讓資優生創造力騰飛 Let Gifted Students Thrive: Stretch Wings of Creativity - 匯賢「資」訊 Inspire teacher Issue 9 by The Hong Kong Academy for Gifted Education

ISSN 2219-4576

JUN 2013 Issue No. 9

第九期

Let Gifted Students Thrive: Stretch Wings of Creativity 讓資優生創造力騰飛

Feature Article 專題文章 (I)

Feature Article 專題文章 (II)

Viewing Creativity as a Decision: A Vehicle for Success in Life Professor Robert Sternberg

Model-Building: A Practical Way to Develop Creativity in Gifted Students in Regular Classroom Settings Professor June Maker

視創造力為抉擇—創出成功人生

在一般課堂運用模型製作啟發資優生創造力

Robert Sternberg 教授

June Maker 教授

INSPIRE ISSUE NO.9 匯賢「資」訊第九期

Contents 目錄

1 2 4 10

Editors' Note 編者的話

his issue continues to explore the second core element emphasised in Gifted Education (GE) in Hong Kong — Creativity.

Editors' Note 編者的話

20 What's New 最新消息

Feature Article (I) 專題文章 (I) Viewing Creativity as a Decision: A Vehicle for Success in Life 視創造力為抉擇— 創出成功人生 By Professor Robert Sternberg

24 26

FRONTLINE SHARING 前線分享 The Chinese Foundation Secondary School 中華基金中學分享

Research Synopsis 研究摘要

Recommended Resource 資源推介

Feature Article (II) 專題文章 (II) Model-Building: A Practical Way to Develop Creativity in Gifted Students in Regular Classroom Settings 在一般課堂運用模型製作啟發資優生創造力 By Professor June Maker

News Bites 要聞剪影

Creativity is not school-bound. Creativity continues to support and nourish high calibre as well as gifted learners to learn, grow and succeed throughout and after school years. In Feature Article (I), Professor Robert Sternberg emphasised identifying and developing the 21st century that gifted individuals can ‘ride the trend’ to see and tackle not only contemporary, but also future problems through creative and flexible thinking. Professor June Maker shares practical instructional strategies in Feature Article (II) – educators can apply ‘3D model building’ in various subject areas to facilitate gifted learners to present abstract ideas and core concepts. Creativity is the ‘magical ward’ to let gifted learners become aware of and able to articulate the connection between an idea and the model. We are delighted to have The Chinese Foundation Secondary School share the experiences and insights about immersing creativity in terms of the 3-tier operational model in GE in Hong Kong. Research Synopsis aims to provide a guide for educators to achieve a balance between teaching gifted learners strategies to develop creativity and letting them explore and dive in creativity. More teaching resources will be highlighted in Recommended Resource.

Let's think things through creatively to let gified students thrive and stretch their wings of creativity.

Forthcoming Events of the Academy 學苑動向

Teacher Professional Development Division The Hong Kong Academy for Gifted Education

本

期《匯賢「資」訊》繼續探討香港資優教育的第二大元素 — 創造力。

創造力並非只為學習。資優生無論求學時和畢業後，創造力都繼續驅動他們學習、成長以至創造成就。在〈專題文章 I〉，Robert Sternberg 教授着眼於識別並發展資優人士的廿一世紀技能，令他們高瞻遠矚，不但能夠應付當前問題，並通過具創造性而靈活的思考解決未來問題。June Maker 教授在〈專題文章 II〉向教育工作者分享實際教學策略 — 運用立體模型製作，協助資優生在不同科目表達抽象意念和核心概念，而創造力正是讓資優生通曉並流暢表達意念與模型之間關係的「魔術棒」。我們邀得中華基金中學，分享其將創造力融入香港資優教育三層架構推行模式的經驗與灼見。〈研究摘要〉旨在提醒教育工作者在教導資優生發展創造力的策略之同時，須讓學生有機會探討並運用創造力。〈資源推介〉則提供更多相關教學資源。

就讓我們嘗試運用創意深思每件事，讓資優生創造力騰飛。香港資優教育學苑教師發展部

WHAT'S NEW 最新消息

INSPIRE ISSUE NO.9 匯賢「資」訊第九期

What’s New

Intermediate Course in Gifted Education: Leadership and Management (in Feb, Jul, Oct, Dec) 資優教育進階課程 : 領導與管理 ( 每年二月、七月、十月、十二月 )

最新消息

Professional Development Framework Courses 教

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new Professional Development Framework in Gifted Education (GE) has been jointly established by The HKAGE and the Gifted Education Section of the Education Bureau (EDB) since February 2012 to enhance the sustainable development of Gifted Education in schools. Our Academy offers flexible and sustainable professional development programmes for all in-service primary and secondary school practitioners to cater their professional development needs based on their roles in schools.

