Gifted Education Section...gifted needs to have educational and personal experiences which help them develop important skills, provide immediate happiness and satisfaction, and will

Page �

Gifted Education Section

Curriculum Development InstituteEducation Bureau

Hong Kong Special Administrative Region

Room 328, 3/F, East Block,Kowloon Tong Education Services Centre,19 Suffolk Road, Kowloon Tong, Kowloon

Published in 2009

All rights reserved. The copyright of the materials in this booklet belongs to the Education Bureau of the Hong Kong Special Administrative Region.

Duplication of materials in this booklet is restricted to non-profit making educational purpose only. Otherwise, no other part of these materials may be reproduced, stored in a retrieval system or transmitted in any form or by any means without the prior permission of the Education Bureau of the Hong Kong Special Administrative Region.

Page

2Page �

AimsThe pivotal aims of The Language Magnifier for Problem-Solving are to stretch the language development of the linguistically high ability students building on the recommendations made in English Language Curriculum and Assessment Guide (Secondary 4 and 6) (2007), English Language Education Key Learning Area Curriculum Guide (Primary 1 – Secondary 3) (2002), and Basic Education Curriculum Guide - Building on Strengths (2002). In line with the development of the English Language Education curricula stated in the curriculum guides, the Programme extends the following learning goals of basic education and the aims of the English Language curriculum:

• reinforce learners’ habits of reading;

• engage learners’ in real-life issues;

• lead learners to exercise critical, thinking skills and problemsolving strategies;

• provide opportunities to learners to apply, synthesise and construct their knowledge and understanding of cultures for personal and intellectual development, further studies, career advancement and contribution to society and the world; and

• apply and improve learning and practical skills.

Figure � shows the connection between the junior and senior sec-ondary English Language curricula and The Language Magnifier for Problem-Solving.

Preface

This booklet on the English gifted programme, The Language Magnifier for Problem Solving, is the outcome of the collaboration between the members of Gifted Education Section, Education Bureau and of the teachers of Shung Tak Catholic English College. The programme focuses on facilitating the learning and teaching of English language for a selected group of high abil-ity English learners. With this booklet, we aim to provide secondary schools with recommendations on the design, implementation and evaluation of a school-based gifted language programme.

Gifted, creative and talented students have several kinds of immediate and long term needs. For students with higher levels of potential, given the opportunities and provision, they will be led to life-long commitment and achievement that result in high-level creative productions, inventions, or so-lutions to major societal problems in the long term. In the short term, the gifted needs to have educational and personal experiences which help them develop important skills, provide immediate happiness and satisfaction, and will eventually facilitate their progress towards the long-term goals.

Reading, thinking and writing are simultaneous, interactive cognitive learning processes. To serve the immediate needs of the high ability students, teach-ers may design activities for students to maximise achievement of basic skills and conceptual understanding of school subjects, to read extensively about diverse topics, and develop independence in learning. The Creative Problem Solving (CPS) Model provides an environment for high ability stu-dents to master skills and construct knowledge at a deeper level. It also serves the practical needs of the gifted to develop language skills and use in the multi-faceted study of daily social issues that leads students towards the forecast and contribution to the future society. Following the learning targets, objectives and outcomes of the English Language curriculum frame-work, schools are encouraged to plan and develop coherent and extensive language programmes for linguistically gifted learners whose interests in language learning extend beyond the implemented curriculum.

Page

�Page �

Figure 1: The Position of the Language Magnifier for Problem-Solving in a School-based English Language Curriculum

The booklet starts with a description of the piloted programme ‘The Language Magnifier for Problem Solving’ in the participating school in 2007. The selection procedure adopted to place students in the pro-gramme, lesson plans, learning and teaching materials with highlights of gifted education considerations, and remarks on programme evalu-ation are all included for teachers’ reference. The suggested activities in the booklet engage students in a variety of ways, such as, games, role-play, discussion and free expression of personal responses, self-reflection and presentation. In any case, teachers are welcome to use and adapt the activities to suit the abili-ties, needs and interests of students.

We welcome feedback and suggestions from teachers when you have tried out the activities with your students. Comments and suggestions can be sent to the Chief Curriculum Development Officer, Gifted Edu-cation Section, Education Bureau, Rm E�28, �/F, Kowloon Tong Edu-cation Services Centre, �9 Suffolk Road, Kowloon Tong, Hong Kong, by e-mail to [email protected] or by facsimile on 2�90 68�8.

For further enquiries about this booklet, please contact the Gifted Education Section on �698 ��72.

Acknowledgements

We extend our gratitude to Ms. Jesuszette R. de Guzman and Ms. Karen Wu Cheuk-kwan, the English Language teachers of Shung Tak Catholic English College for their dedication and effort to pilot an English gifted programme for this booklet.

English Language Curriculum for Key Stage �

Senior Secondary English Language Curriculum

(S�-S6)Compulsory Part

Enrichment Programme – The

Language Magnifier for Problem-Solving

Self-access LearningElective Part (S�-S6)

Reading to Learn

IT for Interactive Learning

Mor

al a

nd C

ivic

Ed

ucat

ion Project

Learning

Life-wide Learning

Page

6Page 7

Description of the Programme

Level of the Target Students

Secondary � - �

Characteristics of the Target Students

The target students possess the following characteristics which imply their need for further learning opportunities. They:

• express ideas intelligently with a range of language forms

• see exceptions

• have a good command of the basic language skills attainable at their age level

Needs of the Target StudentsThe programme addresses:

• students’ exposure to everyday issues and happenings

• students’ ability to extend their creativity in writing and solving problems

• students’ desire to learn and be challenged at their learning pace

• students’ initiative to adapt their own learning time and products

Contents

Preface 2

Acknowledgements 5

Description of the Programme 7

Selection Procedure 12

Learning and Teaching 13

Programme Evaluation 73

Teacher Reflection 75

Appendix 1 - Pre-Programme Written Assessment Tasks (Example), 77Answer Key and Scoring Descriptors (Example)

Appendix 2 - Pre-Programme Speaking Tasks (Example) 86and Scoring Guide (Example)

Appendix 3 - Student Work (Example) 89

Appendix 4 - Post-programme Writing Task (Example) 92

Appendix 5 - Student Interview Questions 99 References 100

Page

8Page 9

Aims of the ProgrammeThe programme aims to:

• develop high ability students’ high-level skills related to creativity, critical thinking, communication, and self-managed learning;

• engage students in investigative language activities and open-ended tasks which support self-directed, independent reading and writing; and

• build up students’ command of language and study skills to prepare for the challenges of higher-level learning (e.g. senior secondary education).

Learning Objectives�. To analyse data, information and situations given in various texts systematically

2. To explain what information students require in solving a problem and why, rephrase their questions when necessary, sum up points made and redirect the discussion when the need arises

3. To identify and define problems from given information, consider related factors, and make use of the information to solve the problems

�. To explore alternatives in obtaining and organising information relevant to specific tasks (e.g. through further reading, interviews, visits or search on the Internet)

�. To explain the solutions and evaluate the processes and products

6. To understand how English language works in communicative language activities and apply the understanding to their learning and creative use of the language

Intrapersonal and Interpersonal Objectives�. To respect and support effort, contribution, and independence in students’ own learning

2. To understand the roles of a responsible learner and practise the self-learning skills

ContentThe programme comprises three components. Component One in-troduces the aims, design and content of the programme to students. Component Two has students discuss, analyse and generate solu-tions to social issues using the six steps of the CPS model. Students are expected to investigate a complex scenario and come up with a list of solutions. Component Three provides students with time to re-vise drafts and rehearse oral presentation skills. Their presentations and written work are the end-of-programme products that can be ex-hibited in the English Room or the e-learning platform of the school for other peers to enjoy and learn. A presentation fair is held at the end of the programme.

Component Suggested Number of Sessions

Learning and Teaching Focuses

One About � session (Sessions � and 7)

Introduce the aims, design and content of the programme in Session �, and the expectations of the Presentation Fair in Session 7.

Two About 6 sessions (Sessions 2 to 7)

Identify and practise the CPS steps through communicative language tasks and activities, and understand the significance of the creative problem solving skills in multi-faceted learning. Study and analyse a chosen presentation scenario, apply the CPS steps, and present their scenarios and solutions.

Three About � sessions (Sessions 8 to �2; Session �� being the rehearsal session and Session �2 the Presentation Fair)

Revise drafts, rehearse speaking skills, and present how they applied the CPS steps to their chosen presen-tation scenarios.

Page

�0 Page ��

Time AllocationIt is recommended that a total of around �2 sessions be designed. Since this is a pull-out programme, it is suggested that each session lasts one and a half hours, which allows students to warm up, review what is previously learned, get to the foci of each session, and have discussion or practice. Schools may adjust the number of the ses-sions and/or the duration of each session based on the needs of their students and the school timetable. The following is a suggested time allocation plan for teachers’ reference:

AssessmentThe assessment practice adopted in the piloted programme mainly serves to inform learning and teaching, chart the development of stu-dents’ knowledge, skills, and attitudes. The assessment in the pro-gramme focuses on students’ demonstration of their ability to:

• identify the underlying problems from a complex scenario that contains intertwining sub-problems

• analyse issues strategically through communicative activities

• generate a range of solutions to social issues and evaluate ideas objectively

• generate solutions to problems and describe their ideas with the language learned in class

• explain thoughts, respond to ideas and opinions effectively in written and spoken forms

A range of activities can be used for assessing students’ performance. Examples are:

• short writing pieces

• task sheets, e.g. graphic organisers

• scenario study and written plans

• presentation

• teachers’ constant feedback

• peer-editing and evaluation

Title: The Language Magnifier for Problem Solving

Key Learning Area: English Language

Resource Type: Lesson plan

Programme Type: Pull-out

Further Development of Generic Skills:

Collaboration skills P Communication skills P Creativity skills P Critical thinking skills PInformation technology skills PProblem-solving skills PSelf-management skills PStudy skills P

No. of Students: �6

Duration of Each Session: �.� hours

Page

�2 Page ��

Selection Procedure

The need for English pull-out programmes arises from the emergence of a pool of students outstanding in English. Nonetheless, they are not necessarily all-rounders in language skills. Some students may dis-play a good command of reading skills but lack the awareness of us-ing them strategically. Some may be good readers but mediocre writ-ers. Some may have plenty of creative ideas but do not have a clue of creating a well-organised piece of work. Without appropriate, explicit instruction, students may not be able to develop their potential based on their strengths and overcome the weaknesses. By multiple assess-ments of their English language proficiency and abilities, teachers can identify a range of students including those competent in certain as-pect of English usage or literacy skill while fair in others. Understand-ing students’ needs, linguistic competence, interests, strengths and weaknesses, teachers are better informed when they design a pro-gramme addressing multiple needs. In this programme, the teachers of the participating school attempted to use various means for place-ment with reference to their readiness and school policy:

• Students’ previous results and performance in English Language

• Teacher nomination

• Pre-programme written assessment tasks (Appendix �)

• Pre-programme speaking tasks (Appendix 2)

Please also refer to Curriculum Guide on School-based Gifted Development Programmes and Exemplary Resource on Pull-out English Gifted Programmes for more details of identification.

