The Gifted Education Magazine for Educators - Inspire Issue No. 7 匯賢資訊 - 第七期

Issue No. 7

第七期

Engaging Learning of the Gifted: Strategies to Elevate Thinking 讓資優生投入學習：提升思維層次的策略 FEATURE ARTICLE 專題文章 [ I ]

By Prof. VanTassel-Baska

Contents 目錄 EDITORS’ NOTE 編者的話

WHAT’S NEW 最新消息

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FEATURE ARTICLE [ I ] 專題文章[ I ]

FEATURE ARTICLE [ II ] 專題文章[ II ]

Using Instructional Strategies To Elevate Thinking

By Prof. Joyce VanTassel-Baska 提升思維層次的策略

Engaging Learning: Differentiated Instruction for Gifted Learners

By Dr. Sandra N. Kaplan 讓資優生投入學習的 適異性教學

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RESOURCE CORNER [ I ] 資源分享 [ I ]

RESOURCE CORNER [ II ] 資源分享 [ II ]

Differentiated Instruction: Practical Strategies for Catering for Learner Diversity 適異性教學 — 照顧學習多樣性 的實用策略

A “one-click” for ALL info in Gifted Education 一站式資優教育 資訊網

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18 NEWS BITES 要聞剪影

FORTHCOMING ACADEMY EVENTS 學院動向

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I N S P I R E I S S U E N O. 7 匯 賢「資」訊 第 七 期

Editors´ Note 編者的話

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n Hong Kong, higher-order thinking skills, creativity and personal-social competence are recommended by the Education Bureau of the Hong Kong SAR Government as the three “Core Elements of Gifted Education”.1 Schools are encouraged by the government to incorporate these elements into the curriculum to develop the potentials of students as well as to cater for the needs of gifted learners (EDB, 2007)2. In the coming issues of INSPIRE, we will explore how these “Core Elements” work in nurturing our young generation to develop their potentials and talents in full.

Through the theme “Engaging Learning of the Gifted: Strategies to Elevate Thinking” of this issue, we delineate how higher-order thinking skills can be enhanced. Two leading gifted education (GE) curriculum experts share their views on this topic in the “Feature Articles”. Prof. Joyce Van Tassel-Baska highlights the use of deliberate questions as a critical strategy to enhance deep learning and elevate thinking of gifted learners. Dr. Sandra Kaplan articulates some effective practices of using student-centred, inquirybased instructional strategies to differentiate the learning experience of gifted learners in school. In addition, we have a new column, “Resource Corner”, to introduce extended reading references and practical resources to facilitate your acquisition of understanding and skills in engaging your gifted/ high ability students in learning.

We hope that by your continuous contributions of sharing useful information and resources on GE at this professional platform – INSPIRE, we can grow together to nurture and support our gifted youngsters. Please do not hesitate to let us know if you are interested in sharing your school practices or resources through tpd@hkage.org.hk.

香

港教育局建議學校以培育學生的高層次 思維 技巧、創造力和個人 及社 交能力為發 展校本 資優教育的「三 大 元 素」，並 鼓 勵 學 校 將 這 些 元 素 滲入課程中，從而發 展學 生 潛 能，以 及 照 顧 校內資 優生的需要（教育局， 2007 ）。《 匯 賢「資」訊 》將 連 續 三 期探 討 這 些 元 素 如 何 有 效 讓 學 生發 展 潛 能 及盡展才華。

今期《匯賢「資」訊》以「讓 資優生投入學習：提升 思維 層次 的策 略」為題，為大家闡述 如何提 升學生 的 高 層 次 思 維 技 巧。我 們 邀 請 了 兩 位 資 優 教 育 的 課 程 專 家 於〈專 題 文章〉中撰 文，分享他們對 這個 課題的真知灼見。Joyce VanTassel-Baska 教 授 指出 運 用 心 思 縝 密 的 提 問 的 重 要，有 助 資 優 生 深 入 探 求 知 識 及 提 升思 維 層次。Sandra Kaplan博 士 向 大 家分享一 些 以學 生為中心及 探 究 為 本 的 教學 策 略，並 闡 釋 如 何 應 用 這 些 策 略 調 適 課 程，豐 富 資 優 生的學習經 歷。此 外，我們於 今期新 增〈資 源 分享〉專 欄，旨在介紹與 本 課 題相關的延伸閱讀 與 參 考 資 料，並提 供 實 用的教學資 源，促 進 教師掌握 讓資優／高能力學生投入學習的知識與技巧。 我 們 希 望 透 過 各 位 於《 匯 賢「資 」訊 》這 個 專 業 平台持續分享資優教育資訊與資源，大家能攜手合作 培育及支援我們資賦優異的年輕一代。我們歡迎各位 投 稿 分享 經 驗 及 資 源，請 電 郵 至 tpd@hkage.org.hk 與我們聯絡。 香港資優教育學院 教師專業發展部 編輯組

Editorial Team Teacher Professional Development Division The Hong Kong Academy for Gifted Education

NOTES [1] For details about the three core GE elements, please visit the EDB website: http://www.edb.gov.hk/FileManager/EN/Content_3649/app_1-eng.pdf [2] For additional information, you may refer to the“Guidelines on School-based Gifted Development Programmes”. Retrieved 1 June 2012 from http://www.edb.gov.hk/index.aspx?nodeID=3165&langno=1

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WHAT ’S NEW 最新消息

What’s New 最新消息 Professional Development Framework in Gifted Education

資優教育教師專業發展

The Teacher Development Division of the HKAGE and the Gifted Education Section of the Education Bureau (EDB) have jointly established a new professional development framework in gifted education for all teachers in Hong Kong since February 2012.

香港資優教育學院教師專業發展部及 教 育 局 於 2012 年 2 月 協 力 制 定 了 一個資優教育教師專業發展新架構。

This new framework provides a clear pathway of professional development for school senior staff and teachers who can follow the route, according to their roles in school, to take part in different professional development programmes offered by our Academy and the EDB. The professional development pathway is a concept central to our provision since it defines the route that teachers can follow to become certificated practitioners.

Foundation Course in Gifted Education (Online Learning) 資優教育基礎課程（網上學習）

架構

新架構為學校的資深管理人員及教師 提供清晰的專業發展途徑，同工可因 應他們 在 校職 能 的 需 要， 選 取參 與 本學院及教育局所提供的不同課程。 教師的專業發展途徑是新架構的核心 概念。教師沿此進修途徑邁進，便能 成為專業的資優教育實踐者。

Hotung Lecture 何東資優教育演講

Target group: All School Practitioners 培訓對象：所有學校專業同工

4 Modules/單元 8 hours/小時

Biennial GE Conference 資優教育雙年會議

Intermediate Course in GE: Leadership & Management 資優教育進階課程：領導和管理 Target group: GE Managers / Coordinators 培訓對象：資優教育行政主管及資優教育統籌主任

Enhancement Courses 增益課程

3 Modules/單元 9 hours/小時

Target group: Teachers (KLAs) 培訓對象：科任教師（各學習領域） 6 hours/小時

Advanced Course (GE Management) 深造課程

Advanced Course (Curriculum Coordination) 深造課程

Target group: GE Managers 培訓對象：資優教育行政主管 18 hours/小時

Target group: GE Coordinators 培訓對象：資優教育統籌主任 18 hours/小時

Thematic Seminars and Workshops 專題講座及工作坊

STRUCTURED PROFESSIONAL DEVELOPMENT PATHWAYS 結構性的專業發展途徑： GE Managers (principals, vice-principals or delegated staff in primary / secondary schools) 資優教育行政主管 （校長、副校長或其他委派主任）

GE Coordinators (curriculum leaders, subject

GE Managers • Coordinators • Teachers 資優教育 行政主管 • 統籌主任 • 教師

panel heads or delegated members in primary / secondary schools)

資優教育統籌主任 （課程發展主任、科主任或其他委派成員）

Teachers (primary / secondary schools) 教師（小學/中學）

ORGANISERS 主辦機構： The Hong Kong Academy for Gifted Education 香港資優教育學院

School Networks (By invitation) 資優教育學校網絡 （獲邀參與）

GE Managers (3 levels) 資優教育行政主管（3個階段）

GE Teachers Networks by KLA (By invitation) 以學習領域為主的資優教育教師網 （獲邀參與）

GE Coordinators (3 levels) 資優教育統籌主任（3個階段）

Education Bureau 教育局

Teachers (2 levels) 科任教師（2個階段）

（課程發展主任、科主任或其他委派成員）

資優教育 行政主管 • 統籌主任 • 教師

Teachers (primary / secondary schools) 教師（小學/中學） I N S P I R E I S S U E N O. 7 匯 賢「資」訊 第 七 期

ORGANISERS 主辦機構： The Hong Kong Academy for Gifted Education 香港資優教育學院 Education Bureau 教育局

GE Teachers Networks by KLA (By invitation) 以學習領域為主的資優教育教師網 （獲邀參與）

School Networks (By invitation) 資優教育學校網絡 （獲邀參與）

GE Managers (3 levels)

GE Coordinators (3 levels) 資優教育統籌主任（3個階段）

資優教育行政主管（3個階段）

Teachers (2 levels) 科任教師（2個階段）

• Foundation Course in GE (8 hours on-line) 資優教育基礎課程 (8小時網上課程)

• Foundation Course in GE (8 hours on-line) 資優教育基礎課程（8小時網上課程）

• Intermediate Course in GE: Leadership and Management (9 hours) 「領導與管理」進階課程 (9小時)

• Enhancement Course (6 hours KLA-based) 增益課程（6小時以學習領域為主的課程）

• Advanced Course (18 hours) 深造課程 (18小時)

Timeframe of PD programmes on GE in a school year 資優教育專業發展課程年曆 PROGRAMME

SEP

OCT

NOV

DEC

JAN

9月 10月 11月 12月 1月

課程 Foundation Course in Gifted Education (Online Learning) [Primary / Secondary] 資優教育基礎課程（網上學習）[中小學]