為

了進一步促進資優教育在學校持續發展，香港資優教育學苑及教育局資優教育組已於 2012 年 2 月為全港教師制定了一個資優教育教師專業發展架構。在這新架構下，本學苑負責為在職中、小學專業同工提供靈活兼持續的專業發展課程，照顧不同職能同工的專業發展需要。

Foundation Course in Gifted Education (Online Learning: 4 modules）(All year round) 資優教育基礎課程 ( 網上學習 : 四個單元 ) ( 任何時間 ) This flexible 8-hour online foundation course provides in-service primary and secondary school practitioners with a pathway to acquire the essential and fundamental knowledge and skills in gifted education. It consists of 4 online modules including Conceptions of Giftedness, Gifted Characteristics, Identification and GE Provisions and Curriculum. All participants successful completed the course can proceed to the “Intermediate Course on GE Leadership and Management” and/or the enhancement courses in GE offered by the HKAGE and the Education Bureau respectively. Being flexible in learning pace and time, the course has attracted over 1500 educators since launched in February 2012.

這個具靈活性的 8 小時網上基礎課程為在職中、小學同工提供一個掌握資優教育基礎知識與技能的途經。課程由四個網上學習單元組成，包括資優概念、資優特質、識別資優，以及資優培育安排及課程。成功修畢此課程的學員可繼續進修由本學苑主辦的「資優教育進階課程：領導與管理」及 / 或由教育局提供的資優教育增益課程。此網上學習模式能讓前線同工靈活安排學習進度與時間，故此這課程自 2012 年 2 月推出後，已吸引逾 1500 位教育同工修讀。

This 9-hour course is delivered in workshop mode that empowers school staff who are responsible for Gifted Education to get well prepared in terms of administrative management and coordination. Through the interactive discussion in class, participants can enhance their understanding about how to promote Gifted Education within schools and acquire practical strategies to plan and monitor GE programmes and services.

這個進階課程以 9 小時工作坊形式進行，為協助負責資優教育行政管理及統籌的學校同工作好相關準備。透過課堂上的互動交流，學員能加深對校內推展資優教育的認識，並掌握規劃與管理相關課程及服務的實務策略。

The course comprises of 3 themes: 課程內容包括以下三個主題 : Leadership for Change in GE:

資優教育的領導與革新： Through situational analysis and cases sharing, school leaders are able to formulate a systematic school policy and action plans with considering essential elements and strategies of GE development in school

透過情境分析及個案分享，讓學校行政領導層掌握制定具系統的校本政策及行動方案，以及推行變革的元素和箇中策略。 Educational Planning and Evaluation for Gifted Learners: 資優教育的規劃及評鑑： An overview of planning and evaluation methods that help participants explore close link between school-based identification/selection mechanism and GE programmes/services

讓學員概覽推行資優教育的多元方案及評鑑方法，並探討建立校本甄別機制與所提供的資優培育課程 / 服務的緊扣關係。 Differentiation and Instructional Strategies:

適異性課程設計與教學的實踐策略： To acquire practical strategies to differentiate learning for gifted learners in school in terms of abilities, interests and learning styles through group discussion and hands on activities

透過小組討論及實作活動，讓學員掌握如何在全班教學中因應學生能力、興趣及學習風格調適課程與教學的實務策略。

Forthcoming Intermediate Course: 即將舉辦的進階課程日期如下︰ Primary Session: July 10 and 17 2013 (P.M.) 小學場次︰ 2013 年 7 月 10 日及 17 日下午 Secondary Session: June 25 and July 11 2013 (P.M.) 中學場次︰ 2013 年 6 月 25 日及 7 月 11 日下午

FEATURE ARTICLE 專題文章 (I)

INSPIRE ISSUE NO.9 匯賢「資」訊第九期

Professor Robert J. Sternberg Oklahoma State University

Viewing Creativity as a Decision: A Vehicle for Success in Life

urrent world views on educating the gifted are grounded in early 20 th-century thinking (Terman, 1925). Such thinking is not adequate for the demands of the 21st century. It is a disservice both to gifted children and to the diverse societies in which they live. For example, our notion of intelligence—as some general overarching abstract-reasoning ability—dates to an article published by English psychologist Charles Spearman (1927). Our notions about how to test intelligence—through academic kinds of exercises predicting students’ ability to learn in highly structured traditional school settings—dates to an article published by French psychologists Alfred Binet and Theodore Simon (1916). And our application of these ideas to giftedness dates to the work of American psychologist Lewis Terman (1925), who was interested in assessing “genius” and in the genetics underlying such greatness.