Learning and Teaching

Lesson PlanLesson 1

Learning Objectives:

By the end of this session, students will:

�. be involved in the planning, designing and monitoring of the tasks ahead;

2. understand and practise the first step of the CPS model, namely Problem Awareness;

�. see the relationships between events in a fuzzy imaginary situation which contains intertwining issues and problems; and

�. describe and explain ideas, feelings and experiences in the eye of the characters/people in the situation.

Text Type Used: A short story

Stage Objectives Learning Activities / Procedure

Materials

Introduction • To understand the learning objectives of the programmes and the missions throughout the programme

1. Ice-breaking activity - Getting to know each other

• Play a game to invite everyone to join in.

2. Introduce the learning objectives and expected outcomes of the programme

• Consciousness-raising activity: Read the picture ‘Someone on a Mountain.’ Guide students (Ss) to see the need to be an open- minded reader to read from diverse angles.

• Show Ss the Chart of Missions. Ask them for views and interests about the topics, time needed, grouping arrangement for the presentation according to students’ levels of readiness.

The Someone-on-a Mountain picture (P.�7)

Chart of Missions(P.�9)

Pre-reading 3. Building on previous knowledge

• Ss share their experience in analysing a situation and their steps of dealing with a new task, for example, writing an article on an unfamiliar topic.

• Come up with a list of steps as a whole. T organises the steps and integrate them into the six Creative Problem Solving (CPS) steps as an introductory overview to Ss.

Creative ProblemSolving Steps

Reading • To identify and define problems from given information and consider related factors

4. Say ‘hi’ to reality: Understand the complexity of the world from a short story

• Read Leo Tolstoy’s ‘The Long Exile’. Discuss in groups the problems they identify. Share their thoughts in general.

• Look into the causes and effects of the problems. Have students focus on one specific character. Perceive the situation from the character’s point of view using the See-through Web. Help students to be aware of the complex relationships of human and environmental factors in a society.

See-through Web(Worksheet)(P.22)

Page

�� Page ��

Have students take charge of the learning situation. For young learners, they may need more guidance and instructions from teachers; however, every student, particularly the high ability ones, should learn to determine what they want to learn progressively as a growing independent learner. Having objectives firmly in mind will help students select suitable information to read and study. Guide them to turn the classroom objectives into their own functional objectives.

Turn the abstract, demanding CPS steps into attainable targets. Start with students’ experience. Introduce the new knowledge from the familiar. Maximise students’ input and participation.

http://resources.edb.gov.hk/gifted/TheLanguageMagnifierForProblemSolving/photo/L1/MPS_L01_clip02_photo1.jpg

http://resources.edb.gov.hk/gifted/TheLanguageMagnifierForProblemSolving/photo/L1/MPS_L01_clip01_photo.jpg

http://resources.edb.gov.hk/gifted/TheLanguageMagnifierForProblemSolving/photo/L1/MPS_L01_clip02_photo2.jpg

Lesson 1 Someone on a Mountain (Consciousness-Raising Activity)

Pre-activity: How many sides does a coin have?

Activity: Read the picture carefully. Pay attention to its details (e.g. the background, the way the two persons dress, their facial expressions, etc.). Use your imagination to answer the following questions:

What are the people talking about in the picture? What is the relationship between the two persons? Briefly explain your answers.

Discussion and writing

• To locate many specific problems and describe many elements of a situation

5. Problems, line up please!

Find out the relationships among the factors. Sequence the causes and effects. Identify the originated sources of the problems (i.e. the causes firstly arise, lead to the others, and result in creating a problem in a situation).

FishboneDiagram (P.2�)

Extended task:6.Put the worries in words

Each S takes a role of one character in the situation. Write a diary entry to describe what worries and annoys them in the first person. Explain the causes and effects in terms of priority, and express feelings from the character’s perspective.

Alternative tasks:

Have Ss interview someone born before �970, and ask the person about what they thought the future would be like when they were the age of the students. Ss can compare how accurate the predictions were.

Write a journal entry to describe the causes and effects of the dif-ferent social aspects.

Assessment for Learning

• Student questionnaire• Teacher’s observation• Teacher’s oral feedback

Page

�6 Page �7

*Reference:Tolstoy, L. (�986). The Long Exile. Tales of Courage and Conflict. Cooper Square Press.

The ability to recognise a range of problems from an unclearly defined situation is crucial to students’ success in seeing relationships among the problems and the need to find out multiple ways or solutions to the problems in the next stage.

Notes to Teachers: Ask students to share what they think about the dialogue that can emerge in the context. The key message: Two sides of the same coin. Reality is like a fusion of a multi-faceted diamond. Different stories can be told from diverse angles. The only way to approach the truth is to collect, understand, analyse and evaluate as many sides of it as possible.

Suggested Dialogue:

Lesson 1 Chart of Missions

The new things we are going to learn…

Creative Problem Solving (CPS) Steps –

Helpful steps to become a critical reader, creative writer and problem solver.

A big task we are going to achieve…

Presentation Fair – We are going to have a Presentation Fair at the end

of this programme. In the Fair, every one of us will have an opportunity to show what we have learned, particularly the creative and critical thinking skills.

Page 1 of the Chart

Page

�8 Page �9

Be the masters of the Presentation Fair…

Know more about the Presentation Fair before action –

In the Presentation Fair, you have two missions to do:

Mission 2 Speaking and Performance Present your written product by means of:

a PowerPoint presentation; ORa drama; ORa role-play forum; ORa combination of different forms (e.g. act out a scene and conduct a formal presentation); ORothers (consult and discuss with your teacher)

Mission 1 Writing Choose a scenario from the Presentation Scenario List. Produce a written product according to the instructions described in the scenario with the CPS skills. The group written product may be:

a project book; ORa website

Page 2 of the Chart

Lesson 1

Creative Problem Solving Steps:

Step 1: Problem Awareness

Step 2: Fact Finding

Step 3: Problem Finding

Step 4: Idea Finding

Step 5: Solution Finding

Step 6: Action Plan

Reference:Feldhusen, J. F., & Treffinger, D. J. (1985). Creative Thinking and Problem Solving in

Gifted Education. Kendall/Hunt Publishing Company.

Page

20 Page 2�

Lesson 1 See-Through Web (Worksheet)

Askenof (Character 1)

e.g. Has two shops and t to run a restauran

Vladimir (The City)

Askenof’s wife (Character 2)

e.g. Has got no job

_______________(Character 3)

Lesson 1 Fishbone Diagram (Example)

Effect

Vladimir (The City)

e.g.

Cause 1: Small population

e.g. lack of jobs

Page

22 Page 2�


Materials

Introduction • To review the previously learned knowledge and skills

• To identify, interpret and relate information presented

1. Warm-up and review

Display their diary entries or journal entries in different corners of the classroom. Ss walk around and read each other’s work. Choose the best one and ask one to two volunteers to explain their choice.

2. Lead-in activity: Will you be lost in a mystery?

Distribute Hint Card � (Poem: Lady Vampiress). Each group picks an envelope out of four with a question inside. Ask Ss to try to give a logical answer with their common sense and association.

The questions in the envelopes are:

i) Who is the vampiress? ii) Who is her prey? iii) Why does she come out at night? iv) Why do people still get trapped by her when they know she is an evil?

Hint Card � (Poem: ‘Lady Vampiress’ *)

Reading and discussion

• To understand the significance of finding the facts when investigating a situation

3. Do you see the point?

Distribute Hint Card 2 (News Article) to Ss. Ask Ss to scan it and then look at another five questions. A time limit may be given.

Hint Card 2(‘Helping tourists ‘shop smart’ inHK’ *)

Page

2� Page 2�

Lesson PlanLesson 2


By the end of this session, students should be able to:

�. learn the purposes of the second CPS step (Fact Finding);

2. investigate the facts of a situation;

�. recognise that feelings are part of the facts; and

�. collect and select data most pertinent to the situation.

Text Type Used:

• A poem

• News articles/letters to the editor

Encourage students to give any imaginative responses. The aim of this activity is to lure students to make ‘mistakes’ – one can never tell the true story based on a single source of information. Instead, by referring to different sources, one can analyse a situation in a divergent manner for objective and informative facts. This is what this second CPS step of Fact Finding aims at.

• To distinguish facts from feelings and opinions

• To redefine a situation from the information presented

The five questions and the suggested answers are listed below for reference:

a) Who is the vampiress? Suggested answer: Shops selling counterfeit products like audio and video products, watches and jewellery/group tours/travel agents/tour guidesb) Who is her prey? Suggested answer: Mainland visitors.c) What does ‘blood’ refer to? Suggested answer: Money.d) When is the best time for the ‘vampiress’ to catch her prey? Suggested answer: When the shoppers are the least alert to the traps. e) Why do people still get trapped by the ‘vampiress’ when they do know she is there? Free response.

4. Does it tell the truth?

• Distribute Hint Card � (News extracts) to Ss. Tell them the extracts are bits and pieces of the crime they discovered in Activity �. Read and discuss if the conclusion (or definition) stated in the extracts tell the objective sides of the crime. Examples of conclusions and definitions can be:

- The number of complaints from mainland visitors about the shops in Hong Kong has not increased significantly, Mr. Tien says.

Hint Card � (News extracts on the same topic)

- Local travel agencies should bear the most responsibility for the complaints of visitors about the ways they have been served.

