Introduction on Preparing students for Successful Transition in NAS: Multiple roles of SLP and other documents

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Introduction on Preparing students for Successful
Transition in NAS Multiple roles of SLP and
other documents

• Stephen YIP
• CDI, EDB
• 20 Dec 2010

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Preparing students for successful transition in
NAS Series

• Seminar on Preparing students for successful
  transition in NAS
• Series of workshops from March to July 2011(in
  partnership with HKACMGM) to cater for 3000
  teachers.

TCS in Jan 2011
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What will our students face in NAS?
Old Academic Structure
Old Academic Structure
New Academic Structure
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Some concerns from schools
What students abilities / personal qualities are
universities looking for?
How will universities select my students?
How could I ensure my students properly present
themselves?
How could we make use of SLP as a connector, to
address these concerns?
How could they make use the information of SRR?
What presentation skills do they need?
Self-understanding?
Do students have a life goal and career
aspiration?
JUPAS
OEA
Do students know their orientation?
Are students well-developed reflection
capabilities?
Could students present learning experiences?
Is it possible for them to present themselves to
any stakeholders?
What personal qualities are employers looking for?
What do the employers expect?
Apart from academic qualifications, how could
universities select the students based on the
JUPAS OEA?
Beyond academic achievements
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Functional roles of SLP and other related
documents
As the first presentation tool Demonstrate
personal values, belief and career aspiration
OEA, Personal Statement, Application Form
Employers
Tertiary Education (Local Overseas)
SLP and other documents Collect, Select and
Reflect
Resume, Reference Letter
Recommendation
Schools
Students
Activity record database, Testimonial,
Certificates
As a depository of activity records Evidence of
student learning
As a learning process A kind of Career-related
Experiences for goal setting and personal
development
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SLP as Depository of individual learning records

• Collect, Reflect Select (e.g. most schools
  encourage students to select reflect at least
  once a year via SLP)
• S6 Use of SLP records to complete JUPAS OEA
  forms or other institutions application
  requirements.

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Will there be a smoother transition, in terms of
working from SLP to JUPAS application?

• JUPAS has designed a file structure to facilitate
  schools to upload data to their online system
• WebSAMS will be enhanced accordingly to
  facilitate the process.
• Students have accounts to access the WebSAMS
  platform for preparing the JUPAS OEA information
  based on their SLP
• Such information could be exported from WebSAMS
  according to the preset file structure of JUPAS

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JUPAS OEA Form Some advice

• Based on own SLP
• 20 items NOT A MUST
• Roles Try to be realistic (e.g. not all leading
  roles)
• Additional Information NOT Testing Language
  ability Personal styles
• Student Ownership No Over-intervening

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Functional roles of SLP and other related
documents
As the first presentation tool Demonstrate
personal qualities, orientations and career
aspirations
OEA, Personal Statement, Application Form
Employers
Tertiary Education (Local Overseas)
SLP and other documents Collect, Select and
Reflect
Resume, Reference Letter
Recommendation
Schools
Students
Activity record database, Testimonial,
Certificates
As a depository of activity records Evidence of
student learning
As a learning process A kind of Career-related
Experiences for goal setting and personal
development
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Anne My father is a businessman. After thorough
investigation and several talks with my career
teachers, I want to study business in university.
My subject results are not too bad at school. I
enjoy OLE very much and participate several
leading roles in activities. I learn a lot from
these experiences I may consider overseas
institutions for future study if needed.
A Story of Anne
How to help students present themselves?
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Anne Documents I may need to present myself

• Student Learning Profile
• OEA Form (JUPAS)
• School Reference Report (JUPAS)
• Testimonial/ Reference letters (for overseas)
• School Report Card (for overseas esp. US to
  demonstrate full secondary schooling)
• HKDSE results (available in summer)

Anne Occasions that I may need to present
myself INTERVIEWS
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(1) Knowing what is needed?

• Local institutions
• Overseas
• Employers

For example,
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How could universities select students to meet
their goals of whole-person development?
Source HKACMGM (http//www.hkacmgm.org/)
??????????????????????????????(OEA)
?????????????OEA??????????/???
????????????,???????OEA??????????/???????????????
?
?????????????(????????????OEA ???)
?????????????????????? / ?? (Reference Report) ?
?????? (Academic Performance in School at
Secondary Six) ? OEA (Other Experiences
Achievements) ??????? (Additional Information)
????????????????????????????????????????????????
???/???OEA ??????????
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There are so many documents. Which one is the
most important?
Source HKACMGM (http//www.hkacmgm.org/)

• ????????????????????????/??/??????

• ??????????????????????,????????????????????

• ???????????????????????

?????????????????????,???????,????????????,???????
??
????????,???????????????????????????/??????????
???????????????????????

• ??????????????????????????????????????????

