HKIS World Café: Summary Report
Appendix B Question 2: What adjustments would our school need to make in order to help students achieve what is described in question #1? Compilation of all recorded comments: • • • • • • • • •
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more personalized learning teachers needs to know students really well continuing/greater emphasis on social skills/collaboration "flipped" classrooms group projects with different roles for students partnership between home and school world languages self reliance deliberate "turn-‐off" or downtime of the internet during a school day -‐ HS/MS (UP/LP) to allow air/space/conversation/physical activity in to our children's lives. (they do this in ESF)!! Intentional alternative activities -‐ e.g. 3rd grade book club Adjustment of our spaces (give HS a playground) Providing the "structures" to enable our older children (e.g. G5 -‐ G6 transition) to be able to utilize the freedom of MS -‐ wisely and appropriately Intentional teaching of E.Q. -‐ via guidance classes e.g. facilitate group work inside lessons -‐ intentionally enable groups to work together The flip classroom -‐ where kids are uploaded with research and info before the class -‐ enabling practical work to take place in the actual class time Enable more practical subjects to be taught at HS -‐ design/tech, practical AA to facilitate more HOLISTIC children not just academic automatons! consistency among teachers at (within) grade level school guidelines/grades more communication parents -‐ teachers -‐ consistency among grades consistency on ethical issues/values adjust/flexible technology program as time passes on increase remote technology program at school and home aside from competitive sports, offer more opportunities fro varied levels of sports -‐ sportsmanship for everyone encourage areas of difficulties (academics) by teachers to try and stick with it (ex. If a girl struggles in math, give her chances to try and try again with encouragement and patience)
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improvements in communication by teachers in areas of weakness (sooner than later) starting by UP, a bit more focus on academic achievement (grade achievement, better understanding of where the child's level is relative to others in same grade) better transition from primary to MS to HS offer courses at MS "time management skills", but start at UP to lay groundwork (grades 4 and 5), work habits needs to be taught sooner "study skills" is something to be taught more opportunities for lively healthy debates and healthy disagreements (discourse) parent-‐school contract to ensure child takes ownership of school work instill self-‐reliance and self-‐discipline in values and reward system of the school community and culture opportunities to students to lead, develop and take ownership on how to improve the school, e.g. tutoring LP kids in Chinese, improve curriculum for self-‐esteem of girls, single-‐sex classes at MS and HS (particularly if girls have low self confidence on certain subjects) developing a culture of homework ownership and culture and responsibility in STUDENTS -‐ starting gradually from grade 2 onwards up to high school study groups for students -‐ to develop group accountability and collaboration skills for own school work more "seats" better facilities better use of facilities -‐ IT teaching using computers at home restructure outlook of school -‐ collaborative approach in teaching at school, community environment. Kids to learn to listen to each other role of teachers and school motivate the kids so they want to learn; stop from getting bored ?? how do we teach kids people skills move away from knowledge learning empowering/engaging the parents (if we do more remote learning) collaboration with teachers adjust to change in technologies, be responsive Improve the High School "brand", many move to boarding school ? why Parents to take pressures off -‐ college applications!! 1