• Ss work in groups. Several envelopes which contain six question words and model questions are placed on the teacher’s desk. Each group picks two of the question words. Based on the accurateness or the bias of the given conclusion / definition, Ss create a number of questions with the assigned question words to prove / criticise the conclusions / definitions. Have more able Ss create more questions in order to see the deeper sides of the conclusion/definition implied. A time limit may be given.

• Exchange the questions among the groups. Based on the different information and meanings given on the extracts, each group contributes views, ideas and clarifies the questions raised by classmates. Look into the facts and redefine the situation as a whole.

To view the clip, please visit (http://resources.edb.gov.hk/gifted/TheLan-guageMagnifierForProblemSolving/clips/L2/MPS_L02_clip02.wmv)

Six Magnifying Question Words(Notes) (P.29)

Page

26 Page 27

Encourage students to respond. Any logical answers are accepted. This open-minded environment allows the divergent fact finding process to flourish.

Collect, extract and / or adapt news reports, articles, letters to the editors from newspapers in terms of length and level of difficulty based on students’ abilities. Add a conclusion/definition for students to judge.

For most able students, T can skip the assigning step. Have students question the conclusion/definition with all the magnifying question words to explore the fallacies carried in it.

Recognise good questions and highlight them for peer learning. The aim of this activity is to guide students to learn how to come up with to-the-point questions before they do extensive reading to explore the facts of a situation.

http://resources.edb.gov.hk/gifted/TheLanguageMagnifierForProblemSolving/clips/L2/MPS_L02_clip02.wmv




Lesson 2 Six Magnifying Question Words

Magnifying Question Word 1 - WHAT?

Model Question: What is the problem?

Magnifying Question Word 2 – WHO?

Model Question: Who are the people involved?

Magnifying Question Word 3 - WHEN?

Model Question: When did it start?

1

• When the list of facts is done and the situation is redefined, compare them with Hint Card �.

Examples of Potential Problems(Hint Card) (P.��)

Recap and consolidation

• To practise and internalise the learned knowledge and skills

4. Consolidation task: Find one of the following:

�. a news article

2. a letter to the editor

�. a featured article

�. a webpage text, or

�. a blog entry

Use the six magnifying question words to list the facts, opinions, feelings of the people involved in the situation described. Redefine and describe the situation based on facts in paragraphs. Send the work to T by email before the next session. T gives immediate feedback on students’ use of the question words to redefine the situation based on objective facts.



Page

28 Page 29

*Reference:�. ‘Lady Vampire’ by Norman Hale available on http://www.poemhunter.com/poem/lady-vampiress/

2. Li, R. (September 22, 2007). Helping tourists “shop smart” in HK. South China Morning Post. Retrieved September 22, 2007, from http://www.scmp.com/

Magnifying Question Word 4 – WHERE?

Model Question: Where does it occur?

Magnifying Question Word 5 – HOW?

Model Question: How has the problem worsened?

Magnifying Question Word 6 – WHY?

Model Question: Why has the problem worsened?

2

Lesson 2 Examples of Potential Problems (Hint Card)

List of Potential Problems

1. The demand for products and services is far beyond their

supply.

2. The huge number of unregistered travel agencies has

emerged on the mainland and in Hong Kong as the

National Day Holiday is drawing near.

3. Visitors lack information and awareness of cheating cases.

4. Visitors don’t bother to report cases.

5. Visitors jockey for “zero-fee” tours.

6. Visitors may not know how to be a smart shopper, what

the common tactics cheating shops are using and what to

do if they are deceived.

7. Shop owners and travel agencies in Hong Kong fear that

many tourists will be lured away from Hong Kong to

Macao after the opening of Venetian Macao Resort.

Page

�0 Page ��


Materials



• Recap the techniques learned for CPS Steps � and 2 (Problem Awareness and Fact Finding).

• Show one to two pieces of student work (i.e. emails) for the class to briefly review the use of the six question words in redefining a situation based on objective facts.

Pre-reading and discovery

• To establish a common frame of reference (i.e. prior knowledge)

2. Work out the goals for the better world

• Play the song ‘Born Free.’ Ss read the lyrics and sing the song along with T, if they like.

• Referring to the lyrics or their understanding of the ideal world, Ss brainstorm characteristics that describe a perfect society silently using a T-Chart, a Y-Chart, an X-Chart or a chart that Ss like to create. Then share thoughts in pairs.

• Contribute ideas as a whole. T records responses on the board and form a characteristics list of a perfect society with the class.

T-Chart, Y-Chart,X-Chart(withNotes to Teachers) (P.�7)

Page

�2 Page ��

Lesson PlanLessons 3 and 4


By the end of these two sessions, students should be able to:

�. distinguish relevant data / information from the irrelevant;

2. look at possible problems from different perspectives;

�. prioritise problems based on importance;

�. converge on the major problem(s) of a situation (CPS Step � – Problem Finding);

�. locate the underlying problem to solve; and

6. restate the underlying problem in a precise and productive form.

Text Types Used:

• A song and lyrics

• Websites

• News articles

Given the foundational background information, high ability students can be challenged with a multi-faceted worksheet. Multi-faceted work encourages students to deal with multiple events or aspects in a more detailed way.

• Introduce a definition of utopia. See the website of http://www.merriam-webster. com/dictionary/utopia for an example. Allow students to explore additional elements that a perfect society should comprise. Lead Ss to revise the definition if needed.

• To distinguish relevant data / information from the irrelevant

• To look at possible problems from different perspectives

• To prioritise problems based on importance;

• To converge on the major problem(s) of a situation

3. Find out the major problems for a better society

• T explains the need to prioritise problems based on importance. Review the case of counterfeit products analysed in Session 2. Tell them a task situation. Assign Ss to work in one of the four roles:

(a) a shop owner (b) a travel agent (c) a member from the Hong Kong Tourism Board (d) a tourist

• Ss in the same role sit together. Distribute the reading pieces (Student Cards) (See the Notes to Teachers for details). The role groups read the reading piece, gather and agree on the key points of the text they read. Jot notes on the tasksheet. Review their own situation and difficulties in the given roles.

Student Card(Sample)(with Notes to Teachers) (P.�0)

• Form investigation panels. Each investigation panel comprises the four different roles. Each role joins an investigation panel, reports their concerns and difficulties. Collect all the views and fill in a Priority Grid to locate the underlying problem that concerns every role and that strikes a balance in the interests of all the parties.

Discussion in aCircle (P.�2)

Priority Grid (P.��)

• To restate the underlying problem in a precise and productive form

4. Restate the underlying problem

• T explains why the underlying problem needs to be restated concisely. The reasons are to:

- state the key problem for which Ss really want to generate ideas

- encourage a flow of solutions based on a clear, precise, directional question

- ensure the creative problem solving process on track

• Introduce the components of a productive underlying problem. See notes for description.

• Distribute Ss a list of underlying problems which includes positive, negative and irrelevant examples (See worksheet). Ask them to discuss and sort out the � kinds. Share their views.

Definition of anUnderlyningProblem (Notes)(P.��)

Worksheet(with Notes to Teachers) (P.��)

Page

�� Page ��

High ability students may be bored with tedious instructions and lengthy talk; still, teachers’ introduction of the key concepts and monitoring prompts are necessary. With teachers’ monitoring check, do allow students to learn by doing and discovery most of the time.

Lessons 3 and 4 T-Chart, Y-Chart and X-Chart (Worksheet)

Samples

T-Chart

Perfect Society

______________

(Characteristic 1)

______________

(Characteristic 2)

Students add the descriptions in

the two columns.

Notes to Teachers: Teacher may allow students to choose a type of the three charts based on their readiness. Or encourage all students to attempt the X-Chart, but allow them to work in groups to help each other explore the characteristics.

Page 1 of the materials



5. Consolidation task:

Based on what have been agreed on the group priority matrix, Ss draft a precise, directional question to address the underlying problem.

To view the clip, please visit (http://resources.edb.gov.hk/gifted/TheLanguageMagnifierForProblem-Solving/clips/L�/MPS_L0�_clip0�.wmv)


• Student questionnaire

• Teacher’s observation

• Teacher’s oral feedback

Page

�6 Page �7





Y-Chart

Perfect Society

______________

(Characteristic 1)

______________

(Characteristic 2)

______________

(Characteristic 3)

Students add the descriptions

in the three columns.


X-Chart

Perfect Society

______________

(Characteristic 1)

______________

(Characteristic 2)

______________

(Characteristic 3)

______________

(Characteristic 4)

Students add the descriptions

in the four columns.


Page

�8 Page �9

Page 1 of the sample

Lessons 3 and 4 Find out the Major Problems for a Better Society

Student Card (Sample)

1. Tell students the following task situation:

With the increasing complaints from the mainland visitors about the counterfeit products and the way they were served during their stay in Hong Kong, the Consumer Council has listed the potential problems (See Examples of Potential Problems). You are invited to express views as a ____________________ (shop owner/travel agent/member from the Hong Kong Tourism Board/tourist). Read the materials given. Look at the situation in the eye of your role, find out the difficulties you are facing and the things that worry you.

2. Considering the perspectives of the four parties (i.e. shop owners, travel agencies, the Hong Kong Tourism Board/tourists) and the complexity of their concerns inferred from the reading pieces, you may assign students to a role according to their ability. For example:

Role Possible concern(s) of the role Suggestions for assigning

students to the role A mainland tourist

The attractiveness of a place as a travel destination

Average students

A shop owner The increasing competition in the city and those from other regions

The change in customers’ preferences over time

A travel agent The “golden week” holiday policy The choice of destination –

accommodation, transport

More able students

A member of the Hong Kong Tourism Board

Strategies of promoting Hong Kong Improving the quality of services

and facilities to visitors To support and advise on

government policies for the betterment of tourism in the city

Most able students

Student Card (Sample)

Role: A member of the Hong Kong Tourism Board

Context:You are the representative of Corporate Communications and Public Relations, The Hong Kong Tourism Board. The following information from the Board’s website updates you with the recent situation. Read it carefully and find out the answers to the questions below: 1. What is the situation you are in? 2. What difficulties are you facing? 3. What is/are your major concern(s) as a member of the Hong Kong Tourism

Board?