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Is my academic performance in school important?
Source HKACMGM (http//www.hkacmgm.org/)
?????????/?? (Reference Report)
??????????????????????
??????????,??OEA???????????????????
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What if I want to apply for universities overseas?
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Some advice from overseas universities

• Importance of School Results
• US universities puts great emphasis on
  applicants school performance and whether they
  completed the secondary education

• Presentation of school information
• Some US universities recommends that secondary
  schools in HK provide past achievement
  information of the school on students transcript

• Importance of Student Work Portfolio
• Some US universities treasures real work
  portfolios for some talent programmes (e.g.
  architecture, music, arts)

• Undesirable to give high grades to all students
• Undesirable to give too stringent grades to
  students

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School Recommendation Letters
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(2) Preparing Anne how to present themselves
through various learning opportunities
Not just about writing workshops or English
department involvement
Not just about skills, techniques or tips
rehearsals
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Selection and reflection on impressive experiences
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Reflection on personal growth through narrative
approach
???? ??? ????? ?????,?????????? ??????????? ?????
????
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Example WOW Im Ready Workshops

• An EDB pilot, which engages with a group of
  experienced human resource experts from the World
  of Work (WOW), aims to help students
  self-confidence and how to take lead of their
  life.
• A session on how to present themselves verbally
  non-verbally. Discussing what personal qualities
  they wish to present (incl. handshake), in the
  light of giving people GOOD IMPRESSION

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Developing Annes story-telling capabilities
through SLP, rather than mere lang. improvement

• Content counts depends on reflection
  capabilities
• Presentation skills (both verbal and written)
• Sense of audience
• Higher order thinking skills, beyond descriptive
• Vocabularies with deep personal understanding
• ability to summarise (????)
• Creativity personal styles No Standard Format
• Mutual support among peers through sharing and
  encouragement

Life-long benefits
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Functional roles of SLP and other related
documents
As the first presentation tool Demonstrate
personal qualities, orientations and career
aspirations
OEA, Personal Statement, Application Form
Employers
Tertiary Education (Local Overseas)
SLP and other documents Collect, Select and
Reflect
Resume, Reference Letter
Recommendation
Schools
Students
Activity record database, Testimonial,
Certificates
As a depository of activity records Evidence of
student learning
As a learning process A kind of Career-related
Experiences for goal setting and personal
development Nurturing Reflection Capabilities
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Please reflect on your experience in bus this
morning.
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Dont Forget Anne has undergone a range of
impressive learning experiences to develop her
Reflection capability
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Anne was given the opportunities to assess his
strengths and needs, and formulate his career
aspiration. He learnt of the career and life
planning
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Further advice from the social workerAnne
realises that the personal qualities is crucial
for his life long planning.
Personal Qualities
demonstrating flexibility in facing difficulties
passionate person
Have to work on irregular hours to serve the
youth / elderly
concern to social and global issues
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Equipping students to present himself through
self-account / personal statement.Begins with
good Reflection Habits in OLE/NSS
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?? ??
I ????
II ?????????????
III ???????
IV ?????
V ??????????
VI ??????
???? ?????
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Workshops development on Reflection

• EDB Workshop The Art of Facilitating Student
  Reflection (Oct 2010 July 2011)
• Student-LED Project jointly run by EDB, AHSS
  Prof Edmond Ko (focus on level 4-6).
• Examples of reflection resources, from worksheet
  design to reflection activities design that can
  address different learning styles available on
  OLE web site.
• www.edb.gov.hk/cd/ole

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through SLP, as depository, presentation tool,
learning process
JUPAS Application e.g. OEA, SRR Application to
overseas universities or universities in mainland
China Future Employment
????(??)
??
Selecting/transposing information to
JUPAS forms/writing the personal statements for
application to overseas universities / future
employment
??
??
Preparing students how to present themselves
through various channels
Developing Reflection Capabilities and Assessing
own strengths and weaknesses
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Preparing students for successful transition in
NAS Workshops

• Series of workshops from March to July 2011(in
  partnership with HKACMGM)
• - Assessing own strengths weaknesses
• - Effective presentation and planning ahead
• A 6-hours workshop - aims to cater 3000 teachers
  (career teachers, form teachers, OLE teachers,
  SLP co-ordinators )

TCS in Jan 2011
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Dos
Donts

• Make up a maximum of 20 items
• for JUPAS OEA with
• mere participation

• Select qualities experiences for
• inclusion in JUPAS OEA

• Focus too much on presentation
• skills and language abilities

• Describe in not more than 300 words
• an interest or experience to give a
• Fuller picture on personal development

• Only provide experiences without
• teachers mediation for deep learning

• Provide quality learning experiences
• to broaden students horizon

• Just develop students presentation
• skills without deep thinking and
• reflection on their personal values.

• Develop students habits of reflection
• to address their personal growth

• Develop SLP and prepare information
• for university admission /
• workplace in separate entity

• Through developing SLP, teachers
• help provide guidance to assist
• students to set goals and
• formulate their career aspirations