FEB

2月

MAR APR

3月

4月

MAY

5月

JUN

6月

JUL

7月

AUG

8月

NEW

新

Intermediate Course in Gifted Education: Leadership & Management [Primary / Secondary] 資優教育進階課程 : NEW 「領導與管理」[中小學] 新 Advanced Course in Gifted Education (GE Management : GE Manager) [Primary / Secondary] 資優教育深造課程 NEW （行政管理 : 資優教育行政主管）[中小學] 新 Advanced Course in Gifted Education (Curriculum Coordination : GE Coordinator) [Primary / Secondary] 資優教育深造課程 （課程統籌 : 資優教育統籌主任）[中小學]

NEW

新

Enhancement Courses in various KLAs * – Design and Implementation [Primary / Secondary] 增益課程（各學習領域）— NEW 新 設計與實施 [中小學] for primary & secondary schools 舉辦中、小學課程 2 courses each for primary & secondary schools (12 hours) 舉辦中、小學各兩個課程（12小時） 2 follow-up sessions each for primary & secondary schools (6 hours) 舉辦中、小學各兩個延伸課節（6小時） 6 courses each for primary & secondary schools 舉辦中、小學各六個課程 * Note: Courses targeted specific KLAs including Chinese Language, English Language, Mathematics, General Studies, Science, Humanities and Affective Education will be organised separately during the designated months. * 註：主要學習領域（包括中國語文、英國語文、數學、常識、科學）及人文學範疇、情意教育等專業發展課程會各分別在指定月分舉行。

Registration Details 有關報讀詳情 Foundation and Intermediate Courses 基礎及進階課程 Email 電郵：tpd@hkage.org.hk

Tel 電話：3940 0103

Website 網址：http://hkage.org.hk/en/tz_programmes.html

Advanced/Enhancement Courses 深造及增益課程 Email 電郵：gifted@edb.gov.hk

Tel 電話：3698 3472

Website 網址：http://resources.edb.gov.hk/gifted/pd

Hotung Lecture and Biennial GE Conference and Thematic Seminar/Workshops 何東資優教育演講、資優教育雙周年會議及專題講座或工作坊 Email 電郵：tpd@hkage.org.hk

Tel 電話：3940 0103

Website 網址：http://hkage.org.hk/en/tz_programmes.html

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FEATURE ARTICLE 專題文章 [ I ]

Prof. Joyce VanTassel-Baska College of William and Mary

USING INSTRUCTIONAL STRATEGIES T ELEVATE THINKING Instructional strategies have always been underestimated for their role in enhancing gifted student learning. As a field, educators of the gifted have supported the idea that students could learn on their own without the direct facilitation of teachers.

Even when teachers were encouraged to intervene, it was always with an eye to being a facilitator of learning, not a deliberate strategist in using techniques that might promote it in learners. Thus we have not taken seriously the models of teaching necessary to work effectively with the gifted. Yet there are three reasons that strategies matter in learning and teaching.

I N S P I R E I S S U E N O. 7 匯 賢「資」訊 第 七 期

The three reasons are: To provide content-relevant pedagogy to enhance deep learning Schulman and others have cited the role of appropriate content-pedagogy in enhancing student learning. Knowing how to facilitate the research project in science by asking relevant science-related questions or asking the pointed questions in a discussion of Hamlet about the theme of filial duty both constitute the effective use of such pedagogical approaches.

To scaffold learning for gifted learners in order to promote automaticity Strategies used deliberately can help gifted learners understand what is necessary to use in their own learning as they attempt independent projects and other forms of autonomous learning. Questioning, for example, can enable the gifted to understand how to elevate their own learning in similar ways through asking questions that require analysis, synthesis, evaluation, and creation.

To elevate thinking and problem-solving Higher level strategies serve long term ends to promote lifelong learning at high levels.

By exposing students to models and approaches that can be internalised and transferred to new learning situations, students become more ready to tackle new problem scenarios with confidence in their ability to think and problem solve.

What are these skills and strategies that matter so much in promoting the learning of our best students?

There are a set of such strategies that teachers need to have in their arsenal, regardless of subject matter or grade level. They constitute the basic approaches to serving the gifted effectively through instruction.

Research suggests that these strategies have the strongest evidence for effectiveness with the gifted of any we might employ. While higher level inquiry processes are effective with all learners, the research in gifted education suggests they are crucial for promoting learning in this population (VanTassel-Baska & Brown, 2007). One of these inquiry approaches is the use of questions as a deliberate strategy to promote thinking of different types and levels.

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FEATURE ARTICLE 專題文章 [ I ]

The role of question-asking is a critical component of promoting inquiry among gifted learners. It is a strategy that calls for teachers deliberately to organise questions into clusters in order to elevate thinking. Some questioning models are hierarchal in orientation, moving students from lower to higher level thinking. Others are more circular, moving from one higher level question to another, often not bothering to use lower order questions as a bridge. Other models deliberately exploit different kinds of thinking, moving from convergent to divergent to evaluative.

One model that combines both a hierarchal approach and different types of thinking is the following, based on the work of J. P. Guilford (1967):

COGNITION

CONVERGENCE

DIVERGENCE

EVALUATIVE

What is the name of the nuclear plant in Japan that was compromised by the tsunami?

What factors accounted for the series of explosions that rocked the plant?

If you were a worker assigned to the plant, how would you react to the crisis?

In your opinion, should nuclear energy be promoted as an energy source, given its demonstrated danger? Why or why not?

The use of Bloom’s taxonomy in its newest reiteration (Anderson & Kratwohl, 2000) is also a common tool to enhance student learning from lower to higher levels.

Create What is a different scenario that could be written to make Hamlet a more likable character?

Analyze What comparisons may be drawn between Ophelia and Hamlet?

Remember

Understand

Apply

What is the plot of Hamlet?

What does the plot contribute to our understanding of the play?

How does Hamlet apply his hatred of his uncle in the play?

Evaluate What is your assessment of Hamlet’s delay in killing his uncle?

What would have happened if he had done it earlier in the play?

I N S P I R E I S S U E N O. 7 匯 賢「資」訊 第 七 期

There are also questions that provide organising strength to curriculum development work because of their underlying connection to concepts that we want students to learn. Essential questions provide that service. Typically few in number, they set the stage for learning activities to follow that allow students to uncover the answers to these powerful questions. Thus a unit on “POWER”, for example, might ask as essential questions:

What is the concept of power at work in the world?

How may we see it as promoting good or evil?

What is the impact of power on people?

References Anderson, L. W., Krathwohl D. R., et al.

(2000). Taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. New York, Longman.

Guilford, J. P. (1967). The nature of human intelligence. New York: McGraw Hill Inc. VanTassel-Baska, J., & Brown, E. (2007).

Towards best practice: An analysis of the efficacy of curriculum models in gifted education. Gifted Child Quarterly. Fall, Volume 51, No. 4, 342-358.

From these questions then a unit of study might be developed that focused on the use of power in Shakespearean tragedy, the power of nature, or governmental use and abuse of power. The questions provide the frame for further definition of conceptual learning.

Finally, questions can be constructed that promote interpretative inquiry into a phenomenon without the use of a deliberate model. Our interest in weather patterns, for example, might lead us to question several aspects of what we do not understand through pointed questions that get at the unknown:

What causes hurricanes to become more or less intense as they travel?

Why do hurricanes change course?

Conclusion The use of deliberate questions is a critical strategy for getting gifted students to learn about their world in more complex and in-depth ways. It provides multiple pathways for challenging the gifted through their content learning.

It enhances their thinking by deliberately focusing attention on issues and problems that require solution in the real world. Questions can be improved by using a model for construction as models provide the scaffold for specific types of thinking.

Question-asking, however, is an art as well as a science.

The late Mortimer Adler used to opine that one good question could carry a seminar for an hour. So it is not the number of questions that matter, but the having of good questions from which you as a teacher want to learn that elevates and enhances the learning process for students.

What prevention methods are most effective and why?

Prof. Joyce VanTassel-Baska is the Professor Emerita at The College of William and Mary in Virginia, where she is the founding director of the Centre for Gifted Education. Prof. Van Tassel-Baska’s research interests are on the talent development process and effective curricular interventions with the gifted. She has received numerous awards including the International Mensa Research Award for Lifetime Achievement in research and service to gifted education in 2011.

Joyce VanTassel-Baska 教授是美國 維珍尼亞州威廉瑪麗學院教授及 該學院的資優教育中心始創總監。 Van Tassel-Baska 教授的研究範圍主要 為人才培育與發展和照顧資優生的 課程策略。她獲獎無數，包括去年 獲「國 際 門 薩 學 會」頒 發 的「終 身 成 就 獎」，以 嘉 許 她 在 資 優 教 育 的 研究和貢獻。

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FEATURE ARTICLE 專題文章 [ I ]

美國威廉瑪麗學院 Joyce VanTassel-Baska 教授

多年來，教學策略在提升資優生學習方面的成效一直被低估。在資優教育 界，教師一直認為資優生童有能力自行學習，毋須老師直接教導，即使 鼓勵教師介入學習過程，老師亦只擔當促進學習的角色，而不會刻意運用 策略和技巧指導學生。因此，我們一直沒有認真看待一些可讓資優生童 有效學習的教學模式，但教學策略其實對學與教相當重要，原因有三：

建構學習， 讓資優生主動學習

運用內容相關教學法， 提高學習深度 Schulman等人提出，適當運用內容 教學法 有助 提 升兒 童學習成 效。 藉著提出相關的科學問題學會 如 何 製作 科 學 研 究 報 告，又或 在 討論《王子復仇記》時懂得對「孝 道」這個 主 題 提出尖 銳 的 問 題， 都是有效運用教學法的例子。

善用教學策略可助資優生明白，在 進行個人專題研習及 其他形式的 自 主 學 習 時，需 要 運 用 甚 麼 來 幫 助 自己學習。舉例說，發問可讓 學 生明白如 何以 類 似 方 法，提出 一些講求分析、整合、評鑑及創作 的問題，從而提升個人學習能力。

提升思維層次 和解難能力 運用更高層次的策略可達 到更長 遠及維持高水平的終身學習目標。 讓學生領略一些可以 潛移默化 和 應用於新學習環境的學習模式或 方法，增強學生在思考和解難能力 方 面 的自信，為 解 決在 不 同 場 景 面對的新難題做好準備。