The primary mission of the Hong Kong Tourism Board (HKTB) is to promote Hong Kong as a destination worldwide…

Organisation Chart

Top Stories

This section helps you keep abreast of the latest HKTB initiatives, happenings, news and products on Hong Kong tourism…

Source: The website of the Hong Kong Tourism Board

http://partnernet.hktb.com/pnweb/jsp/comm/index.jsp?charset=en

Page 2 of the sample

Page

�0 Page ��

Lessons 3 and 4 Discussion in a Circle

Have you jotted down the notes to answer the questions shown on your Student Card? Now, discuss and find out the key points of your situation with those classmates in the same role.

Your role: _________________________________________

Situation Difficulties Concerns

Lessons 3 and 4 Priority Grid (Sample)

Differences Role

ConcernShop owner Travel agent Tourist HKTA member

Similarities Role

ConcernShop owner Travel agent Tourist HKTA member

Page

�2 Page ��

Lessons 3 and 4 Definition of Underlying Problem (Notes)

An underlying problem should be restated in a question to encourage a flow of ideas.

The question should have six components in concise words.

The six components are:

1. Topic area

2. Current situation (e.g. “As students use blogs to express themselves more often

than in the past, …”)

3. Stem (e.g. “How might we…?” or “In what ways might we…?”)

4. Purpose (e.g. “As students use blogs to express themselves more often than the

past, in what ways might young people develop a habit of learning a language by

using the technology so that they can communicate confidently with people

worldwide?”)

5. Place

6. Year

Lessons 3 and 4 Restating the Underlying Problem (Worksheet)

This is a pool of underlying problems. Some are good, bad and even irrelevant. When we say an underlying problem is irrelevant, it is in fact not addressing the situation at all. Tick ‘’ the box where you think appropriate.

Underlying Problem Good? Bad? Irrelevant?1. As students are using computers at their homes much more

often than in the past, how might we help children become sociable, communicative citizens in the next decade?

2. Since children in a cashless society (i.e. where the use of Octopus Card is common) will not have the opportunity to hold their money in their hands or save it in piggy banks, in what ways might we help children become financially responsible adults in Hong Kong in the 21st century?

3. The number of the elderly who commit suicide is on the rise.

4. Diet food in Asian regions.

5. By 2030, the world will be encountering the most acute shortage of natural resources ever in the history, how might we prevent this from happening?

6. Local residents in Kwun Tong are suffering leaking roofs and walls, poor hygiene, clogged sewage and everyday traffic chaos. How might we redevelop the district so that people will be able to have a successful life?

1

Notes to Teachers: 3. The number of the elderly who commit suicide is on the rise.

It is just a condition and the topic is implied. The stem, the purpose, the place and time are missing.

4. Diet food in Asian regions. Components of Underlying Problem Yes or No?

Topic? Yes Condition? NoStem? NoPurpose? NoPlace? NoTime? No

Page

�� Page ��

Notes to Teachers (Continued): 5. By 2030, the world will be encountering the most acute shortage of natural resources ever in

the history, how might we prevent this from happening?

Components of Underlying Problem Yes or No? Topic? Yes Condition? Yes Stem? Yes but fail to use an impractical key verb

(i.e. prevent)Purpose? NoPlace? NoTime? Yes

6. Local residents in Kwun Tong are suffering leaking roofs and walls, poor hygiene, clogged sewage and everyday traffic chaos. How might we redevelop the district so that people will be able to have a successful life?

Components of Underlying Problem Yes or No? Topic? NoCondition? Yes Stem? Yes Purpose? Yes but fail to indicate a clear and

measurable purposePlace? Yes Time? No

2

Page

�6 Page �7

Lesson PlanLesson 5



�. Understand the elements of being a creative thinker;

2. Infer messages with reasoning from information and statements presented;

�. Explore alternatives in obtaining and organising information relevant to specific tasks; and

�. Produce many responses and ideas to solve the underlying problems without judgment (CPS Step � – Idea Finding).

Text Types Used:

• Magazine covers

• Advertisements

• News articles


Materials



• Recap the meaning of CPS Step � (Problem Finding).

• Ask three to four Ss to write their restated underlying problems on the board. Evaluate the restated questions against the criteria given and discuss how to improve, if necessary, as a whole.

Definition of an Underlying Problem (Notes)

Pre-reading and development of attitudes


• To understand the elements of being a creative thinker

2. Let’s be more creative!

• One-minute independent thinking time: Each thinks of one adjective or a phrase to describe a creative person. T may give a few as examples. See http://www.cre8ng.com/ newsletter/news02.shtml for examples.

• Ss volunteer to give ideas by turns. T writes the ideas on the board. See the ideas as a reminder for everyone to stay ‘creative’ throughout the session.

Reading and discussion

• To infer messages with reasoning from information and statements presented

3. Find out the major problems for a better society

• Give Ss a familiar underlying problem (UP). The following is an example:

• To interpret different views and attitudes

UP: Since the appearance stereotypes are growing firm in Hong Kong, how might we help the young generation develop a positive concept of life in the next decade?

• Ss discuss the meaning of appearance in society based on their understanding and experience. Share thoughts. Be tolerant if Ss are not able to come up with rich ideas for a long list of solutions at this stage.

• Show a magazine cover or an advertisement. Ask them to think about what kind of appearance is portrayed by the designer. Judge if the portrayed appearance type reflects individual voices or a produced image for commercial purpose, i.e. a sterotype. Encourage Ss to redefine the meaning of appearance (e.g. Appearance is just one way of showing how one sees themselves or so. A person with stronger self-concept will be less influenced by appearance stereotypes).

• Based on the redefined definition of appearance, read the news article ‘The Vanity Trap’ * and identify different voices and feelings of young people for more ideas to address the underlying problem.

Magazine cover or advertisement

News article ‘The Vanity Trap/

Page

�8 Page �9

Establish a supportive environment for creative ideas and discussion to flourish in the activities that follow. Raise students’ awareness of how a creative person usually behaves and sees things. This starts off students’ practice of changing attitudes towards learning.

• Ss sit in groups of three to four now. Distribute the Brainstorming List. Have Ss generate ideas based on two of the aspects by interest in � to � rounds according to the number of students in a group.

- First round: Each student silently writes two to three ideas to solve the underlying problem on the Brainstorming List. No details of the ideas are needed in this round.

- Second round : Pass their list to the next. On their member’s list, Ss add their ideas. Ss may make minor adjustments to revise or clarify their ideas, but they are not allowed to change their minds, for example, by giving up the ideas they previously raised. The circulation continues until the lists return to the owner and every member has each other’s preliminary ideas added on their list.

- Third round: Based on their lists of brief, preliminary ideas, the groups go through them together and elaborate on ideas to make them more complete or more interesting.

Brainstorming List(Sample) (P.�2)

• To interpret different views and attitudes

• Share the ideas and the details. Record all for the next CPS step.

To view the clip, please visit (http://resources.edb.gov.hk/gifted/TheLanguageMagnifierForProblem-Solving/clips/L�/MPS_L0�_clip0�.wmv)



Consolidation task:

Referring to the list of ideas generated in the session, Ss describe the ideas in paragraphs. T may instruct Ss to describe all individually or share out the work in groups. Ask Ss to submit their work by email or on an e-forum that the school supports.





Page

�0 Page ��

*Reference:�. Li, A. (October �0, 2007).The vanity trap. South China Morning Post. Retrieved October �0, 2007, from http://www.scmp.

In the brainstorming process, focus on the number of ideas generated. The instruction of asking Ss to think of 2 to � ideas just serves as a starting point from which students generate ideas as far as possible. Give a ‘set - off’ line to your students based on how far they can attain. The more ideas students can think of, the greater the chance they can have to get the most productive solutions in the next stage.

Taking up a part to learn and practise skills in a group can help students understand the abstract, higher-order idea generation process.

Ss still stay silent in the second round.

Defer judgment. Strive for elaboration only at this point.

Encourage Ss to use some other creative thinking skills they have known or learned, e.g. SCAMPER, Six Thinking Hats or forced relationships, to explore alternatives. If the skills are new to them, introduce some according to student readiness.





Lesson 5 Brainstorming List (Sample)

Student’s name Area

1. Basic Needs

2. Communication

3. Education

4. Environment

5. Government and Politics

6. Physical Health

7. Psychological Health

8. Recreation

9. Social Relationship

Page

�2 Page ��

Lesson PlanLesson 6



�. List criteria for idea evaluation;

2. Select criteria that address the underlying problems and the needs of the people involved;

�. Identify promising solutions (CPS Step � – Solution Finding); and

4. Explain, seek and give clarification and summarise thoughts in discussion.


Materials

Reinforcement • To review the previously learned knowledge and skills


• Recap the meaning of CPS Step � (Idea Finding).

• Show one to two Ss’ emails. Evaluate classmates’ use of descriptive skills, language forms and functions they have learned or are learning in their regular English classes.Discuss and give suggestions for improvement.

Decision-making and discussion


• To list criteria for idea evaluation

• To select criteria that address the underlying problems and the needs of the people involved

• To identify promising solutions

• To explain, seek and give clarification and summarise thoughts in discussion

2. Let’s be more creative!

• Explain the concept of criteria and their use in evaluation.

• Distribute the Criteria Table. Ask Ss to select those that are appropriate to the underlying problem (e.g. the one about appearance stereotypes in Session �) and address the needs of the people involved based on the discussion results in the previous session.

• When the criteria are selected and agreed, work in pairs or groups, Ss fill them in the Decision-making Grid. Score the ideas against the criteria. Identify the most promising solution(s).

Critetia Table(Worksheet)(P.�6)

Decision-making Grid(Worksheet)(P.�7)

• Report and justify decisions to the class. If there are divergent views, have a discussion/debate based on objective evaluation to converge on the most feasible, productive solution(s).



• To become aware of the persuasive skills in presenting an idea

Consolidation and consciousness-raising task:

Produce a poster to introduce the agreed best solution(s). T may refer to http://www.iml.uts.edu.au/learnteach/forum/poster.html for ideas of poster design. Focus Ss on how to present their solutions clearly and soundly to seek audiences’ acceptance.





Page

�� Page ��

Pull-out provision for high ability students is never a single, discrete snapshot from the regular English Language curriculum. T should explore the opportunity for students to extend their potential based on their mastery of basic skills and knowledge, making the regular and pull-out provision complement each other.

