecting Needs

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Here is the recording of Session 7!

The motto for this session is "What WILL I do," which is focused on going from your ideas and evaluations into actions you can do based on your needs and capabilities.

These Action-Plan phase sessions will be shorter and more reliant on your own learning and pacing.

If you want subtitles, please open the link on YouTube and turn on 'auto-captions' !

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Decisions, Decisions -- 2025 Inclusivity Capstone Session 7

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•Pre-workshops Survey [due 14 Feb]

•Post-workshops Survey

o[due 2nd March]

•Individual presentation videos

o[flexible, creative, 15-mins minimum]

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The bulletpoint list includes things I'm willing to help you with,

And I'd recommend asking others in the workshop group as per your comfort.

•How to present?

oDiscuss ideas? Help you decide things?

•Individual / Small-group consultations?

oOnce a week? Twice a week?

•Technical help

oOnline tool suggestions?

oRoom booking (at EdUHK) for recording?

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Here is the recording of Session 8!

It's very short because it's essentially me describing details and offering support for your presentation planning process!

If you want subtitles, please open the link on YouTube and turn on 'auto-captions' !

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Solidifying Inclusive Acts -- 2025 Inclusivity Capstone Session 8

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Will's presentation 'example' [open for feedback]

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Will's presentation 'example' [open for feedback]

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Inclusive practice chosen: teaching students to think of how their complex being have intersecting parts.

The following 'class demonstration' is how I would introduce it to the class, to later ask them to consider their 'intersecting parts' throughout the year.

Feedback on my presentation and chosen inclusive practice is very welcome and appreciated!

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Will's Final Presentation Example with Feedback Giving Section -- 2025 Inclusivity Capstone

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Session 9 (synchronous recording) on presentation reminders and offered support

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Session 9 (synchronous recording) on presentation reminders and offered support

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This 'session' is more about me holding accountability to the research and all people joining the workshop.

No new information is in this session recording, as all items hve been stated in previous sessions.

This is more about giving details about the kinds of support I can give as the organiser.

To anyone who seeks help and support in both content (inclusivity) and technical mtters (Padlet, digital aspects),

Feel free to ask for help at your level of comfort!

For subtitles, please open the link of YouTube and turn on 'auto-captions' !

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Presentation for Research Use Reminders -- 2025 Inclusivity Capstone Session 9