究竟是甚麼技巧和策略，對促進尖子的學習如此舉足輕重？不論任何科目或級別的教師，在所有渾身解數之 中都應具備這樣的一套策略，作為有效指導資優生學習的基本方針。有研究指出，在所有可應用於資優生童 的策略當中，證明上述教學策略的成效最 顯著。雖然高層次探究過程可有效 應用於所有學生身上，但針對 資優教育所作研究指出，高層次探究過程對促進資優生童的學習至關重要（VanTassel-Baska & Brown, 2007）。 其中一種探究方法是刻意利用提問作為策略，促進學生進行不同類別和層次的思考。 要鼓勵資優生發展探究精神，提問是關鍵的一環。這種策略要求教師精心設計及組織一連串提問，務求提升 學生的思考能力。有些提問模式傾向層層遞進，引導學生由較低層次的思考推進至高層次的思考；有些則採用 循環模式，帶領學生直接由一個高層次問題跳到另一個高層次問題，往往放棄以低層次問題作為引子；亦有 其他模式會刻意刺激學生各種不同的思考模式，由聚歛思維到擴散思維，再發展至評估思維。

下文以J. P. Guilford (1967) 的研究成果為藍本， 以層層遞進模式結合不同思維作為提問模式：

認知

聚歛

擴散

評估

日本哪一座 核電廠受到 海嘯波及？

有甚麼因素 令 核電 廠 發 生 連串 爆炸？

假 如 你是被 派 駐 核電 廠 的 工 人，在 面 對 這 種危 機時 會 如 何 反應？

這次事故反映 了核能發電的 危險程度，你 認為應否以核 能作為電力能 源？為甚麼？

I N S P I R E I S S U E N O. 7 匯 賢「資」訊 第 七 期

創作

最 新版本的布魯姆 認知分類（Anderson & Kratwohl, 2000），亦 是促進學生由低層次 學習推進至高層次學 習的常用教學工具。

記憶 《王子復仇記》 的情節是 怎樣的？

你能撰寫 一個不同的場景， 令哈姆雷特成為 更討人喜愛的 角色嗎？

分析

評鑑

試比較 奧菲莉婭和 哈姆雷特 兩個角色。

你對哈姆 雷特延遲殺死叔父 有何評價？假如劇中 他早一點下手，會 發生甚麼事情？

理解

應用

有關情節 如何幫助你 理解該劇？

劇中哈姆雷特 運用甚麼方法 宣泄他對叔父 的仇恨？

這些問題可發 展出一個學習單元，探討莎士比 亞的 悲 劇 作品中對 權 力的 運 用、大自然 的力量，或 政 府 運 用 / 濫 用 權 力 的 描 寫。這 些 問 題 為 進 一 步 勾 勒 概 念 學習提供了框架。

有些問題由於本身與我們希望學生 學習的概念息息相關，因此可幫助 教師組織課程發展，一些涉及本質 的 問 題 便 可 達 到 此 一 功 效。這 些 問 題 為數不多，但它們能為隨後的 學習活動建構學習的平台，讓學生 找出這些重要問題的答案，例如在 講 解「權 力」的 教學 單元 時，可向 學 生 提出本質上的問題：

世界上， 人們對「權力」 有何概念？

9

究竟權力 可以導人向善 還是令人腐化？ 我們可怎樣 看待權力？

最後，教師亦可編撰問題，推 動學生 對某 現 象 進行 詮 釋 探 究，而 毋 須 刻 意 使 用 任 何 教 學 模 式。例 如 我們 對天氣型態感到興趣，或可針對幾個不懂 之處 作出重點提問：

權力對人 有甚麼影響？

為甚麼颶風 的威力會隨著 移動而增強 或減弱？

結論 心 思 縝 密 的 提 問 是 一項 重 要 的 教學 策 略，有 助 資 優 生 學 會 周 遭 一 些 更 複 雜、更 深 入 的 知 識，讓 他 們 在學習知 識 的 過 程中，激 發出 不 同 的思考 路 向，增 加 學 習 的 挑 戰 性。特 別 藉 著 針 對 某 些 議 題 和 問 題，讓 學 生 在 真 實 世界 尋找答案，提高學生的思考 能 力。教師 可運 用教學 模式建 構及 改 進提問內容，讓教學模式為特定思維 類 型建構 框 架。 然而，提問不但是一門科學，也是一門藝術。已故的Mortimer Adler認為， 一 條 好 的問題 足 以 讓 研 討 會 消磨 一小 時，因此，問題 的多寡並不重 要， 最 重 要 的 是 提 出一 些 你 作 為 教 師 本身 也 想 學 習 的 好 問 題，從 而 提 升 和 促 進 學生的學習過程。

為甚麼颶風會 改變方向？

甚麼預防 方法最有效？ 為甚麼？

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FEATURE ARTICLE 專題文章 [ II ]

Dr. Sandra N. Kaplan Professor of Clinical Education Rossier School of Education University of Southern California Dr. Sandra N. Kaplan is the Professor of Clinical Education at the University of Southern California. Dr. Kaplan is a past president of the National Association for Gifted Children (NAGC). She has made presentations at various major international gifted education conferences and has received various awards and honours. Dr. Kaplan has published various academic journals, reports and books covering curriculum planning for the gifted students.

Sandra N. Kaplan 博士現任美國南加州大學教授。她曾任美國 National Association for Gifted Children專業團體的主席，並曾於多個國際性資優 教育會議中演說。她亦於多份學術期刊、報告及書刊中發表有關為照顧 資優 生而調適課程的文章。

Engaging Learning: Differentiated Instruction for Gifted Learners The term “differentiation” most often evokes discussions and decisions about how curriculum can and should be modified or adapted to be responsive to the needs, interests, and abilities of gifted students. This single definition of differentiation excludes the importance of applying differentiation to the concept of instruction. Whereas differentiated curriculum explains the WHAT of learning, differentiated instruction explains the options available to determine HOW the curriculum will be taught. Both differentiation of curriculum AND instruction work in tandem. They are symbiotically related to reinforce each other. In order to attain the standards or goals that underlie the intentionality of differentiation, educators need to simultaneously determine the relationship between differentiated curriculum and instruction.

I N S P I R E I S S U E N O. 7 匯 賢「資」訊 第 七 期

The following chart is to note the relationships that need to be articulated between the purposes of differentiation to accommodate gifted learners and the implementation of these purposes to match differentiated curriculum and differentiated instruction. The following chart identifies the instructional strategies labeled A and B. These examples are associated with the purpose for and the learning experiences of a differentiated curriculum. The implementation of student-centered, inquiry based instructional strategies described in each example reinforces the philosophy for and the learning experiences of the differentiated curriculum.

Table 1: Differentiated Instructional Strategies Goal of Differentiation

Example of Learning Experience in Differentiated Curriculum

Examples Differentiated Instruction Strategies

To facilitate the development of curiosity

Students are learning about various habitats. They are shown a set of pictures depicting a variety of habitats: swamp, hive, dam, etc.

The teacher asks the students to note the details and patterns that are represented in the pictures.

They are asked to draft a set of questions that they want to answer about these habitats specifically and habitats generally.

Example A ­– Teacher-directed instructional strategy: The teacher asks students to answer a set of predetermined questions that require a specific answer.

To promote independent critical and creative thinking

Teacher introduces the student to a range of critiques related to reviews of literature, movies, political speeches, etc. and asks students to identify the purpose underlying the purpose of a critique.

Example A ­– Teacher-directed instructional strategy: Teacher demonstrates how to write or author a critique, and defines the rules the students are to follow in order to write their own critique.

Example B ­– Student–centered instructional strategy: Teacher stimulates students with a “puzzlement” reference to the topic under study in order to solicit questions from the students that are derived from their interests. Students are instructed to answer each question. They are instructed to create a “chain of understanding” that connects the answers to formulate a conclusion or summary statement about the topic of study.

Example B ­– Student-centered instructional strategy: Teacher asks students to analyze the set of critiques to discern the ethical issues that are to be considered in order to support with evidence their personal point of view in writing their critique.

Differentiated Instructional Strategies The value of each instructional tool is its ability to activate the intent of the differentiated curricular learning experience. There are multiple meanings related to the word “activate:” motivate, initiate. Each of these synonyms has a specific link to an instructional strategy. Some instructional strategies best support differentiated curriculum by motivating or engaging students.

Other instructional strategies are more significant in their effort to initiate or define the beginning of an intellectual action.

There are criteria that can be applied to assess the efficacy or appropriateness of the instructional strategy selected to initiate a differentiated learning experience. Ideally, each instructional strategy should encompass all or most of the criteria.

Be Open-ended The instructional strategy allows for multiple and varied responses that are considered to be “correct” or appropriate.

Promote Transfer The instructional strategy should be introduced and practiced in a wide-range of contexts to ensure that it can be readily applied to new situations. One of the prevalent concerns in addressing the academic needs of the gifted is to clarify the expectation that students extend mastery of a skill or understanding of a concept introduced in one subject by applying that same skill or concept across disciplines and situations.

Foster Independence The instructional strategy should encourage independence of thought, individuality, and an understanding of the attributes that define the self as a learner and productive individual.

Stimulate the Demonstration of the Characteristics of the Gifted The instructional strategy should intensify the display and development of characteristics such as reinforcing a long attention span, increasing options for language acquisition and usage, expanding curiosity, and nurturing creative expression.

Address the Development of Intellectualism The instructional strategy should promote students’ value for a “love of learning” and the myriad of present and future possibilities to learn in many and different areas or disciplines.

Allow for Self-Assessment The instructional strategy should provide students with the time and responsibility to stipulate their own criteria or design their own rubric to self-evaluate their achievements and/or contributions.

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12

FEATURE ARTICLE 專題文章 [ II ]

A Set of Instructional Strategies Each of the members in this set of instructional strategies have been constructed to comply with the mission of differentiation, differentiated curriculum learning experiences, and the criteria established to appropriately differentiate instruction.

• ESTABLISHING RELATIONSHIPS The skill constructing relationships is fundamental to developing a variety of critical and creative thinking skills. Students are asked to form and authenticate with evidence the reason for the relationship.

How and why are these related?

A

&

B

are

related because

&

Revolution

are

related because a major purpose of a revolution is to cause some type of change.