With a justified solution, students now need to prepare to turn the idea into words and action that audiences will accept. The task of creating a poster requires students to present their ideas using pictures and descriptions with an audience in mind.

Lesson 6 Criteria Table (Worksheet)

What should go into your table of criteria?

Time Cost Ease of taking the action Lasting effect

The number of people needed to help/be involved Decoration

Furniture Transport Government support

The number of holidays The number of Form One students

Are the above criteria relevant to the underlying problem? Use the rating scale below to find out the most relevant ones. The criteria will help you select the best solution(s) later.

Rating (Relevance to the underlying problem)Criteria for decision-making Irrelevant Not quite

relevantRelevant Most

relevant1

2

3

4

5

6

7

8

9

10

11

12

Lesson 6 Decision-Making Grid (Worksheet)

SolutionCriteria

Proposed solution

1

Proposed solution

2

Proposed solution

3

Proposed solution

4

Total score:

Scoring Guide: 5 Points: Excellent 4 Points: Very Good 3 Points: Good 2 Points: Fine 1 Point: Poor

Remark: Each score can be used for each criterion once only.

Page

�6 Page �7


Materials

Reinforcement • To review the previously learned knowledge and skills


• Ss pin their posters on a wall. Walk around and vote for the best. Explain their choice.

• From the characteristics of an effective poster (e.g. a clear message, addressing the needs of the audience), T guides Ss to think about the ways of presenting the most promising solution(s) objectively and precisely. Ask students to draw their experience in organising and presenting ideas in a piece of writing. T may refer to http://openlearn.open.ac.uk/ mod/resource/view.php?id= 2�077� for some tips about presenting a coherent argument. Adapt and introduce them to Ss as a guide if appropriate.

Decision-making and discussion

• To analyse a Y-Action Plan

2. What makes you an even better creative thinker?

• Recognise students’ effort to have achieved well the creative problem solving process (Steps � to �).

• To make the process more complete, T explains the purpose of an action plan (i.e. to provide concrete recommendations for action by different parties to solve the underlying problems).

Page

�8 Page �9

Lesson PlanLesson 7



�. understand the use of the Y-Action Plan (CPS Step 6 – Action Plan);

2. consider the concerns of the audiences; and

�. be familiar with the details and requirements of the Presentation Fair.

Lesson 7 Y-Action Plan

What? Who? Why? When? How? Where?

Who?

People

Time Action

What? How? When?

Where?

• Show an example of a Y-Action Plan. Ask Ss to find out the features of the plan. Discuss and describe how the plan makes us even better creative and critical thinkers (Note: The Y-Action Plan leads us to consider all audiences’ concerns and priorities, and develop a plan of action with concrete timelines. This is a practical plan that supports us to converge ideas on a guide to action and combine creativity with critical thinking).

Y-Action Plan(Sample) (P.6�)


• To be involved in the monitoring of learning goals

3. Introducing the details of the Presentation Fair and questioning time

• Share the goals and missions of the presentation fair with Ss.

• Clarify points, set the work and rehearsal schedule.

Details of thePresentationFair (Notes toTeachers) (P.62)





Page

60 Page 6�

The development of creative problem solving skills is a gradual process. The six CPS steps should be introduced, applied and practised progressively with different degrees of adaptation and selection based on students’ readiness and abilities. For most able students or those who can master the concepts and skills of the CPS model, T may have them work on an action plan considering multi-faceted concerns and interest conflicts among different parties involved in a scenario for the presentation at the end of the programme.

http://resources.edb.gov.hk/gifted/TheLanguageMagnifierForProblemSolving/photo/DSC03115.JPG

Lesson 7 Details of Presentation Fair (Notes to Teachers)

1. What is Presentation Fair? The Presentation Fair provides an opportunity for students to demonstrate the skills of critical thinking and problem solving they learned in the pull-out programme, reflect and learn from peer work, present their learning outcomes to a real audience, and to experience the joy of learning and sharing.

2. Would students be asked to work individually or in groups? Group work would be recommended to enhance students’ collaboration skills and provide them with a real context and audience to communicate and negotiate in English for an authentic task.

3. What are the expectations of the students? There are two missions for students to do: 1. Writing: Choose a scenario from the Presentation Scenario List. Produce a written product according to the instructions described in the scenario with the CPS skills. The CPS skills are:

a) Identifying the potential problems b) Analysing the underlying problem c) Exploring ideas d) Finding the solution e) Giving recommendations

The group written product may be: a project book; ORa website

2. Speaking and Performance: Each group will need to present their written product by means of:

a PowerPoint presentation; ORa drama; ORa role-play forum; ORa combination of different forms (e.g. act out a scene and conduct a formal presentation); ORothers (consult and discuss with your teacher first)

Suggested Time Allocation

Objectives Learning Activities / Procedure

Materials

Lesson 8 • To review the previously learned knowledge and skills – the CPS steps

• To guide students to plan and work for the Presentation Fair

�. Introduce the four presentation scenarios.

2. Guide Ss to decide on what they will be interested in studying and performing in the Presentation Fair and draft a work allocation diagram. Use the KWHL Chart to make decisions.

�. When the groups have targeted a scenario, guide them to identify a list of potential problems.

�. Take-home job: Analyse the potential problems by finding out relevant facts and opinions using the 6 magnifying questions. Explore information on the Internet when needed.

Presentationscenarios (P.6�)

The KWHL ChartBrainstormingList

Lesson 9 • To analyse a scenario from diverse angles

• To explore ideas for solutions

• To read and discuss analytically

�. Share and combine a list of potential problems.

2. Use a mind web to find out which one of the potential problems affects the most different parties and locate their difficulties arising from the depicted scenario. Hit the underlying problem.

Mind map

Page

62 Page 6�

http://resources.edb.gov.hk/gifted/TheLanguageMagnifierForProblemSolving/photo/DSC03111.JPG

Lessons 8 to 12 Presentation Scenarios

Scenario 1 – Climate Change

The Greenhouse Effect is the process of warming a planet’s surface by the solar heat from the atmosphere. The Greenhouse gases have been regarded as a natural blanket preventing the surface from reflecting all the solar heat back into space. This trapped heat has produced a warmer climate on Earth, particularly in the polar regions. Evidence shows that the Greenhouse Effect in the atmosphere is not just carrying out but growing. The strengthening Effect is likely to raise the Earth's average temperature, influence rainfall and storm patterns as well as raising sea levels. Phenomena are becoming more and more obvious in different parts of the world and Hong Kong is not an exception. In June 2004, the Hong Kong Observatory’s study on long-term change in the sea level in the territory reported that the mean sea level in the Victoria Harbour has risen by 0.12 metre, at an average rate of 2.3 millimetres per year in the past 50 years. On 18 February 2007, the temperature of 25.3 oC marked it as the warmest Lunar New Year’s Day of the city.

A Southeast China conference on climate change will be held. Experts from Guangdong, Hong Kong and Macau will meet, collect information and recommendations. The Hong Kong Observatory has selected your team to represent the youth of the community. The Observatory wants you to look at the situation from different angles, find out possible problems, analyse facts and opinions, search for solutions to one underlying problem and make recommendations.

Useful websites: Homepage of Hong Kong Observatory – You may find the Publications and Press Releases Column on the left menu bar particularly useful and type your target keyword using its search engine for the information you want http://www.weather.gov.hk/contente.htmVideo: The Pulse, RTHK's English-language current affairs programme, on global warming and Hong Kong http://www.rthk.org.hk/rthk/tv/thepulse/20061124.html

1

�. Restate the underlying problem.

�. Generate ideas for solutions.

�. Take-home job: Those who are responsible for the introduction and the first 3 steps start writing their parts. The other members try to develop criteria, use the decision-making grid to suggest the best appropriate solution(s) and present to team members next time.

BrainstormingList and otherlearned creativethinkingtechniques,e.g. SCAMPER,Six Thinking Hats

Lesson �0 • To be involved in monitoring personal learning and group collaboration

�. Process writing: Each group views the preliminary draft bits from each member. Discuss and revise. T gives feedback in terms of ideas and contents only at this first- draft stage. When Ss edit and make the second drafts, T gives feedback in terms of organisation and language. For most able Ss, encourage them to come up with a Y-Action Plan and use the Fishbone Diagram to add details and elaboration.

2. Take-home (�st or 2nd draft) depending on the students’ learning pace and the negotiation between T and Ss.

Y - Action Planand FishboneDiagram



Page

6� Page 6�

Lesson ��: Rehearsal time with the groups before the Presentation Fair

Lesson �2: Presentation Fair

All scenarios

2

News Clipping: Head of UN warns that world is on verge of catastrophe – Maybe helpful to your fact finding process. http://www.rthk.org.hk/rthk/news/englishnews/news.htm?englishnews&20071117&56&447261

News: Scientists fear climate change is accelerating –Maybe helpful to your fact finding process. http://www.rthk.org.hk/rthk/news/englishnews/news.htm?englishnews&20071023&56&441120

3

Scenario 2 –Students’ Stress

Dear Bobby, How’re things in Shung Tak? I miss the days we had in our primary school. I’ve moved to Tin Shui Wai, you know, for nearly half a year. Before moving, I visualised how beautiful this little town would be because it’s so close to my home town – Shengzhen. But now I can’t yet get used to the life here.

Since the first day I joined this secondary school I got a new name “Haly Potter” – just thanks to my black-rimmed glasses. At first I didn’t see why they laughed so hard when they called “my name.” But later the kind girl who is sitting next to me whispered in my ear, “They said you just mix ‘r’ with ‘l,’ which makes you an ‘l-fan’ but an ‘r-idiot’.” So I saw how the joke came but still can’t work out the difference between the two letters.

Kids here seem to love mobile phones, MP3 players and PSPs so hard that they can’t get rid of them, not even for a second. They press the devices almost “all the time” even under their desks in lessons. I’m seen as a freak because I don’t like any one of them - besides, you know, my mom and dad will never afford any.

School work is the hardest thing to me. Chinese was my favourite subject, remember? I feel proud of being the first in Chinese in the past 6 years. But now I no longer like Chinese lessons here, plus, I turn dumb when teachers and classmates are talking in English. This week I feel even miserable because teachers told us that we are doing 3 projects this term. I’m really not sure if I can survive it! Becoming a doctor some day has been my dream. Perhaps I’m just dreaming a dream.