This 20th-century approach to giftedness probably made some good sense in an early 20 th -centur y world of somewhat predictable empires, social customs, political structures and engines of economic growth. The route to gifted success was to be conventionally “smart” and hence those with higher IQs —with a better grasp of how things are—were more likely to succeed. But in today’s world, superior ability to figure out how things are is, by itself, inadequate for success because the world changes too fast. Economic competition is global rather than local; entrepreneurial thinking from new uses of the Internet to new models for delivery of education has made how things are often not the way they very soon will be; and predictable colonial powers have long been on the decline. In today’s world, the premium is on a better grasp of how things will be . Those who get stuck in today’s reality— even those with very high IQs—quickly get left behind by the rapid pace of change that is enveloping almost all societies around the world (Sternberg & Lubart, 1995). The implication of this fact is that the skills of creativity, flexibility, and entrepreneurial thinking have become relatively more important to success—both for individuals

and organisations—and the traditional skills of conventional abstract thinking and a large vocabulary, although still mattering, have become relatively less important. The societies that are moving forward globally are the creative ones; the societies that are falling behind are those that are merely intellectual. Why? Because the creative are telling the smart what to do!

A 21st-century view of giftedness, therefore, must embrace creativity as essential, not merely as a useful accompaniment, to outstanding life accomplishment. If we are not identifying and developing the 21st-century skills needed for such accomplishment, we will find that a striking proportion of what Joseph Renzulli (1986) calls our “schoolhouse gifted” will fail to become our gifted in life.

How do we decide for creativity on a day-to-day basis? What is it we need to teach children to do in order to be prepared to face the world of the 21st century rather than of the 20th century? Here are five key things to keep in mind:

Don’t get stuck on traditional genetic explanations of intellect: Creativity is a decision—an attitude toward life—not an inherited trait.

Whatever may be the genetic component of traditional intellect, all current indications are that the genetic component of contemporary creativity is much less salient. Rather, creativity is an attitude toward life that is developed through role modelling and through key personal decisions that one makes every day in one’s life. Creativity is thus not something we are born with; it is something we decide for. If we want children to be creative, we need to role-model creative and flexible thinking for them every day.

Don’t become inured to solving today’s problems: Anticipate, define, and prepare to solve tomorrow’s problems.

In many countries, people—even those in authority—are fixated on the problems of today. For example, recently, politicians in the U.S. Congress literally were focused on December 31 on legislation that absolutely needed to be passed by January 1. Important matters with implications beyond the 1 st , such as dealing with urgently needed hurricane relief, were not even taken up. This is the kind of thinking that gets countries and institutions in trouble. We need to be thinking for the long term not just about how things are, but also about how they will be. We need to solve tomorrow’s problems, not just today’s, and certainly not yesterday’s.

Don’t just play it safe: There is no creative reward without risk.

Today, venture capitalists around the world are pouring huge amounts of money into Internet delivery of massive open online courses (MOOCs), even though there is not yet any clearly established business model, that is, systematic and predictable way of making money from them. Why take such risks on an unproven venture? Because business people have seen how businesses that do not prepare for the future quickly get left behind and vanished. Whole industries have vanished almost overnight. (In the United States, a magazine that I have read for my entire adult life— Newsweek — just published its last print issue and is now going wholly online). Those who are unwilling to see the future and risk getting there quickly are left behind in the dust with the equivalent of modern horse-and-buggy-whip businesses. Today, no matter how good the buggy whip, it just will not sell much: Yesterday’s innovations are often today in history’s dustbin.

FEATURE ARTICLE 專題文章 (I)

INSPIRE ISSUE NO.9 匯賢「資」訊第九期

Robert J. Sternberg 教授美國俄克拉何馬州立大學

Don’t expect a smooth road: Anticipate and overcome obstacles.

Problems in traditional schooling and also on traditional IQ tests, have in common that, if you work hard and long enough, there will be a clear road to solution. In today’s world, the roads to problem solution are often fraught with obstacles; they are nonlinear and often extremely bumpy. Worse, you may need to keep changing roads as you realise that, metaphorically, your destination is changing rather than stable. The most successfully gifted individuals today are, above all, resilient. They realise that life will keep throwing obstacles at them, and that this is not merely a piece of bad luck, but rather, the way current life is. Perseverance in striving toward long-term goals is at least as important as the intellectual wherewithal to know how these goals can be reached.