Example : Change

Figure 1: Establishing Relationships

• MAKING LINKS OR CONNECTION The competency to link or connect concepts from within, between, or across disciplines is fundamental to the in-depth understanding of a concept and initiating learning that is both intra- and inter-disciplinary.

Create a chain of understanding by inserting a concept from your study in each circle. Explain the connection between the concepts.

Example :

Different types of environments are used as homes for animals

adaptation

Animals exist in specific habitats habitat

Animals go through life cycles animals cycles

Figure 2: Making Connections

I N S P I R E I S S U E N O. 7 匯 賢「資」訊 第 七 期

• DEFINING SUPPORT The ability to gather relevant and sufficient evidence to support the meaning or interpretation of a concept, big idea (theory or principle), statement, or quote requires the acquisition and utilization of a sophisticated research skill set.

Example : Conflict is an important feature of fiction .

Idea or Issue: Support

Support

Support

Sara was the “bad” character.

The problem in the story created the conflict.

Conflict unfolds in the plot.

Figure 3: Defining Support

• ENGAGING IN CONCENTRIC CIRCLES OF UNDERSTANDING The need to reinforce and review concepts that have been studied in a topic or discipline can be met by requiring students to circle the same concept or idea for different purposes or perspectives. Each circle demands that the students consider an additional means to examine the concept that is under study.

cti

N

re is an intera The

De a di s s

and words.

There are many forms of power.

ers

Describe the

een the power o etw fn b u on have po s r e b we um

mb

ective

Figure 4: Concentric Circles

ersp

om ve ti

Concept

Example :

r.

m an interdisc ipl t fro in concep e h t e t ib cr ipline perspec fr c

ep nc

yp ar

co

Name the concept from that is being studied in the center of the circle.

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FEATURE ARTICLE 專題文章 [ II ]

• ALTERNATIVE POINTS OF VIEW The importance of comprehending an area under study from multiple points of view is crucial to developing critical and creative thinking as well as employing problem solving skills.

Identify two opposing ideas from a study. Describe how these ideas represent different points of view.

Example : In the study of ecology, one point of view is to protect resources. Another point of view is to use the resources now to meet our needs.

Figure 5: Alternative Points of View

Teaching Differentiated Instructional Strategies It is recommended that teachers would follow a learning and teaching sequence that maximizes the differentiated curriculum outcomes aligned to selected differentiated instructional strategies. Each phase of the chart illustrates a pattern used to purposefully practice an instructional strategy. Each phase strives to enable gifted students to incrementally apply the criteria stipulated for the design and implementation of the instructional strategies: open-endedness, independence, intellectualism, self-assessment, etc.

1 2 3 4

Practice Phase 1

INTRODUCE, EXPLAIN, DEMONSTRATE the purpose and value of the instructional strategy embedded in a selected topic, subject, or discipline.

Practice Phase 2

Practice Phase 3

Practice Phase 4

APPLY the instructional strategy in a selected and appropriately aligned topic, subject, or discipline.

REINFORCE the newly introduced instructional strategy with previously learned skills and/or concepts.

TRANSFER independently the instructional strategy to multiple and varied content and skill-based contexts.

Effective implementation of differentiated curriculum is dependent on understanding the role that instructional strategies play in attaining the types of academic and personal achievements inherent in the concept of differentiation.

I N S P I R E I S S U E N O. 7 匯 賢「資」訊 第 七 期

Sandra N. Kaplan 博士 南加州大學 Rossier 教育學院教授

讓資優生投入 學習的適異性教學 提 到「適異性 教學」一詞，一 般認 為只關乎課程 應如何 改 良，以切合 資優 生的需 要、興趣 與能力。這單一 定 義 卻 將 適 異性 教學策 略 的 重 要性 置 諸 不 顧。「適 異 性 課 程」解 釋 何所學，「適 異 性 教 學 策 略」則解 釋 如何教，兩者形影不離，相輔相成。因此，要達至適異性教學所追求的目標，教育工作者須同時釐清適異性 課程 與 適異性教學策略的關係。 下表指出適異性教學的預設目的與相應實踐策略之間的關係。表中列舉兩個適異性課程例子，以 A 與 B 代表 兩種教學策略，又 列出相關的課程目標和學習經 驗。例子中，實 行以學生為中心、探究 為 本的教學策略， 都強化相關適異性課程的理念和學習經驗。 表1：適異性教學策略

適異性教學目標

適異性課程的學習經驗例子

適異教學策略例子

促進學生好奇心

學生認識不同動物棲息地。 老師展示不同棲息地的圖片： 沼澤、蜂巢、水壩等，要求 學生留意圖中細節和形態， 然後就圖中動物棲息地以及 一般動物棲息地列出一連串 疑問。

例A－教師主導的教學策略： 教師要求學生回答有特定答案的預設問題。

教師讓學生認識文學評論、 影評、政治演講評論等文章， 要求學生指出評論文章的寫作 動機。

例A－教師主導的教學策略： 教師示範評論文章作法，教導學生撰寫評論文章的規則。

促進獨立批判與 創意思維

例B－以學生為中心的教學策略： 教師就所學習的題目「故弄玄虛」以啟發學生，引導學生基於 興趣提問。教師要求學生回答每個提問，並將答案連結起來 組成「理解連環」，並以之作出結論。

例B－以學生為中心的教學策略： 教師要求學生透過分析一系列評論文章，明辨寫作評論文章 時須顧及道德操守，個人觀點要有論據支持。

適異性教學策略 適 異性 教學 策 略 的 價值，視乎 該 策 略能否激 活 適 異性 課程 所 預 設 的 學習經 驗。「激 活」有多重 意 思，如 激 發、啟 動等。這些同義詞，各與一種教學策略 有關。一些教學策略之 所以 適用於適 異性課程，因能 激發 學習動機或令學生投入學習。一些教學策略則善於啟動智性活動。用於啟動適異性學習經驗的教學策略， 效能或適切性有一定評估標準。每個教學策略以能符合以下所有或大部份標準為佳：

開放式提問

激發資優生展現特徵

教學策略應接受學生多元及不同的回應，並可考慮 視為「正確」或合適答案。

教學策略應使資優生突顯並進一步發展其特徵，如 強化本身已具備持久的注意力、增加學習和運用語 言的機會、擴展好奇心、培養創意表達能力等。

鼓勵學習遷移 教學策 略應在 廣泛背景下 實 行，確 保 能 隨 時應 用 於 新處 境。滿 足 資 優 生 的 學 業 需 要 時，人們 往 往 期 望 學 生 掌 握 一項 技 能 或 理 解 某 學 科 一 個 概 念 後，能 觸 類 旁 通，應 用於不同學 科 與處 境。

重視智識主義發展 教學策略應培養學生的「好學不倦」精神，使他們 知道無論現在或將來，學習不同領域或學科的機會 多的是。

促進獨立自主

容許自我評價

教 學 策 略 應 鼓 勵 獨 立 思 維、彰 顯 個 性、了解 個 人 作 為「有 效 能」學習者 的 特 質。

教學策 略應 給予 學 生 時間 和責任，釐 定自我 評 價 成就及／或貢獻的標準。

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FEATURE ARTICLE 專題文章 [ II ]

一套教學策略 這套教策略中的每一項，均依照適異性教學的使命、適異性課程學習經驗及調適教學策略的標準而建構。

• 建立邏輯關係 具備建 立邏 輯關係的技 巧，是 發 展 不 同 批 判 和 創 意 思 考 技 巧 的 基 礎。 學生須學懂如何建立邏輯 關係，並提出理據。

兩者如何及為何相關？

A 與 B 是

相關，因為……

例子: 改變 與 革新 是

相關，因為革新的 一大目的是促成改變。

圖1：建立邏輯關係

• 建立聯繫 能將概念融會貫通，聯繫 一門或多門學科，對深入 了解一個概念十分重要， 亦 可 引 發 對 單一及 多 門 學科的學習興趣。

在 每 個 圈 內 加 入一 個 概 念，從 中 建 立 出 理 解 連 環，解 釋 概 念 之 間 的 聯 繫。

例子:

各式各樣環境都成為動物棲息地 適應

動物在特定地方棲息 棲息地

動物有生命周期 動物 周期

圖2：建立聯繫

• 搜集證據支持解釋 要取得相關而充份的 證 據，以 支 持 某 概 念、 重大意念（理論或原則）、 聲明或引語的意思或 解釋，須掌握純熟的資料 搜集或研習技巧。

意念或話題 支持 依據

支持 依據

支持 依據

圖3：搜集證據支持解釋

例子:

衝突是小說的重要特色。 Sara是 歹角。

故事中 的問題 衝突在 情節中 引起 衝突。 呈現。

I N S P I R E I S S U E N O. 7 匯 賢「資」訊 第 七 期

• 運用理解同心圓

以

科角 描 述

概

概念

概念

用

學

該

以單 一

科角度描述該

作

學

字力 量 與文 互 量 有力 具 字 量 數 力量有 多種形式

相

跨

數字 力

例子:

將所研習概念的 名稱置於圓心

念

 圖 4：同心圓



研究某主題或學科的概念 後，需加強並重新檢視對 該主題或概念的理解。要 達至這目的，可要求學生 繪畫多個同心圓圈，以不 同目的或角度解釋每圈內 的同一概念或意念。

• 其他觀點 從 多角度 理 解 一 個 研 究 領域，對發展批判與創意 思維，以及運用解難技巧 至關重要。

指 出 一 個 研 究 中 的 兩個 對立觀念。描術這些觀 念 如何代表不同觀點。

例子: 研究生態學，其中一 個觀點是保護資源， 另一觀點是善用資源 滿足人類需求。

圖 5：其他觀點

實踐適異性教學策略 筆者建議教師教授適異性課程時，依循一套學與教程序，令所選用的適異性教學策略產生最佳效果。表中 每個階段，均代表實踐一個教學策略時所用的模式。教學策略的設計與實踐，均按照開放式提問、獨立自主、 智識主義、自我評價等準則，每一階段務求使學生對那些準則漸漸適應並加以運用。

實踐階段 1

1 2 3 4

介紹、解釋、示範應用於 某指定課題或學科的教學 策略及其目的與價值

實踐階段 2

實踐階段 3

實踐階段 4

應用教學策略於條件 適合的課題或學科

以過往學會的技巧及／ 或概念，有助加強新 教學策略的效果

將該教學策略遷移至 多種不同內容及以 技能為本的處境

適異性課程能否有效推行，並令學生有所成就，視乎教師對不同教學策略的功能是否有足夠理解。

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RESOURCE CORNER 資源分享 [ I ]

D I F F ERENT I AT ED I N S T R UC T I ON Practical Strategies for Catering for Learner Diversity Every time when I enter the classroom and find students with various abilities and talents try to make all-out efforts to learn, I am glad but feel sad at the same time. I am glad that some students are giving full play to their abilities. I am sad because some other students have lost interest for various reasons in what are taught in school. They seem to have given up on listening to the teachers and start to “self-study” or “daydream” instead. How can I cater for the needs of all students in a mixed-ability class?