I want to talk to someone about my problems but found there’s no one around I can turn to. My mom and dad work all day long and sometimes can’t be home until 11 pm. I am alone, always… These days I have been late for school a couple of times and Ms. Cheung, my class teacher, seems to be a bit upset by it. I don’t know why I am doing this. I do want to run away.

What do you think I should do? Can your Creative Problem-Solving team think of some way to help young people like me? Say “hello” to Jacob, Cherry, Elaine, Jeanie, Anna, Natasha, Firzen and Anthony, and Jerome and Kenneth, too.

Yours, Sang

Page

66 Page 67

A note from a Creative Problem-Solving team member:

Hey Bobby,

Just read the letter from Sang. I think he feels rather desperate. Should we find out what’s wrong with the community, come up with some solutions not only to help him out but also improve young people’s life in our community?

Jacob

Useful websites: Website: E-learning – Speaking Better English – This link may give you some ideas to search for solutions further and develop suggestions. http://www.rthk.org.hk/elearning/betterenglish/talkcontent.htm

Website: Students and stress: study habits, organisation skills & stress help – Lots of information that may help you find the fact and generate solution ideas. But be selective! http://stress.about.com/od/studentstress/Students_and_Stress_Study_Habits_Organization_Skills_Stress_Help.htm

Online encyclopedia: Tin Shui Wai New Town – This site may give you the information to analyse the potential problems

http://en.wikipedia.org/wiki/Tin_Shui_Wai_New_Town

Homepage: Labour and Welfare Bureau – It may help you in the Action Planning Step. http://www.lwb.gov.hk/

Homepage: Transport and Housing Bureau – It may help you in the Action Planning Step. http://www.thb.gov.hk/eng/index.htm

4

Scenario 3 – Changing Gender Roles

In recent years, attitudes about the work of men and women have been changing all over the world. Gender stereotypes are changing. According to the career education programme types recently developed in schools and relevant statistics, it was found that the number of girls planning to pursue occupations ordinarily held only by men has been rising. This includes jobs such as doctor, dentist, surgeon, and other management positions. However, such trend does not mean fair opportunities for the two sexes. Consequently, talents will be driven away, which has become an attack to the employment market in Hong Kong. The following are some views about gender roles:

Women apparently have obtained outstanding qualifications in science but they're not going

on and achieving as expected.

In Hong Kong, the number of female staff working in the field of science at universities

dropped from 15 per cent in the 1997-98 academic year to 12 per cent in 2004-2005,

University Grants Committee figures show.

Studies have shown girls tend to perform better in reading and writing, while boys better in

maths. It is not a matter of ability but different ways preferred by the two sexes when solving

some problems.

Sex role stereotypes can grow in schools … girls may not choose to pursue a career in

traditionally male-dominated areas such as science…

Male and female are similar and different. We are living on earth.

The Hong Kong Federation of Youth Groups is holding a youth forum on the shortage of talent in Hong Kong. Your school has selected your team to represent the youth of the community. The organisation wants you to look at the situation from different angles, find out possible problems, analyse facts and opinions, search for solutions to one underlying problem and make recommendations.

Useful websites: Video: The Pulse, RTHK’s English-language current affairs programme, on the coming gender imbalance (Part II, starting from Clip 05:57) – It gives you ideas in your problem awareness and idea finding processes. http://www.rthk.org.hk/rthk/tv/thepulse/20070720.html

5

Page

68 Page 69

6

News: Reports highlight gender imbalance – This link gives you information that may help in the fact finding and idea finding processes.http://www.rthk.org.hk/rthk/news/englishnews/news.htm?englishnews&20070825&56&426768

Article: Talent shortage undermining Hong Kong’s competitiveness by the Hong Kong General Chamber of Commerce – This link gives you information that may help in the fact finding and idea finding processes.http://www.chamber.org.hk/info/press_release/press_release_template.asp?id=2706&txt_kw=

Website: The Hong Kong Federation of Youth Groups – The website may give you ideas of how the youth can be nurtured to become the talent of tomorrow. http://www.hkfyg.org.hk/new/eng/front.htm

7

Scenario 4 – Advertising

Advertising is sneaking into people’s life and influencing our society. Like a spider, advertising is a means used by companies to reach customers.

Take Hong Kong as an example. Popular shopping centres and key city locations are lighted up by eye-catching neon advertising displays and the buildings along the banks of Victoria Harbour particularly stand out from the crowd because of the glamourous lights on festive occasions.

In recent years, advertisers started to see the power of outdoor advertising business to reach more of their target audience. Outdoor advertising invites gigantic, creative displays which not only catch the public’s eye but also impress potential customers by becoming a talk of the city. The number of billboards is believed to continue reaching the peak when the Beijing Olympics is approaching. With the help of technology and the changing consumer market, not only the number but the size and design of billboards are going to turn to new pages. When outdoor advertising is becoming a promising business which implies lots of opportunities, there are concerns about its impact in different ways.

The Hong Kong Buildings Department has been receiving increasing applications from outdoor advertising agencies. The Department is seeking public views on the issue. Your school has selected your team to represent the youth of the community. Look at the issue from different angles, find out possible problems, analyse facts and opinions, search for solutions to one underlying problem and make recommendations.

Useful websites:

News: China's Olympics TV advert auction nets 80 billion yuan – It gives you information that may help in your problem awareness and fact finding processes.http://www.rthk.org.hk/rthk/news/englishnews/news.htm?englishnews&20071119&56&447830

News: Anorexia poster banned because it “offends human dignity” – This link gives you information that may help in the problem awareness process. http://www.rthk.org.hk/rthk/news/englishnews/news.htm?englishnews&20071020&56&440391

Page

70 Page 7�

8

News : Health advocates call for tougher regulations on tobacco – Maybe helpful to your problem awareness stage. http://www.rthk.org.hk/rthk/news/englishnews/news.htm?englishnews&20070703&56&412739

A wonderful source ! Radio audio clip: Letter to Hong Kong from Victor Lo, Convenor of Museums Advisory Committee on the Core Arts and Cultural Facilities of the West Kowloon Cultural District – You may listen to the letter read aloud on the online radio channel. Some exciting and revealing views are there for you to develop ideas in the idea finding and action planning processes. http://www.rthk.org.hk/rthk/radio3/lettertohongkong/20070114.html

Page

72 Page 7�

Programme Evaluation

The objective of evaluation is not only to assess outcomes and per-formance, but also to examine, improve and develop educational plans. Programme evaluation is carried out by collecting data and providing evidence records to relevant personnel (including decision-makers and teachers) with the aim of improving existing programmes and making appropriate judgments about their value and effective-ness. Student assessment is a crucial part of programme evaluation.

Evaluation supports the development of programmes in the following ways:

1. Diagnosis – identifying problems and difficulties, and finding ways to handle them appropriately.

2. Adaptation of programmes – evaluation can serve as the basis for the adaptation of programmes, so that the quality of education can be continuously improved.

�. Comparison – evaluation can be used to compare different plans, teaching methods and other areas of school education.

�. Anticipation of educational needs – evaluation can be used to assess educational needs and build educational objectives. It can also be used as reference for determining the directions of education reform.

�. Monitoring - evaluation can be used to determine the degree to which educational objectives are being realised, and help decide whether such objectives or programmes require modification to make them better suited to the needs of students.

Movie �:(http://resources.edb.gov.hk/gifted/TheLan-guageMagnif ierFor-ProblemSolving/clips/movie.html)

Movie 2:(http://resources.edb.gov.hk/gifted/TheLan-guageMagnif ierFor-ProblemSolving/clips/movie.html)

Page

7� Page 7�

In this programme, qualitative data, for example, students’ writ-ten work (Appendix �), writing pieces, task sheets, extended tasks, performance and participation in activities, post- programme writing tasks (Appendix �), student and teacher feedback were collected to assess students’ understanding and evaluate the design of the teach-ing sessions. To collect quantitative data, students were asked to fill in a questionnaire at the end of each session for teachers to assess students’ learning progress and attitudes.

For more details of programme evaluation, please refer to Curriculum Guide on School-based Gifted Development Programmes for more.

Teacher Reflection

Reflection by Ms. Jesuszette R. de Guzman

Thoughts on the selection procedure:I thought that it was a good idea to start screening students by their analytical and English oral ability. However, after hearing from other teachers of Form One students, there were other ‘hidden’ talents from students not selected. These ‘overlooked’ students were more opinion-ative and observant and relatively good at English. My assumption is that taking F.1 students in the first term of the school year may not be as good as expected. Rather, it would be more reliable if we take them in later in the second term so that teachers can give further aid to our screening procedure.

Thoughts on the project on the whole:I thought the project successfully put students in a situation where they could be challenged and be aware of the world they are living in. The aim of the project was made clear and they were quite involved in using the method to look at various aspects of life and solve problems. How-ever, there were occasions where they were needed to be reminded of the steps in solving the problem, and given more effective guiding ques-tions to help students on their way to analyse situations. But in the end, they proved their ability through their presentation.

Of course, lessons could have been more interesting and livelier as students often just read and discussed, although there was real sharing among the class. Perhaps there could have been a variety of text types used (not only written texts, but visual texts or audio texts). Or perhaps students themselves bring in their own texts to share to create a more interesting atmosphere.

http://resources.edb.gov.hk/gifted/TheLanguageMagnifierForProblemSolving/clips/movie.html










Movie �:(http://resources.edb.gov.hk/gifted/TheLanguageMagni-fierForProblemSolving/clips/movie.html)

Movie �:(http://resources.edb.gov.hk/gifted/TheLanguageMagni-fierForProblemSolving/clips/movie.html)

Pre-programme Written Assessment Tasks (Reading and Writing) Question and Answer Paper (Example)

Instructions:1. You have 1 hour and 30 minutes to complete all the tasks. 2. Part I Grammar includes 25 items (Q.1 – Q.25). Part II Reading Skills consists of 11

items (Q.26 – Q.36). Part III Essay is an open-ended task. 3. Suggested time spent on each part is indicated in brackets for your reference. 4. Read the instructions of each part carefully.