Robert J. Sternberg is Provost, Senior Vice President, Regents Professor of Psychology and Education, and George Kaiser Family Foundation Chair in Leadership Ethics at Oklahoma State University. Formerly, he was a professor at Tufts and at Yale Universities. He is past-president of the American Psychological Association and is currently

president of the Federation of Associations

Don’t expect good ideas to sell themselves: You have to sell them.

In the traditional classroom, even the gifted classroom, a student is rewarded for figuring out the answer the teacher wants. The student does not have to convince the teacher the answer is right because the teacher knew the answer all along and was merely waiting for the student to figure it out. But in a dynamic and rapidly-changing world, there are relatively few answers just out there to be had. Indeed, it is not even clear anymore, much of the time, what the important problems are. So students need to learn that, in a culture of creativity, mere conformity—providing the answer the teacher, the parents, or the society traditionally has viewed as “right”—will no longer get you where you want to go. And when you come up with your own creative answer, people often will not want to hear it: You have to persuade them to listen to you and accept your ideas.

You want to nurture the gifted children of the future? Don’t get stuck just on traditional intellect. The 20 th century is over. In the 21 st century, those who succeed in life will be marked most not by traditional intellect, but rather by creative and flexible thinking.

in Behavioral and Brain Sciences.

Robert J. Sternberg 現任美國俄克拉何馬州立大學教務長、高級副校長、心理與教育學教授、道德領導學教授。他曾擔任塔夫茨大學和耶魯大學教授、美國心理學會主席，現任行為與腦科學聯合會主席。 References Binet, A., & Simon, T. (1916). The development of intelligence in children (E. S. Kite, Trans.). Baltimore, MD: Williams & Wilkins. Renzulli, J. S. (1986). The three ring conception of giftedness: A developmental model for creative productivity. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (pp. 53–92). New York: Cambridge University Press. Spearman, C. (1927). The abilities of man. New York: Macmillan. Sternberg, R. J., & Lubart, T. I. (1995). Defying the crowd: Cultivating creativity in a culture of conformity . New York: Free Press. Terman, L. M. (1925). Genetic studies of genius: Mental and physical traits of a thousand gifted children (Vol. 1). Stanford, CA: Stanford University Press.

視創造力為抉擇 —

創出成功人生現

今世界對資優教育的各種觀點，皆建基於二十世紀初的想法（Terman, 1925）。那類想法在廿一世紀已經變得過時，對資優兒童和他們身處的各種社會皆無好處。我們對智能的觀念，源頭可追溯至英國心理學家 Charles Spearman（1927）的一本著作。我們對智能測驗的觀念，則可溯源於法國心理學家 Alfred Binet 與 Theodore Simon（1916）合撰的一篇文章，當中反映智能測驗是通過一些習題預計學生是否具備於傳統名校學習的能力。我們將這些觀念應用到資優教育，則本於美國心理學家 Lewis Terman（1925）的研究。他醉心於評估「天才」及對他們作遺傳研究。

二十世紀的資優教育觀點，尚能切合有穩定帝國、社會風俗、政治架構、經濟發展原動力的二十世紀初社會。資優者只要善用高智商，發揮高人一等的領悟與洞察力，就有機會出類拔萃。只不過現今社會瞬息萬變，單靠敏銳的領悟與洞察力，已不能保證成功。商業競爭的戰場由局部地區擴展到全球，企業家思維最受重視，由互聯網的新用法以至嶄新的教育模式，都令事物千變萬化，對於當前人事的領悟與洞悉，瞬間變得無用武之地。以往穩定的殖民帝國也早已江河日下。現今世界，能洞悉先機（Sternberg & Lubart, 1995）方為優越。只着眼於當前，哪管智商如何，不論身處甚麼

社會，很快就會被變化急速的社會遺棄（Sternberg & Lubart, 1995）。無論是個人或機構，縱然傳統的技能如擅於抽象思維、詞彙豐富等仍是成功要素，但創造力、靈活性、企業家思維已變得更為關鍵。崇尚創造力是全球趨勢，純知識型社會只好敬陪末座。為何？皆因具創造力的人支配着聰明的人！

廿一世紀的資優教育觀應以創造力為卓越人生的關鍵，而非輔助條件。如果我們不去發掘和培養資優生賴以成功的廿一世紀技能，最終只會出現大批任汝理（1986）所說的精於讀書考試，但人生成就一般的「校園資優生」。

FEATURE ARTICLE 專題文章 (I)