How appropriate the teachers respond to the needs of a class of students with different learning styles, paces, abilities and interests is the key concern. We understand that it is difficult for teachers to cater for the diverse needs of the class by just using “one-size-fits-all” materials: high ability students think that the class is boring and not challenging. Some of them begin to “self-study” according to their own interests. Some others cannot pay attention to the lesson but start talking to classmates beside them. They will be deemed as inattentive and their learning motivation was in doubt. At the same time, the less able students experience learning difficulties. They bring all skills into play but achieve nothing. They are frustrated and desperate. Learning becomes an intolerable burden to them. What can teachers do to reverse this situation? How much flexibility do students have to adjust their own learning pace and experience?

Using differentiation strategies, teachers can flexibly adjust the curriculum design, instructional strategies, learning outcomes and learning environment to cater for students with different abilities and learning needs. Students will have suitable learning opportunities and space to develop their interests. When they feel their learning effort is valued, their learning motivation will be enhanced and sustained.

Gifted/high ability students welcome a differentiated curriculum as they have more opportunities to take on intellectual challenges. The learning contents, process and outcomes provide them with choices/ opportunities to display their strengths and develop their potential. Teachers may use pre-assessment to determine students’ learning abilities, interests and styles, then adopt inquiry based learning approach, which emphasises the development of high level

thinking in complement with flexible grouping and using rich and complex context. As a result, students can construct abstract concepts and excel in their creativity to enrich their learning in depth and breadth.

The Gifted Education Section of the Education Bureau provides considerable resources of differentiated instruction through its online “Resource Bank”. In the “Learning and Teaching” section of this resource platform, a teaching package on “How to Differentiate Instruction in Regular Classrooms 2008-2009 (Primary / Secondary Schools)” had been launched in December 2009. The package includes theories that explain in detail the main features and principles of differentiated instruction strategies. It helps teachers to dispel the myths behind the rationale and practice of differentiated instruction and lead to their reflection on their pedagogies.

There are many trial-run examples shared by primary and secondary schools in different key learning areas (Chinese, English, Mathematics, Science and General Studies for Primary Schools). It serves as a practical guide and reference resource for teachers who plan to use differentiated instruction or reflect its impacts.

To put the theory of differentiation into practice, it is necessary to invest time. As long as experience and resources are enriched, you will be more confident in handling learner diversity as you witness the growth and satisfaction in learning of your students.

The time spent on preparation will diminish gradually whereas the teaching effectiveness will increase.

I N S P I R E I S S U E N O. 7 匯 賢「資」訊 第 七 期

適異性教學 照顧學習多樣性的實用策略 每次進入課室，看到具不同能力與才華的學生在「各顯神通」地 學習，便 感 到十 分欣喜，同 時 也感 到無 奈。欣喜的是有學生仍 盡 力學習，但 無 奈 的是 有 部份 同 學 因不 同原 因而 對 課 堂 所 學 失 去興趣，呈放棄、自修或「神遊」的狀態。究竟怎樣能有效地 照顧班中學生的差異？ 面 對學 生不 同 的 學 習風 格、進 度、能 力、興 趣 時， 教 師 合 適 的 回 應 就 成 了 關 鍵。我 們 明 白 以 一 套 教 材 教授及照顧全班同學的需要，著實顧此失彼︰ 能 力 高 的 認 為 課 堂 乏 味、欠 挑 戰 性，有 的 會 自 修 所 愛，又 或 有 的 會 忍 不 住 與 鄰 座 同 學 閒 談 而 被 視 為 不 專 注，學 習 動 機 成 疑；能 力稍 遜 的則 感 到 吃 力，用盡 板 斧 也 未 必 能 達 標 而 感 到 沮 喪 無 助，學習成了挑 不 起 的 重 擔。要 逆 轉 這 情 況，教 師 可 有怎樣的選擇？同學又可 有怎樣的彈性 編寫自己 的 學習 經 歷？ 教 師 可 運 用 適 異性 策 略 在 課 程 設 計、教 學 策 略、 學 習 成 效 及 學 習 環 境 四 方 面 作 出 靈 活 處 理，針 對 學生不同的學習能力與需 要，提 供合適的學習機會 及 空間，培養 興 趣，讓學 生 感 到其 學習是 受 重 視， 從而提 升並 鞏固學習動機。 對 於 資優 / 高能 力學 生而 言，適 異性 課程 的 優 勢在 於 智 性 方 面 的 挑 戰，在 學 習 內 容、過 程 及 成 果 均 給 予 選 擇 / 機 會 展 現 長 處 及 發 展 潛 能。教 師 可 運 用前測（pre-assessment）先了解學生的學習能力、 興 趣 及 風 格，採 用 探 究 式 學 習，強 調 高 階 思 維， 糅合 彈 性 分組，並 配合教 授複雜 及多元的內容，讓 學 生 於其中建構抽象概念及發揮創意，豐富學習的 深度與 廣 度。

有 關 適 異 性 教 學 的 資 源，教 育 局 資 優 教 育 組 的 網 上 資 源 庫 中 的，〈學 與 教 篇〉提 供了 豐 富 的 內 容 以 供 分 享。該 組 於 2009 年 12月 上 載 了「一 般 課 堂 的 適 異 性 教 學 策 略 2008-2009（小 學 /中 學）」的 教 材 套，輔 以 理 論 詳 盡 闡 釋 適 異 性 教 學 的 重 點、 設 計 原 則，協 助 教 師 檢 視 在 理 念 及 實 踐 層 面 上 的 迷思，帶出反思。當中羅列不少中、小學於多個學習 領 域（中 國 語 文、英 國 語 文、數 學、科 學、小 學 常 識）的教學實 踐 示例，對 計劃嘗試 適異性教學或 檢討其成效的教師提供了實用指引及參 考資源。

要 在 適 異性 教學 中 達 致 知 行 合 一，時 間 是 重 要 的 投 資。經驗和資 源的累積，以 及學生們在 知識 上的 滿足可讓 教學來得更得心應手，逐漸減省預備時間 並提高教學效能。

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RESOURCE CORNER 資源分享 [ II ]

A “ONE-CLICK” FOR ALL INFO IN GIFTED

EDUCATION

一站式資優教育資訊網 Hoagies’ Gifted Education Page is a comprehensive, targeted and creative web resource which can meet the diverse learning needs of educators no matter whether you are new, interested or experienced in the field of gifted education.

Hoagies’ Gifted Education Page是個資料

To locate some reference to help develop or scaffold your understanding of learning and teaching strategies for gifted/ high ability students and apply them to daily classroom setting can be “one-click” accessible. In Differentiation of Instruction, you may view the highlight of textbooks; checklists to assess the practice of applying instructional and curricular strategies; case sharing of classroom practice; introducing institutions which support evidence-based teaching and ways to construct knowledge in classrooms through biographies, autobiographies etc. Other topics such as curriculum resources, theories, professional development, counselling and grouping are included.

只需在 該 網站點擊一下，隨 即可以尋找參 考 資 料， 助你了解資優／高能 力學生的學 與 教 策略，並 應 用 於日常課堂。在 適異性教學 部份，你可以查看教科書 精 華、應 用 評 估 教 學 策 略 和 課 程 規 劃 的 檢 核 表、 課 堂 實 踐 示 例 分 享、支 持 實 證 為 本 教 學 的 院 校 介 紹，以 及 如 何 運 用 傳 記、自傳 等 在 課 堂 上 建 構 知 識 等資 源。網站也包羅了其他 主題如課程 資 源、 理論、專業發展、輔導、分組策略等。

Educators may also refer Hoagies as a web resource for parents and students to explore fun, meaning and excitement through locating and joining communities, forums, network or webinars. Parents can acquire useful information to demythicize conventional beliefs of giftedness by developing a better understanding of identification, characteristics, programmes and services for gifted learners. Whereas students can express their gifts and talents through contributing their work in terms of painting, poems, music, stories while widening the horizon and making connections with their intense interest with books, toys, movies, computer software etc.

There are more than described above so why don’t you start browsing this fascinating website?

齊全、目標清晰、富創意的資優教育資源 網站。不管你是資優教育界的新丁、對資優 教育充滿興趣，還是資深資優教育工作者， 該網站都能滿足你種種學習需要。

教 育 工作 者 亦 可 把 Hoagies 介 紹 給 家 長 與 學 生，讓 他 們 通 過 網 站 提 供 的 資 源，從中 發 掘 饒 有 趣 味 和 意 義 的 群 組、論 壇、網 絡或 網 上研 討 會。家長可從 網 站 獲 取 實 用 資 訊，增 進 對 資 優 生 的 識 別、資 優 特 質、資 優 培 育 課 程 與 支 援 服 務 的了解，打 破 對 一 般 資 優 觀 念 的 迷 思。學 生 則 可 在 網 站 分享個 人 作 品（如 畫、詩、音樂、故事 等），展示 天 賦 才 華， 同 時 可從網站推介中尋找他們感興趣的書籍、益智 玩具、電影、電腦軟件等，擴闊視野。 Hoagies 的資源豐富，不能盡錄，大家請親自瀏覽。 網址：

http://www.hoagiesgifted.org/

I N S P I R E I S S U E N O. 7 匯 賢「資」訊 第 七 期

News Bites 要聞剪影 Teacher Professional Development 教師專業發展課程 (12/2011– 05/2012) Special Event 特別活動 Hong Kong Biennial Gifted Education Conference 2012 香港資優教育雙年會議 2012 17 May 2012

2012年5月17日

The Hong Kong Biennial Gifted Education Conference 2012, entitled “Nurturing Gifts: How Schools can Support Gifted Learners,” invited over 50 overseas and local experts in gifted education, including HKEAA Chairman Mr. Eddie Ng, SBS, JP and Professor Joyce VanTassel-Baska of The College of William & Mary, USA to deliver two keynote addresses. School leaders and frontline teachers were also invited to share their experiences and practices in GE in 35 concurrent sessions.