Part I Grammar (20 minutes) Read the sentences below carefully. Tick the most appropriate answer. One has been done for you as an example. Example: John prefers to prefers is preferring to the wait-and-see

approach to quick responses. prefers

1. In Japan, there aren’t the some any deserts. (1)2. The most Most of Most people don’t know what cloning means in this

country. (2)3. It is said that Latin is perhaps the world’s harder hardest more hard

language to learn. (3)4. Some people try to improve their English by hearing listening

listening to ABC World News. (4)5. Dolphin the dolphin a dolphin is in danger of becoming extinct. (5)6. Ice is to melt is melting melts when it is heated. (6)7. In the snowy winter people wear thick clothes for keeping to keep for

to keep warm. (7)8. Many people is believing are believing believe he was one of the

remarkable composers of all time. (8)9. It’s no use to try trying in trying to learn how to dance by watching a

video on dancing. (9)10. Live Life Living with the elderly can be a good way to understand

their feelings and relieve their stress. (10)11. After he had won have won was winning an Olympic gold medal he

became a professional wind-surfer. (11) 12. She said that she decides had decided has decided not to suspend the

renovation project and let it progress. (12)13. We are allowing allow to are allowed to see James twice a week. (13)

1

Page

76 Page 77

Reflection by Ms. Karen Wu Cheuk-kwan

The traditional way of spoon-feeding students with knowledge is no longer applicable in the challenging world nowadays. Students should not merely absorb and take in the presented information from teachers and textbooks. Rather, they are educated to evaluate and analyse the information, aiming to develop their critical thinking ability.

The Language Magnifier for Problem Solving leads students to be aware of and identify problems that they come across in their daily life. Furthermore, it opens students to different methods in interpreting and responding to the issues. There is no one absolute way of looking at questions. Students need to broaden their perspectives and think from multiple dimensions. By this, the entire picture will be exposed to students, setting grounds for a better evaluation of the situation.

From the programme, I was able to see students gradually gain-ing analytical skills. The introduction of different models provided basis for students to think about the problem from various angles. Subsequently, students generated different ideas in tackling the ques-tion. After the critical evaluation process, students were also able to discard and at the same time select appropriate methods to deal with the situation. The presentation at the end of the programme demon-strated that students possessed their own standpoints and opinions. Independent thinking and learning were observed through the presen-tation as all groups showed they had done an in-depth analysis of a specific problem.

This programme revealed the hidden potential of students. Through small group learning, the inner qualities of students were better developed. Peer help also acted as a great force leading to encouragement and pushing students to perform better and better. Students were inspired to look at the world from different perspectives, building up their confidence to possess individual judgment and a further outlook.

Appendices

Appendix 1









2

14. He hardly ever seldomly smiles while he is in the meeting. (14)15. If he has would have had lost his first goal with Manchester United,

no one would have been surprised. (15)

(16)

(17)

(18)

(19)(20)(21)

(22)

(23)(24)

16. – 25. ‘If there’s anything I can do, just let me know.’ You have been there - those are the very words you would say (16) so your friend is going through while your friend is going through but your friend is going through a miserable time. But what is the most wanted help your friend looks for (17) and therefore although because he/she will feel better?

There are a couple of things we may do. Whether they work (18) depends on how you act because of you act since you act. Experts say, for example, that those friends who regularly feel sick may need companions (19) to eat out to be eating out for eating out every week or two (20) in order such get rid of to get rid of so as to getting rid ofthe bad times possibly (21) caused by stress or loneliness because the stress or loneliness due to that the stress or loneliness. If they are housebound, (22) you can get get why not get them out for some food, and a book, a magazine or a movie . Whatever the way you take, remember that feelings are irrational and emotions can fluctuate beyond your expectation; (23) however but though, there is the very common ground rule (24) who is tie which is to tie it that ties people together tight – hearty words and a supportive hug will always do when your loved ones are (25) in need to in need of needed help. (25)References:

1. English Language Education Section (2002). English Language Education Key Learning Area

Curriculum Guide. Curriculum Development Institute, Education Department. Hong Kong Special

Administrative Region.

2. Allan, D. (1992). Oxford Placement Test 1. Oxford University Press.

3. Martinet, A.V. & Thomson, A.J. (1986). A Practical English Grammar. Oxford. Oxford University

Press.

4. Greenbaum, S. & Quirk, R. (1990). A Student’s Grammar of the English Language. Longman.

Part II Reading Skills (30 minutes)

A. Reading Comprehension Read the two articles carefully below and choose the best answer to the questions. Enter your choice in the box provided.

Article 1Source of the text extracted and adapted from: CNN (August 6, 2007). Millions face flood disease threat.

CNN.Com/World. Retrieved August 6, 2007, from

http://www.cnn.com/2007/WORLD/asiapcf/08/07/floods.health/index.html

26. According to the article, the monsoonal rains and flash flooding (i) have brought a health crisis to all villages in India, Nepal and Bangladesh. (ii) have never been happened and they bring about a challenge for relief workers. (iii) have put a threat to the transport, power and water supplies of the affected areas. (iv) have endangered millions of lives all over the world.

27. According to Dr. Marzio Babille, people in the affected areas (i) are now facing a health crisis. (ii) will soon face a health crisis. (iii) can escape from a health crisis. (iv) may escape from a health crisis.

28. From the article, the word ‘marooned’ (Line 8) means (i) left and trapped. (ii) left and missed. (iii) sent and killed. (iv) sent and trapped.

29. As stated in the article, what needs to be tackled first in this crisis? (i) unemployment. (ii) reconstruction of infrastructure. (iii) relief work particularly the elderly. (iv) discharge of water.

3

Page

78 Page 79

Article 2 Source of the text extracted and adapted from: Park, A. (August 6, 2007). Baby Einsteins: Not So Smart After All. Time Inc.. Retrieved August 9, 2007, from http://www.time.com/time/health/article/0,8599,1650352,00.html

30. In the article, the writer points out that (i) baby videos are good; therefore they are popular. (ii) baby videos can be both good and harmful because they are popular. (iii) baby videos are harmful even though they are popular. (iv) baby videos may not be as good as expected even though they are popular.

31. According to the writer, the ‘claim’ (Line 1) about the impact on infants’ language development

(i) is proved positive. (ii) is proved false. (iii) seems unclear. (iv) remains controversial.

32. From the article, baby DVDs, videos and television programmes delay language development in toddlers because

(i) they take babies’ time to learn new vocabulary words. (ii) they damage the crucial wiring being laid down in infants’ brains during early

development. (iii) they stop babies from understanding meanings in real interactions. (iv) they can only have the same speaker talking on a video screen.

33. According to Dr. Dimitri Christakis in Paragraph 3, (i) babies will love watching TV if they watch DVDs, videos or television before the age

of 3 months. (ii) babies tend to be more active learners if they interact with a native speaker of a

language than those who watch videos or TV. (iii) babies’ language development will get faster if they watch popular and

well-designed products. (iv) babies watch, learn and listen in early years only.

4

B. Vocabulary in Context Choose the best word or phrase to replace the underlined nonsense words. Write the answer in the box provided.

34. Stop eating capturated foods. The more you eat, the more your body requires you to pay for the calories you avoided.

(i) diet(ii) fried(iii) frozen(iv) saturated

35. The success of the book was partly capturated to the marketing strategies of publishers. (i) due(ii) caused (iii) because(iv) therefore

36. The high unemployment rate of low-skilled workers has jumped in the first quarter of the year. Fixed wages and the more-than-expected supply are believed to be two major causes for the huge number of capturated workers.

(i) bottom-rung (ii) no-paid(iii) good(iv) young

Part III Essay (40 minutes)

Read the following passage carefully.

The debate over Queen’s Pier came after Professor Lau Siu-kai’s comments on public views that most of the people in society supported the destruction of Queen's Pier. Without explaining how he made this conclusion, Professor Lau, who heads the government's secretive Central Policy Unit, puts Chief Executive Donald Tsang Yam-kuen’s campaign promise in doubt. When the citizens of a democratic place are told of the social need to balance heritage preservation with urban development, their voice and views may be controlled.

5

Page

80 Page 8�

Explain the above argument and discuss how you agree or disagree with it. Support your standpoint by providing reasons, examples and/or facts that you think appropriate.

6

Pre-programme Written Assessment Tasks (Reading and Writing) Answer Key (Part I and Part II ONLY)

Part I Grammar

1. any 2. Most 3. hardest 4. listening to 5. The dolphin 6. melts

7. to keep 8. believe 9. trying 10. Living 11. had won 12. had decided

13. are

allowed

14. hardly 15. had lost 16. while your

friend is going

through

17. and therefore 18. depends on how

you act

19. to eat out 20. to get rid of 21. caused by

stress or

loneliness

22. can get 23. however 24. that ties

25. in need

of

Part II Reading Skills

26. (iii) 27. (ii) 28. (i) 29. (iv) 30. (iv)31. (iv) 32. (iii) 33. (ii) 34. (i) 35. (i)36. (i)

Page

82 Page 8�

P. 1

Pre-programme Written Assessment (Essay) Scoring Descriptors (Example)

Essays can be assessed in terms of six aspects as below: (i) Understanding of the topic (ii) Response to the topic (iii) quality and clarity of thought (iv) organisation, development and support (v) syntax and command of language (vi) grammar, usage and mechanics

Level Description5

SuperiorA Level-5 essay: (i) addresses the topic to the point and responds critically to all aspects of the task; (ii) explores the topic thoughtfully and in depth; (iii) is coherently organised and developed, with ideas supported by apt reasons and

well-chosen examples; (iv) has an effective, fluent style marked by syntactic variety and a clear command of

language;(v) is generally free from errors in grammar, usage, mechanics and spelling but may have

minor flaws. 4

Strong A Level-4 essay: (i) addresses the topic clearly, but may respond to some aspects of the task more

effectively than others; (ii) shows some depth and complexity of thought; (iii) is well-organised and developed, with ideas supported by appropriate reasons and

examples; (iv) displays some syntactic variety and facility in the use of language; (v) may have a few errors in grammar, usage, mechanics and spelling but they are not

serious enough to distract or confuse the reader. 3

Average A Level-3 essay: (i) addresses the topic but may slant towards some aspects of the task; (ii) may treat the topic simplistically or repetitively; (iii) is adequately organised and developed, generally supporting ideas with reasons and

examples; (iv) demonstrates adequate use of syntax and language; (v) may have some errors that distract the reader, but generally demonstrates control of

grammar, usage, mechanics and spelling.

