Gifted Education School Network 2023/24 Experience Sharing Compendium

透過校本全班式教學及抽離式課程提升語文資優學生的古詩賞讀能力及培養其家國情懷

– 五旬節于良發小學

[In Chinese only]

• 教師在第一層「校本全班式教學」安排資優/高能力學生完成設有進階題目的預習工作紙。課堂以進階提問引發資優/高能力學生的高層次思考。
• 教師布置分層課業，照顧學生的學習需要及不同潛能。同時在課室設置圖書角，讓學生作延伸閱讀。
• 在第二層「校本抽離式計劃」中，教師安排「中文啟迪小組」的學生進深學習《出塞》一詩，並揀選另一首著名的邊塞詩《涼州詞》作延伸閱讀。

透過多元化的學習任務，發展語文資優學生的創造力和多元學習潛能

– 浸信會永隆中學

[In Chinese only]

• 本教學設計以《為學》一文作切入教授論證手法。教師透過分層提問引導學生探討文意和作法，又以分層工作紙促進資優/高能力學生的高層次思考。
• 課堂分組活動因應學生的學習特性分組，教師讓各組學生自行揀選報告形式以發展學生的創造力和多元學習潛能。
• 教師透過「以篇帶篇」的形式安排相同主題的延伸閱讀材料。

善用資訊科技和適異性教學策略發展語文資優學生的高層次思維技巧

– 荔景天主教中學

[In Chinese only]

• 本教學設計以翻轉教室的形式安排學生在課前完成數項預習任務，包括：審題、運用「人工智能聊天機器人程式」協助構思情節並完成寫作大綱及進行分組討論，以完成分組寫作大綱。
• 教師以同質分組形式安排資優/高能力學生組成「挑戰組」，並為挑戰組布置延伸學習任務，提升學生的鑑賞能力。

Adopting Parallel Curriculum Model in the English Classroom to Facilitate Students’ Learning

- CCC Mong Wong Far Yok Memorial Primary School

• This lesson example demonstrates how Parallel Curriculum Model (PCM) could be adopted in the English classroom to facilitate students’ learning, as well as stretching the potential of gifted/ more able students.
• With the use of PCM, the teacher reinforced basic knowledge of the topic, helped students draw connections among what is known and what is unknown, and developed learner autonomy through conducting mini-research on endangered animals.

Realising the Potential of Gifted/ More Able Students by Nurturing Multiple Intelligences in the English Classroom

- Christian Pui Yan Primary School

• This lesson example emphasises the importance of nurturing the multiple intelligences of students through engaging students in purposeful and meaningful learning and assessment tasks.
• The following differentiated instructional strategies were employed to stretch students’ potential:
  - Tiered worksheets as input
  - Flexible grouping
  - Tiered questioning

Enhancing Students’ Higher-order Thinking Skills through Effective Use of Tiered Questioning

- S.K.H. YAN LAAP MEMORIAL PRIMARY SCHOOL

• This lesson example showcases the effective use of tiered questioning to enhance students’ creativity and higher-order thinking skills.
• Scaffolded learning tasks were used to develop students’ summarsing skills (i.e. identify and articulate key details) while developing their reading and writing skills, thus maximising students’ learning.
• Values education elements were also infused into the unit to foster students’ whole-person development and enhance students’ understanding and appreciation of efforts made by the older generations.

Enhancing Students’ Higher-order Thinking Skills through Effective Use of Tiered Questioning: A Practice in the Senior Form Writing Classroom

- The E.L.C.H.K. Yuen Long Lutheran Secondary School

• This lesson example emphasises the use of tiered questioning in various carefully designed learning tasks to develop students’ higher-order thinking skills.
• The following strategies/ tasks were employed to stretch students’ potential:
  - TEE model in paragraph writing (scaffolds to build up and reinforce students’ writing technique)
  - rubrics to facilitate self-reflection and giving of constructive feedback
  - different modes of assessments (i.e. debates and writing) to evaluate student learning

Deep Reading via Non-fiction Texts: Developing Students’ Higher-order Thinking Skills

- NLSI Lui Kwok Pat Fong College

• This lesson example illustrates the use of non-fiction texts to teach deep reading skills and develop students’ higher-order thinking skills. For gifted/ more able students, they are empowered to grasp complex concepts and theme, as well as drawing insightful connections between the selected text and their own lives.
• The following strategies were employed to stretch students’ potential:
  - selecting a rich reading text
  - asking higher-order questions with wait time to encourage thoughtful responses from students
  - engaging students in meaningful discussions
  - promoting self-reflection

Infusing the Three Core Elements of Gifted Education in Level 2 Pull-out Programmes – STEAM Activity

- PLK Chong Kee Ting Primary School

• This lesson example implements the Level 2: School-based pull-out programme of the Three-tier Implementation Model for Gifted Education.
• The lesson topic is the formula and application of rate. Students will work in groups to design a model car, then each group will conduct a model car experiment to measure the driving speed.
• The teacher will guide the students to think about the factors that can make the model car's speed faster and the methods to measure more accurately.