The Conference aimed at bringing academics and educators to consider and discuss issues concerning gifted education. More than 300 educators participated in the event.

香港資優教育雙年會議2012 以「學 校 盡 其 力‧學 生 展 奇才」 為 主 題，共 邀得 逾 50 名國際 及本 地 資 優 教 育 專 家，包 括 香 港 考 試及評 核 局 委 員會 主 席 吳 克儉 太平 紳 士 及 美國威廉瑪麗學院 VanTassel-Baska教 授 擔 任 兩 場 專 題 演 講 的嘉 賓。其他 學 校領導及 前線老師亦在 35 組分組論壇分享 他 們 的 寶 貴 經 驗。是 次 會 議 共 吸引逾 300 名教育工作者出席。

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NEWS BITES 要聞剪影

Annual Hotung Lecture 2012 何東資優教育演講 2012

By Prof. David Lubinski 11 January 2012

David Lubinski 教授主講 2012年1月11日

The Annual Hotung Lecture 2012 explored the “Critical Questions in Talent Development,” with Professor David Lubinski from Vanderbilt University sharing his insights through his world-famous longitudinal research: “Study of Mathematically Precocious Youth.” In the research, Professor Lubinski analysed data collected over 40 years from 5,000 talents and explained his views on a series of gifted education issues. The Lecture attracted 450 education and school leaders, teachers, educational psychologists supporting high ability students or gifted students and parents to attend.

今 年 的「何 東 資優教育 演 講」以「才 智發 展 的 關 鍵 問題」為題，由美國 Vanderbilt大學的 David Lubinski 教 授 主 講。教 授 透 過「 數 學 資 優 青 年 發 展 研 究 計 劃 」，在 過 去 四 十 年 追 蹤 約 5,000位名列首百分 之一的資優 生，從而探討了一系列與 資優教育相關 而 值 得 深 思 的 議 題。是 次 演 講 吸 引 共 450 名 教 育 領 袖、校 長、老師、支 援 資優 生 的 教育心 理學家 及 家長等參加。

Professional Development Framework Courses 教師專業發展架構課程 The HKAGE and the Education Bureau have jointly established the New Teacher Professional Framework in Gifted Education since February 2012. Our Academy offers the foundation course for all in-service primary and secondary school practitioners and the intermediate course for GE Managers / Coordinators to empower them to initiate and implement GE programmes in school.

香港資優教育學院與 教育局已於2012年 2月制定了一個資優教育教師專業發 展新架構。本學院負責為在職 中、小學專業同工提供資優教育基礎課程，並且為在校負責資優教育行政管理或統籌工作的同工提供進階 課程以助他們掌握開展及實踐校本資優培課程的關鍵。

Foundation Course in Gifted Education (Online Learning: 4 modules) 資優教育基礎課程（網上學習：四個單元） From February 2012 onwards (all year round)

由2012年2月起（任何時間）

The Foundation Course in Gifted Education (GE) is designed for in-service primary and secondary school practitioners who want to acquire the essential and fundamental knowledge and skills in GE and increase awareness of catering for the needs of gifted learners to attend. It consists of four online learning modules (Conceptions of Giftedness, Gifted Characteristics, Identification and GE Provisions and Curriculum) that have been reviewed by overseas experts, and is the prerequisite of taking the Intermediate Course on GE Leadership and Management (P.23) and / or advanced or enhancement courses in GE offered by the HKAGE and the Education Bureau. With its flexible learning pace and time, the course has attracted more than 300 educators.

資 優 教 育基 礎 課 程 專 為 在 職 小 學 與中學 教育 同工 而設計，讓他們學習資優教育的基 礎 知識 與技巧， 並 加 深 了解 資 優 生 的 需 要。該 課 程 包 括 四 個 網 上 學 習單 元（資 優 的 概 念、資 優 特 質、識 別 資 優，以 及 資 優 培 育 安 排 及 課 程），並 邀 請 海 外 專 家 就 着 課 程 內 容 給 予 意 見。參加 者 如 欲 修 讀 由 香 港 資 優 教 育 學 院 主 辦 的「 資 優 教 育 進 階 課 程：領 導 與 管 理 」（頁 23 ）及／或 由 教 育 局 提 供 的 資 優 教 育 深 造 或增益課程，則須先修畢此基礎課程或內容及 程 度 相 若 的 課 程。此 基 礎 課 程 讓 參加 者 靈 活 安 排 學習進度與時間，故已吸引逾300位教育同工修讀。

Feedback from participants:

學員回饋:

˙The Foundation Course is thoughtfully organised into Engage, Elaborate, Exercise and Extend phases that comprise activities like reading, browsing websites, watching videos, writing reflections and doing quizzes.

All these learning activities help keep me motivated to learn a lot from the course. Besides, e-learning is really convenient for teachers to go for their professional development as there is no place and time limitations!

˙ 基礎課程的安排很 細心，分成「參與」、 「闡 述」、「練習」、「延伸」四階段，活動 包括閱讀、瀏覽網站、觀看影片、撰寫反思 及 解 答測 驗 題 等。這 些 活 動 激 發 我 努力 學習課程中的知識。此外，電子學習模式 對參與專業發展課程的教師而言的確方便， 學習起來沒有時空間限制！

I N S P I R E I S S U E N O. 7 匯 賢「資」訊 第 七 期

Intermediate Course in Gifted Education: Leadership and Management 資優教育進階課程：領導與管理 28 February and 7 March 2012

2012年2月28日及3月7日

Compared with the Foundation Course, the Intermediate Course in GE is more in-depth and is designed for the key drivers (GE Managers and GE Coordinators) in GE development in schools to attend. Comprising three themes (Educational Planning and Evaluation for Gifted Learners, Differentiation in Practice: Planning and Implementation, and Leadership for Change), the course empowers its participants through understanding the core concepts and knowledge in planning and monitoring GE development in school, evaluating the outcomes of GE programmes / support services under a whole-school approach, exploring the principles and strategies of differentiation to cater for gifted learners’ needs, and acquiring knowledge and skills to facilitate change in school as well. Due to its immense popularity, the course will be run in February, July, October and December each year.

進 階 課 程 內 容 更 深 入，專 為 校 內 資 優 教 育 發 展 的 主 要 推 動 者（資 優 教 育 行 政 主 管 及 資 優 教 育 統 籌 主任）而設。進階課程包括三個學習主題（資優教育︰ 計劃及評鑑、適異課程︰設 計與實踐、領導改變）， 旨 在 加 強 參 加 者 於 校 內 推 行 資 優 教 育 的 能 力。 參 加 進 階 課 程，可 了解 計 劃 與 管 理 校 內 資 優 教 育 發 展 的 核 心 概 念 與 知 識，評 估 以 全 校 參 與 模 式 提 供 資 優 教 育 課 程 或 支 援 服 務 的 成 效，探 索 適 合 資 優 生 需 要 的 適 異 性 課 程 原則與 策 略，以 及掌握 推 動 校 內 改 革 的 知 識 與 技 巧。由 於 進 階 課 程 反 應 熱 烈，故 此 本 學 院 會 於 每 年 二 月、七 月、十 月、 十二月開辦此課程。

Feedback from participants:

學員回饋:

˙Through the activities designed by the course tutors, participants could reflect on the way gifted education is initiated in schools.

˙ 導師設計活動能讓學員反思在校內推展資 優教育的方法。

˙The course is very inspiring!

˙ 透 過 課 堂 討 論 和 分享，讓 同工有所啟 發， 在學 校開展資優 教育的重要 元 素，當中如 何令全體一致推展。

˙The class discussions and sharing sessions were thoughtprovoking experiences for the practitioners. One of the key elements of developing gifted education in school is that the school staff and teachers should make a concerted effort for the same goal.

˙ 本課堂極具啟發性！

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NEWS BITES 要聞剪影

Thematic Past Events (1/2012 – 5/2012) 已舉辦專題課程（ 2012年 1月至 5月） 1. Learning and Curriculum Planning 學習與課程設計 WORKSHOP 專題工作坊

• Identifying Mathematically Precocious Adolescents and Nurturing Them by Supporting Their Educational Needs • Identifying Precocious Adolescents Especially Talented in Spatial-Visualisation and Nurturing Them by Supporting Their Educational and Psychological Needs

By Prof. David Lubinski 12 January 2012

David Lubinski 教授主講 2012年1月12日

WORKSHOP 專題工作坊

• • •

How to Cultivate Creativity in Schools: A Talent Development Perspective Gifted Identification beyond the IQ Test in the 21st Century Current Perspectives on the Identification Issues and Assessment of Gifted Learners

LEARNING CIRCLE 研習小組

• Practical Application on Fostering Creativity and the Assessment Means Used in School Context

By Prof. Steven Pfeiffer 1 – 5 March 2012

Steven Pfeiffer 教授主講 2012年3月1至5日

WORKSHOP 專題工作坊

• Using Questioning to Enhance Learning of Gifted Learners LEARNING CIRCLE 研習小組

• Leadership and Management of Implementing Gifted Education in School

By Prof. Joyce VanTassel-Baska 5 and 12 May 2012

Joyce VanTassel-Baska 教授主講 2012年5月5及12日

SEMINAR 專題講座

• How Does an Integrated Curricular Approach Fit within the Gifted Education and Talent Development Paradigms?