P. 2

2Marginal

A Level-2 essay: (i) distorts or neglects some aspects of the task; (ii) lacks focus or demonstrates confused or simplistic thinking; (iii) is poorly organised and developed, presenting generalisations without adequate and

appropriate support or presenting details without generalisations; (iv) has limited control of syntax and vocabulary; (v) has an accumulation of errors in grammar, usage, mechanics and spelling that

sometimes interfere with meaning. 1

Very Weak A Level-1 essay: (i) indicates confusion about the topic or neglects important aspects of the task; (ii) lacks focus and coherence, and often fails to communicate its ideas; (iii) has very weak organisation and development, providing simplistic generalizations

without support; (iv) has inadequate control of syntax and vocabulary; (v) is marred by numerous errors in grammar, usage, mechanics and spelling that

frequently interfere with meaning.

References:

Arter, J., & McTighe, J. (2001). Scoring Rubrics in the Classroom. Corwin Press, Inc. A Sage Publications Company. Thousand Oaks, California.

Harrington, M.K. & English Placement Test Development Committee. (2002). Focus on English – English Placement Test. California State University.

Page

8� Page 8�

Pre-programme Assessment Tasks (Speaking and Cognitive Skills) (Example) Teacher’s Copy

Instructions to Students: 1. You have 10 minutes to read all the information provided carefully. Think about the questions

that follow. You are not allowed to write anything during the preparation time. 2. You will work in a group of 4 for 12 minutes. Discuss the questions in your group. Listen to

other members’ points attentively and respond to their views sensibly. You are encouraged to take brief notes of what you hear for a conclusion in the end.

3. Relax! This is NOT a test. Focus on what you get from the reading and enjoy sharing!

Source of the text:

Squires, N. (June 26 2007). Australia to probe deaths of foreign workers. South China Morning Post, Retrieved August

27, 2007, from http://www.scmp.com/

Questions for Discussion:

1. What is the article about?

2. Can you see the author’s point of view or identify a social issue? Name a few examples / quote

a few statements to support your view?

3. Do you think the author’s point of view is subjective or biased? Explain your opinions.

4. Suggest one possible means to help relieve the problem.

Suggested Notes to Teachers:

The headline – ‘at risk’

The composition of the inquiry board

How many are the ‘many foreign workers’?

What is the ‘some visa scheme’?

1 2

What are the ‘unions’? What are their aims and mission?

Has the problem occurred in Queensland only?

Are the foreign workers just from China?

What do foreign workers think about their work, working environment, their rights, etc? Are

their voices presented in the article?

Are the problem seen on construction sites? How about the foreign workers in other fields?

What is the purpose of the illustrated photo? Is it necessarily a supplementary piece of

information to the article?

Does the article tell evidence-based, informative fact or some dominating opinion?

Page

86 Page 87

Appendix 2

Pre-programme Assessment Tasks (Speaking and Cognitive Skills)

Scoring Guide (Example)

Student’s name: ________________ Class:_____________

Content Understanding

Item Strong Average Weak

1. understands significant ideas relevant to the issue under discussion.

2. selects information precisely to make a point.

3. uses appropriate examples and counterexamples.

Reasoning Skills

Item Strong Average Weak

1. states and identifies relevant subordinate issues that arise from the key

idea.

2. takes a position or makes a claim and defends it with explanations, reasons

or evidence.

3.stipulates claims or definitions (e.g., ‘For our discussion, let’s agree

that …’).

4.recognises values or value conflict as things that form the assumption basis

of arguments

6.recognises the accuracy, logic, relevance or clarity of statement. The

student recognises contradictions and irrelevant comments.

7. has a clear idea of the task

8. distinguishes fact from opinion.

Speaking Competence

Description Strong Average Weak

1. demonstrates clarity in stress, intonation, pronunciation

2. Is fluent in flow and pace

3. uses appropriate language and gets hold of grammar usage

Reference: Arter, J., & McTighe, J. (2001). Scoring Rubrics in the Classroom. Corwin Press, Inc. A Sage Publications

Company. Thousand Oaks, California.

Comment:

Page

88 Page 89

Appendix 3: Student Work (Example)

Page

90 Page 9�

1

Post-programme Written Assessment Tasks Instructions and Data Files (Example)

School:Student Name: __________________________________ Class:________________

Instructions:

1. You have 1 hour to complete the task.

2. The task is to assess your ability to apply the creative problem-solving skills and see

whether you have the potential to be a critical learner, thinker or leader in future.

Data Files 1 to 7 are for your reference. Read the scenario below carefully. Then

suggest what and how you would do to:

(a) identify all potential problems (Step 1: Problem Awareness)

(b) find out and analyse the facts about the scenario (Step 2: Fact Finding)

(c) locate and restate the underlying problem (Step 3: Problem Finding)

(d) generate ideas (Step 4: Idea Finding)

(e) decide the criteria and choose the most appropriate, feasible solution(s) (Step

5: Solution Finding)

(f) write an action plan (Step 6: Action Plan)

3. Write your ideas on the sheets provided. We value your effort! Think more!

Write more! Remember to take a look and check your work before

handing it in.

2

ScenarioSource of the text: Tien, J. (November 9, 2007). We can’t just wait for new talent to turn up. South China Morning Post. Retrieved November 9, 2007, from http://www.scmp.com/

Data File 1Brainstorming List (Potential Problems)

Area Potential Problems

1. Basic Needs

2. Communication

3. Education

4. Environment

5. Government and Politics

6. Physical Health

7. Psychological Health

8. Recreation

9. Social Relationship

10. Others

Page

92 Page 9�

Appendix 4

Data File 2Six Magnifying Questions

Examples:

i) WHAT? What is the problem?

ii) WHO? Who are the people involved?

iii) WHEN? When did it start?

iv) WHERE? Where does it occur?

v) HOW? How has the problem worsened?

vi) WHY? Why has the problem worsened?

Data File 3

Fishbone Diagram

3 4

Data File 4Definition of Underlying Problem (Notes)

An underlying problem should be restated in a question to encourage a flow of ideas.

The question should have six components in concise words.

The six components are:

1. Topic area

2. Current situation (e.g. “As students use blogs to express themselves more often than

in the past, …”)

3. Stem (e.g. “How might we…?” or “In what ways might we…?”)

4. Purpose (e.g. “As students use blogs to express themselves more often than in the

past, in what ways might young people develop a habit of learning a language by

using the technology so that they can communicate confidently with people

worldwide?”)

5. Place

6. Year

Page

9� Page 9�

Data File 5Criteria Table

What should go into your table of criteria?

5

Are the above criteria relevant to the underlying problem? Use the rating scale below to find out the most relevant ones. The criteria will help you select the best solution(s) later.

Rating (Relevance to the underlying problem)Criteria for decision-making Irrelevant Not quite

relevantRelevant Most

relevant1

2

3

4

5

6

7

8

9

10

11

12

Time Cost Ease of taking the action Lasting effect

The number of people needed to help/be involved Decoration

Furniture Transport Government support

The number of holidays The number of Form One students

6

Data File 6Decision-Making Grid (Worksheet)

SolutionCriteria

Proposed solution

1

Proposed solution

2

Proposed solution

3

Proposed solution

4

Total score:

Scoring Guide: 5 Points: Excellent 4 Points: Very Good 3 Points: Good 2 Points: Fine 1 Point: Poor Remark: Each score can be used for each criterion once only.

Page

96 Page 97

Data File 7

Y-Action Plan (Optional) What? Who? Why? When? How? Where?

People

Time Action

7

Post-programme Student Interview

Questions:

1. How often do you read English texts (e.g. newspapers, websites in English)?

Please tell what English materials you read specifically.

2. Is there any change in your reading habits before and after you joined this

programme? Why or why not?

3. Do you think this programme is different from your usual English lessons? In

what way is it different?

4. What have you learned from this programme? Please elaborate.

5. What are the 6 steps we should take when we solve problems?

6. Which one(s) of the steps is/are useful to you? Why? Any examples?

7. Which one(s) of the steps is/are challenging to you? Why? Examples?

8. Can you think of ideas more easily, faster and more expressively after this

programme? Why or why not? Give an example.

9. Did you enjoy the reading in the programme? Why or why not? Give an example.

10. Did you enjoy the individual work and group work in the programme? Why or

why not?

11. As you look back at what you did in this programme, think carefully about which

you were able to achieve and which you were not able to achieve. Consider why

some were or were not attainable?

12. Can you think of any ways to help yourself get through?

13. Have you used anything you have learned in your daily learning? Give an

example.

Page

98 Page 99

Appendix 5:

Page

�00

References

The following titles were referred to during the development of this booklet. They are included herewith as references for secondary school teachers when designing a pull-out gifted programme.

Assessment Reform Group. (1999). Assessment for Learning: Beyond the Black Box. [Pamphlet]. London: University of Cambridge School of Education.

Black, P., & William, D. (1998). Inside the Black Box: Raising Standards through Classroom Assessment. London: King’s College of School of Education. Available on line: http://www.pdkintl.org/kappan/kbla98�0.htm

Calkins, Lucy McCormick (2001). The Art of Teaching Reading. New York: Longman.

Campbell, B. (1997). The Multiple Intelligences Handbook. Cheltenham: Hawker Brownlow Education.

Creative Learning Today. http://www.creativelearning.com/CLToday.htm

Feldhusen, J. F., & Treffinger, D. J. (1985). Creative Thinking and Problem Solving in Gifted Education. Kendall/Hunt Publishing Company.

Fitzpartick, J. (1998). RReading Strategies that Work. Cypress: Creative Printing Press.

Jensen, B. (1993). FPSP Training Manual and Coach’s Handbook. Ann Arbor, MI: Future Problem Solving Program.

Lenski, S., & Nierstheimer, S. (2004). Becoming a Teacher of Reading. New Jersey: Pearson Education Inc.

Nunan, D. (1993). Designing Tasks for the Communicative Classroom. Cambridge: Cambridge University Press.

Documents

Gifted Education Section...gifted needs to have educational and personal experiences which help them develop important skills, provide immediate happiness and satisfaction, and will