Infusing the Three Core Elements of Gifted Education in Level 1 Whole Class Teaching – Bar Charts

– Buddhist Lim Kim Tian Memorial Primary School

• This lesson example implements the Level 1: School-based whole-class teaching of the Three-tier Implementation Model for Gifted Education. By infusing the three elements of gifted education and using differentiated teaching strategies in the lesson, it allows mathematically gifted/more able students to unleash their potential.
• The lesson topic is about the understanding of bar charts. Students will learn different types of bar charts and acquire statistical information through reading bar charts.
• Mathematically gifted/ more able students will challenge themselves with open-ended questions in the extended worksheet.

Infusing the Three Core Elements of Gifted Education in Level 1 Whole-class Teaching – Application of Trigonometry

– Wah Yan College (Kowloon)

• This lesson example implements the Level 1: School-based whole-class teaching of the Three-tier Implementation Model for Gifted Education for Secondary 2 students.
• Students will be taught to use tools to measure lengths and angles in order to estimate the heights of buildings and structures.
• Students will use the techniques of trigonometry to solve a challenging open problem.

Infusing the Three Core Elements of Gifted Education in Level 1 Whole-class Teaching – Sequences and Pythagoras Theorem

- Po Leung Kuk Choi Kai Yau School

• This lesson example implements the Level 1: School-based whole-class teaching of the Three-tier Implementation Model for Gifted Education for F.2 students.
• Graded exercises are given to students to get familiarised with the application of Pythagoras Theorem.
• The teacher will provide challenging problems and a series of extended concepts for mathematically gifted / more able students to solve and think about.

Enhancing Gifted Students' Meta-cognitive Skills and Higher-order thinking skills through Nutrition Science Education

– Pentecostal Gin Mao Sheng Primary School

This L&T design focuses on allowing gifted students to participate in scientific inquiry and conduct quantitative and qualitative scientific experiments, thereby improving students’ higher order thinking skills and creativity. Through differentiated instructional teaching strategies, students are guided to measure the vitamin C content of common drinks and clarify myths about vitamin C. This L&T design can encourage students to make evidence-based scientific explanations, make informed decisions, and develop good habits of a balanced diet.

Nurturing Gifted Science Students through Gifted Pull-out Programmes

- G.T.(Ellen Yeung)College

This L&T design allows gifted students to understand the properties and applications of salt through experimental demonstrations and hands-on experiments. Using multi-sensory teaching, students discuss and share the uses and characteristics of salt in groups, and then learn about the impact of salt on ice. Students experienced first-hand the heat-absorbing effect of salt by making ice cream. Extended discussions are included for other applications of salt in daily life to ensure students have an in-depth understanding of the properties and applications of salt. The instructional design aims to enhance the learning interest of science gifted students, develop observation and reasoning skills, and combine the knowledge learned with practical applications.

Nurturing Gifted Thinkers: Philosophical Inquiry as Catalysts for Climate Change Awareness

- HKUGA College

The goal of this L&T design is to build a deeper understanding of the evidence for the causes of the average increase in global temperatures over the past century. The lesson starts with a reading activity of how greenhouse gases cause global warming. An argumentation activity then provides two opposing claims about the causes of global warming, and student will write scientific questions to clarify which claim is better. Then students will examine eight pieces of evidence and identify which claim is supported. Finally, students will construct an argument for one of the claims. The L&T design help nurtures creativity and higher-order thinking skills of scientifically gifted/ more able students.

Learning by Seeing Osmosis: Engaging and Extending Student Learning through Inquiry-based Activities

- HKMA David Li Kwok Po College

In this L&T design, students observe and question slices of pickling cucumber. Using a simulation, students notice that cucumbers placed in a salt solution become firmer. The understanding of osmosis helps them make connections to daily life scenarios. The L&T design rearranges the lesson sequence, allowing students to explore the biological concepts using their own words and understanding. Biological terminologies are then introduced to support students’ articulation of the ideas of osmosis that help explain more principles about the pickled cucumbers. It can foster a deeper conceptual understanding of osmosis.