By Dr. Kimberley Chandler 19 May 2012

Kimberley Chandler 博士主講 2012年5月19日

Feedback from participants:

學員回饋:

˙Gain a lot of knowledge about definition and theories of ˙ 雖然曾讀過創造力的定義與理論的資料， creativity although I had read it before. Know different kinds of 但我在此課程中學到大量相關知識。認識 measurement tools for creativity. (On Prof. Pfeiffer’s workshop) 到不同的創造力評量工具。（Pfeiffer教授 ˙I really enjoyed learning about different questioning models 的工作坊） and how they can be applied in varied contexts. (On Prof. ˙ 學習不同提問模式，令我樂在其中。 VanTassel-Baska’s workshop) （VanTassel-Baska教授的工作坊） ˙Clear presentation supplemented by a very comprehensive ˙ 講 者 陳 述 清 晰，課 程 資 料 套 內容 亦十 分 package of course material. (On Dr. Chandler’s seminar) 全面。（Chandler博士的講座）

I N S P I R E I S S U E N O. 7 匯 賢「資」訊 第 七 期

2. Affective Education 情意教育 SEMINAR 專題講座

• Embracing Twice-Exceptional Learners in Inclusive Education: Planning, Development and Evaluation WORKSHOP 專題工作坊

• Strategies to Encourage the Growth of Gifted Learners with ADHD • Strategies to Nourish Gifted Learners with Dyslexia

By Dr. Susan Baum 15 – 16 February 2012

Susan Baum 博士主講 2012年2月15至16日

SEMINAR 專題講座

• How Does the Unique Profile of Gifted Students Affect Their Self-Concept and Motivation?

WORKSHOP 專題工作坊

• Understanding Giftedness and Achievement Orientation Model (Primary and Secondary Sessions) Del Siegle 教授主講 2012年3月15至16日

By Prof. Del Siegle 15 – 16 March 2012 SEMINAR 專題講座

• •

•

Understanding Social Giftedness (Primary and Secondary Sessions) Supporting Culturally Diverse Gifted Students: Rationale and Implementation Helping Gifted Students Reflect on Their Learning

By Prof. Marion Porath 18 – 20 April 2012

Marion Porath 教授主講 2012年4月18至20日

Feedback from participants:

學員回饋:

˙Very inspiring real stories shared. (On Dr. Baum’s seminar)

˙ 令人鼓舞的真人真事分享。（Baum博士的講座）

˙The background knowledge combined with the practical suggestions to help me work with students and convince teachers that gifted students need special attention.

(On Prof. Siegle’s workshop)

˙ 在工作坊裏學到的相關背景知識和實用建議， 將有助我幫助學生，並能 令 教 師相信資優生是 需要特別照顧的。（Siegle教授的工作坊）

˙It is amazing to get some new ideas on social giftedness.

It helps me to make connection with what I worked about the development of social ability. (On Prof. Porath’s seminar)

˙ 能對社交資優有多點認識，令我驚喜。講座內容 亦與我所從事的社交能力發展工作有關。 （Porath教授的講座）

3. Others 其他 WORKSHOP 專題工作坊

WORKSHOP 專題工作坊

• Project Horme (I) Knowledge Building: Healthy Psychological Well-Being of Gifted Students

• Project Horme (I) Knowledge Building: Mentoring Gifted Students

知識建構：資優生的身．心靈健康

By Mrs. Eva Sum 6 January 2012

沈李以慧女士主講 2012年1月6日

知識建構：良師計劃—啟迪資優生才能

By Mr. Matthew Chu 7 January 2012

朱可達先生主講 2012年1月7日

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FORTHCOMING ACADEMY EVENTS 學院動向

JUNE – DECEMBER 2012 2012年6月至12月

Teacher Professional Development Programmes 教師專業發展課程 Professional Development Framework Courses 教師專業發展課程

Target Group 培訓對象

Date 舉辦日期

Foundation Course in Gifted Education (Online Learning: 4 modules) 資優教育基礎課程(網上學習：四個單元)

Primary and secondary school practitioners 中、小學學校專業同工

From February 2012 onwards (All year round) 2012年2月起（任何時間）

Intermediate Course in Gifted Education: Leadership and Management (3 Themes) 資優教育進階課程：領導與管理 (三個主題)

GE Managers (principals, vice-principals or delegated staff) and GE Coordinators (curriculum leaders, subject panel heads or delegated members) in primary/secondary schools

This course will be run in February, July, October, and December each year 本課程將於每年2月、 7月、10月及12月舉辦

資優教育行政主管：建議由校長、副校長或獲 委派的主任擔任此職務，專責管理校本資優教育 的整體規劃 資優教育統籌主任：建議由課程發展主任、科主任 或獲委派的主任擔任此職務，專責統籌着重提昇 課程規劃與教學素質的校本資優培育計畫 Thematic Courses / Workshops / Seminars 專題課程/工作坊/講座 Thematic Seminar: Overview of Affective Needs of Gifted Learners (Primary School Session), Foundation Level (in Cantonese) 專題講座︰資優生情意需要概覽 (小學場次) [基礎程度] (粵語講授)

Primary school teachers, school guidance teachers and school social workers 小學老師、學生輔導主任及學校社工

15 June 2012 (P.M.) 2012年6月15日（下午）

Thematic Seminar: Overview of Affective Needs of Gifted Learners (Secondary School Session), Foundation Level (in Cantonese) 專題講座︰資優生情意需要概覽 (中學場次) [基礎程度] (粵語講授)

Secondary school teachers, school guidance teachers and school social workers 中學老師、學生輔導主任及學校社工

21 June 2012 (P.M.) 2012年6月21日（下午）

Thematic Workshop: Strategies to Address the Affective Needs of Gifted Learners, Intermediate Level (in Cantonese) 專題工作坊︰拆解資優生的情意需要及 支援 [進階程度] (粵語講授)

Secondary and primary school teachers, school guidance teachers and school social workers 中、小學老師、學生輔導主任及學校社工

22 June 2012 (P.M.) 2012年6月22日（下午）

Thematic Course: Introduction to GE (Part I): Evolving Concepts of Giftedness and Characteristics of Gifted Learners [Foundation Level] (in Cantonese) 專題課程︰資優教育簡介 (I) － 「資優」概念的演變及資優生的特質 [基礎程度] (粵語講授)

Primary and secondary school practitioners 中、小學學校專業同工

13 September 2012 (P.M.) 2012年9月13日（下午）

Thematic Course: Introduction to GE (Part II): Identification Issues and Gifted Education Programmes and Services [Foundation Level] (in Cantonese) 專題課程︰資優教育簡介 (II) － 識別資優的議題及資優教育課程與服務 [基礎程度] (粵語講授)

Primary and secondary school practitioners 中、小學學校專業同工

21 September 2012 (P.M.) 2012年9月21日（下午）

Counselling the Gifted Series (in English)

Guidance teachers, school social workers, school counsellors, educational psychologists and teachers who should have basic knowledge in counselling 學生輔導主任、學校社工、學校輔導員、教育 心理學家及對輔導有基本認識的老師

October 2012 2012年10月

I N S P I R E I S S U E N O. 7 匯 賢「資」訊 第 七 期

Thematic Courses / Workshops / Seminars 專題課程/工作坊/講座 Thematic Workshop: Addressing Gifted Learners with Poor Grades: How Does the Synergy Work? (in English)

Guidance teachers, school social workers, school counsellors, educational psychologists and teachers who should have basic knowledge of giftedness 學生輔導主任、學校社工、學校輔導員、 教育心理學家及對資優有基本認識的老師

5 November 2012 (A.M.) 2012年11月5日（上午）

Thematic Workshop: Designing High Quality Differentiation for the Gifted in the Regular Classroom (in English)

Primary and secondary school teachers 中、小學老師

Mid December 2012 2012年12月中

Thematic Workshop: Designing Problembased Inquiries (in English)

Primary and secondary school teachers 中、小學老師

Mid December 2012 2012年12月中

Thematic Workshops: Using Technology to Differentiate Curriculum (in English)

Primary and secondary school teachers 中、小學老師

Mid December 2012 2012年12月中

The above information provided is subject to confirmation. Please visit the “Teacher Zone” of our website: www.hkage.org.hk for details. 上述各項活動資料以本學院網頁內公佈為準。請登入學院網站內的「教師園地」查閱詳情。網址： www.hkage.org.hk

JUNE – DECEMBER 2012 2012 年 6月至12 月

Student Programmes and Services 學生服務 Humanities 人文學科

Leadership 領導才能

Introductory Workshop in Chinese Script Writing 中文劇本寫作初階工作坊

Communication Skills – Debating Workshop 溝通技巧— 辯論工作坊

Introductory Course in Chinese Creative Writing 中文創意寫作初階課程

Communication Skills – Public Speaking Workshop 溝通技巧— 公開演說工作坊

Introductory Course in English Creative Writing 英文創意寫作初階課程

Delegation and Resources Allocation 賦權及資源管理

Introductory Course in Chinese Classical Literature 中國古典文學初階課程

Effective Leadership and Social Service Projects 有效領導及社會服務課程

Intermediate Course in Chinese Classical Literature 中國古典文學進階課程

Ethical Leadership and Value Study 領袖道德操守與價值探討

Introductory Course in English Classical Literature 英國古典文學初階課程

Gifted Angel – Service Learning Project: Fairytale 資優天使—服務學習計劃：童．話

Intermediate Course in English Classical Literature 英國古典文學進階課程

Hong Kong Government Study and Leadership Training 香港管治與領袖培訓

Introductory Workshop on Creative Visual Imaging 創意視像初階工作坊

Leaders for the New Generation 新一代社會領袖

Intermediate Course in Sociology 社會學進階課程

Negotiation Skills Workshop 談判技巧工作坊

Introductory Workshop on Research Methodology 研究方法初階工作坊

Project Management 項目管理

Future Curator Training 未來館長培訓班

Project Planning and Goal Setting 項目計劃與目標

Introductory Course in Film Art and Culture 電影藝術與文化初階課程 Introductory Course in Cultural Studies 文化研究初階課程

QLS Workshop: Questioning, Listening and Speaking Skills 愛說懂問才會贏：答問溝通技巧工作坊

Psychology III (Online Learning Programme) 心理學三（網上學習課程）

Team Problem Solving and Decision Making 團隊解難及決策

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FORTHCOMING ACADEMY EVENTS 學院動向

Mathematics 數學

Sciences 科學

International Mathematical Olympiad Training 2012-13 2012-13國際數學奧林匹克訓練

2012-13 Enhancement Programme for Gifted Students in Physics 物理奧林匹克培訓課程2012-13

Introduction to Olympiad Mathematics 數林匹克初探

Physics Mechanics (Online Learning Programme) 物理力學（網上學習課程）

Probability in Action (Part II) 概率面面觀（第二部分） Geometry I (Online Learning Programme) 幾何學一（網上學習課程）

Multi-disciplinary Credit-bearing Course in Science: Better Living Through Science and Technology 跨學科大學學分課程：科技令你生活添色彩

Geometry II (Online Learning Programme) 幾何學二（網上學習課程）

Object-oriented Design and Programming Using Java Java 面向對象設計與編程

Maths Ignition – Geometry 數學燃動課程— 幾何學

Chem is Try (Online Learning Programme) 化觀察為學問（網上學習課程）

Maths Ignition – Number Theory 數學燃動課程— 數論

Online Technology Course – Basic Software Development Programme I (Online Learning Programme) 在線技術課程— 基礎軟件開發（網上學習課程）

Probability in Action (Part I) Re-run 概率面面觀（第一部分）重辦

Credit-bearing Course: Glimpses of the Oceans 大學學分課程：海洋物語

Probability in Action (Part II) Re-run 概率面面觀（第二部分）重辦

Application and Software Design Programme 軟件應用及設計課程

Personal Growth and Social Development Series 個人成長及社交發展系列 Interpersonal Skills Workshop 人際技巧工作坊 Self-understanding Workshop 自我認識工作坊 Sharing sessions 分享環節

Chemist in Laboratory II (Online Learning Programme) 應用及分析化學入門（網上學習課程） Chemist in Laboratory III 應用及分析化學實踐 Medical School Attachement Programme – Medicine 醫學院科研體驗計劃— 醫學 Medical School Attachement Programme – Microbiology 醫學院科研體驗計劃— 微生物學

Thematic Talk 主題式講座

Astronomy Programme 宇宙漫遊

Academic talks in each domain are held regularly 定期舉辦各範疇學術講座 Competition 比賽 Gifted Angels – Service Learning Competition 2012-13 2012-13 資優天使— 服務學習比賽 International Junior Science Olympiad – Hong Kong Screening 2012 2012 國際初中科學奧林匹克—香港選拔

Environmental Science Programme 環境科學學習工作坊 Introductory of Ecosystem 生態全接觸 Other Learning Activities 其他學習活動 International Student Leadership Conference 2012 2012 國際學生領導才能會議 LOVE˙Community 2012 ~ Strike 2: Serving the Children in Shatin 愛˙社區 2012 ~ 第二擊：沙田區兒童服務 The 15th Wu Chien-shiung Science Camp 第15屆吳健雄科學營

Mathematics Resources Contest 2012-13 2012-13 數學資源設計比賽

The above information provided is subject to confirmation. Please visit the “Student Zone” of our website: www.hkage.org.hk for details. 上述各項活動資料以本學院網頁內公佈為準。請登入學院網站內的「學生園地」查閱詳情。網址： www.hkage.org.hk

JUNE – DECEMBER 2012 2012 年 6月至12 月

Parent Support 家長支援 Free-of-charge Outreach Parent Seminars 免費到校家長講座 ABCs of Giftedness 資優基本法 Nurturing the Gifted 如何培育資優兒 Affective Needs of Gifted Children 情意百寶袋 Deconstructing Creativity 解開創造力之謎 Nurturing Higher Order Thinking 高階思維

A 1.5-hour school-based seminar will be provided. Schools and organisations are welcome to call 3940 0104 for details and appointment. 以校本形式提供1.5小時的講座，歡迎學校及機構致電3940 0104預約及查詢。 Priority will be given to applications by the same school sponsoring bodies; or a joint-school event; or an event with more than 200 participants. 以同一辦學團體，或最少三間學校，或多於二百位與會者名義提出的申請，將獲 優先考慮。

I N S P I R E I S S U E N O. 7 匯 賢「資」訊 第 七 期

Parent Education Programmes : Workshop 家長工作坊

Target 對象

Date 舉辦日期

Understanding Your Gifted Child (Re-run) 解構資優兒系列（重辦）

Parents of gifted children 資優兒童的家長

26 May and 2 July 2012 2012年5月26日至6月2日

Creativity and Scientific Experiments in Home Environment (Primary Session) 創意與科學（小學組）

Parents and gifted children (P.1-P.6) 資優兒童（小一至小六）及其家長

13, 20 and 27 October 2012 2012年10月13日、20及27日

Creativity and Scientific Experiments in Home Environment (Secondary Session) 創意與科學（中學組）

Parents and gifted children (S.1-S.4) 資優兒童（中一至中四）及其家長

13, 20 and 27 October 2012 2012年10月13日、20及27日

Parental Strategies in Helping Underachieved Gifted Child 幫助潛能未展資優兒策略

Parents of gifted children 資優兒童的家長

3 November 2012 2012年11月3日

Enhancing gifted child motivation on study 提升資優兒童學習動機

Parents of gifted primary children (P.1-P.6) 資優兒童（小一至小六）的家長

10 and 17 November 2012 2012年11月10及17日

Programmes : Seminar 家長講座

Target 對象

Date 舉辦日期

ABCs of Giftedness 資優基本法

Parents of gifted children 資優兒童的家長

7 September 2012 2012年9月7日

Nurturing Giftedness 如何培育資優兒

Parents of gifted children 資優兒童的家長

21 September 2012 2012年9月21日

Career Planning for Gifted Adolescents 資優青少年的就業取向策劃

Parents of gifted adolescences (S.1-S.6) 資優青少年（中一至中六）的家長

6 October 2012 2012年10月6日

Affective Needs of Gifted Children 情意百寶袋

Parents of gifted children 資優兒童的家長

12 October 2012 2012年10月12日

Understanding and Helping Gifted Underachievers 了解與幫助潛能未展資優兒

Parents of gifted children 資優兒童的家長

3 November 2012 2012年11月3日

Deconstructing Creativity 解開創造力之謎

Parents of gifted children 資優兒童的家長

13 November 2012 2012年11月13日

Nurturing Higher Order Thinking (in English) 高階思維（英語講授）

Parents of gifted children 資優兒童的家長

4 December 2012 2012年12月4日

Understanding Your Gifted Child 解構資優兒

Parents of gifted children 資優兒童的家長

27 December 2012 2012年12月27日

Parent Education Programmes : Parent Group 家長小組

Target 對象

Date 舉辦日期

Deeper Understanding of Gifted Child: Using Projective Drawing and Narrative Approach 家長小組：深入了解資優兒：投射繪畫法與陳述法

Parents of gifted primary children (P.1-P.6) 資優兒童（小一至小六）的家長

8, 15, 22 and 29 September 2012 2012年9月8、15、22及29日

Parent-child Parallel Group for 2E Gifted Child and Parents : ADHD 親子小組：「雙重特殊資優兒與父母：專注不足／過度 活躍症」

Gifted ADHD children and their parents (priority: P.1-P.6) 患有專注不足／過度活躍症的雙重 特殊資優兒及其家長（小一至小六 優先）

1, 8, 15, 22 December 2012, 6 and 13 January 2013 2012年12月1、8、15、22日 及2013年1月6及13日

Charged Customised Programmes 收費特定工作坊 Customised consultancy and training in schools 特定諮詢服務及到校培訓課程

We also offer customised workshops and consultation services to schools and organisations for a modest charge. They can be tailor-made to meet the needs of parents. For details and appointment, please contact us at 3940 0104 / consultation@hkage.org.hk. 我們亦為學校及機構提供適度收費的特定工作坊及諮詢服務，其內容可另作擬定及剪裁，以滿足 家長的需要。歡迎致電 3940 0104 或電郵consultation@hkage.org.hk預約及查詢。

The above information provided is subject to confirmation. Please visit the “Parent Zone” of our website: www.hkage.org.hk for details. 上述各項活動資料以本學院網頁內公佈為準。請登入學院網站內的「家長園地」查閱詳情。網址： www.hkage.org.hk Consultation and Assessment Centre Information 諮詢及評估中心 Hotline 熱線電話: 3940 0106 Email 電郵: consultation@hkage.org.hk

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TITLE 刊物名稱

INSPIRE: The Gifted Education Magazine for Educators 匯賢「資」訊 AUTHOR 作者

Teacher Professional Development Division of The Hong Kong Academy for Gifted Education 香港資優教育學院 教師專業發展部

Subscribe to INSPIRE Issue No.7 訂閱《匯賢「資」訊》第七期 If your school/organisation is interested in subscribing to this issue of INSPIRE, please fill in the form below and fax it to 3940 0201. 假如 貴校/機構有興趣訂閱今期《匯賢「資」訊》， 請填妥下列資料， 並傳真至3940 0201。 Subscription service for INSPIRE, order quantity 訂閱數量 □50 copies or less 50本或以下

□51-100 copies 51-100本

□101-200 copies 101- 200本

□201 or more 201本或以上

EDITORS 編輯

Clara Tam, Man-kit Ng, Nelson Lai, Patrick Lam 談勵紅、吳文潔、 黎永業、林克忠

Contact information 聯絡資料 Name 姓名 : Position 職位 :

TRANSLATOR 翻譯

Wesley Wu 胡永耀

Telephone 電話 : Name of School / Organisation 學校 / 機構名稱 :

PUBLISHER 出版

The Hong Kong Academy for Gifted Education Ltd 香港資優教育學院有限公司 The electronic version of INSPIRE is available on our website. 學院網站備有《匯賢「資」訊》網上版， 可供參考及下載。

Contact Us 聯絡我們 If you have comments and suggestions to improve INSPIRE, please contact us. You are welcome to contribute articles to this magazine! 假如你對今期內容有任何意見及建議，歡迎聯絡我們。 歡迎各位踴躍投稿！ Email 電郵：tpd@hkage.org.hk

The Hong Kong Academy for Gifted Education 香港資優教育學院 ISSN 2219-4576

Sha Kok Estate, Shatin, New Territories, Hong Kong 新界沙田沙角邨 Tel 電話: (852) 3940 0101 Fax 傳真: (852) 3940 0201 Email 電郵: academy@hkage.org.hk Website 網址: www.hkage.org.hk Copyright © 2012 by The Hong Kong Academy for Gifted Education Ltd. Printed in Hong Kong. All rights reserved. 香港資優教育學院有限公司 2012 年©版權所有 香港印刷。未經許可，不得轉載。