INSPIRE ISSUE NO.9 匯賢「資」訊第九期

我們如何在日常生活中運用創造力來做決定？我們應教導孩子甚麼，讓他們能夠面對廿一世紀而非二十世紀的挑戰？以下為五大重點：

跳出先天決定論的框框。創造力是做決定，是人生態度，不是遺傳特質。

不論傳統上智性發展受先天影響的比重多寡，目前各種跡象都說明影響創造力的先天因素並不明顯。我寧可說創造力是一種人生態度，以身教方式，通過每日所作的決定薪火相傳，影響學生和子女。因此，創造力並非與生俱來，而是我們每天所作的決定。若想孩子具有創造力，我們需要在平日向他們示範如何運用創造力和隨機應變思維。

不要只顧眼前問題：應洞悉將來，未雨綢繆，以充足準備應對明天的問題。

許多國家只着眼於當前問題，就算是政府官員也是如此，例如最近美國國會的議員只顧在大除夕倉促審議必須在元旦前通過的法案，一些影響期遠超過元旦日的議題卻置之不理。這種思維為國家和政府機構招來麻煩。我們需要放眼將來，不應只顧眼前事，而要洞悉先機。我們需要解決明天的問題，不是今天或昨天的問題。

Robert J. Sternberg 教授美國俄克拉何馬州立大學

不只穩中求變：不冒險，就無創意回報。

最近，世界各地的風險投資者投放大量資金於「大規模網上開放式課程」，縱使這門生意未有清楚的經營模式，投資者仍在摸索一個有系統而穩定的賺錢模式。為何他們甘於冒險投資這門生意？因為商界都汲取教訓，明白在商場上不與時俱進，最後必被淘汰，有些行業甚至在一夜間消失。（在美國，我長大後每期必讀的《新聞周刊》，印刷版早前推出了最後一期，現在只出網上版）。不肯面對將來和不敢勇闖將來的人，只會重蹈馬車鞭業的覆轍，被人遺忘。今天，馬車鞭造工無論如何精美，也無法暢銷。昨日的發明，早晚會被掃進歷史廢堆。

不要期望一路平安：居安思危，克服困難

傳統教學模式和傳統的智力測驗有一個通病──以為只要鍥而不捨，堅持到底，總能找到答案。今天的社會，解難之路往往滿途荊棘，迂迴曲折，崎嶇不平，加上目的地時刻在變，你必須不斷隨之改道而行。今時今日，真正出類拔萃的資優者定必具備抗逆力。他們深明人生的障礙接踵而來，不全歸咎於運氣差，而接受命運本是多挑戰的事實。要達到長遠目標，除了要有高智慧，堅毅的奮鬥精神亦不可少。

不要期望好意念不脛而走：你必須向別人推銷。

無論在一般課堂，又或是資優班，學生只要講出老師期望的答案，就有獎勵。學生毋須說服老師接受答案，因為老師早已掌握答案，只是等學生找出來吧。不過，在變幻莫測的社會，不是所有問題都有既定答案，許多時連關鍵問題為何其實也不清楚。因此，學生必須明白到在崇尚創造力的社會，遵守規矩，給予老師、家長或社會認為對的答案，已不能助你達成目標。每當你想出一些具創意的答案，人們往往不願聆聽。這時你要說服他們接受你的答案。

你想培養資優兒成才？不要死抱着傳統的資優教育觀念不放。二十世紀已成歷史。身處廿一世紀，一生成就顯赫的人不單靠傳統的智商，更靠具有創造力而且靈活的頭腦。

FEATURE ARTICLE 專題文章 (II)

INSPIRE ISSUE NO.9 匯賢「資」訊第九期

Professor C. June Maker University of Arizona

What is creativity?

Three-Dimensional Models

The most widely accepted definitions of creativity include two criteria: novelty and appropriateness. In other words, a product or an idea is considered creative if it is both unique and it fits the problem or task. In school, teachers need to develop creativity within the context of mathematics, literature, science, technology, social studies, language development, and other areas of the regular curriculum. The creation of novel and appropriate solutions or novel and appropriate products is the goal, and is accomplished by asking students to apply their knowledge in new and different ways—in this case, by creating three-dimensional models of their understanding of a concept, idea, or phenomenon. Teachers accomplish the development of creativity while also helping students deepen and broaden their understanding of academic content. When these methods are used in regular classrooms, the academic achievement of all students is enhanced (Maker, 2004).

To help students learn a method that can be applied to any situation requiring creativity, we take them through a step-by-step process of solving the problem of developing a 3-dimensional model which is versatile and engaging. Students of all ages and at all grade levels find it to be fun and challenging, it can connect to any area of the curriculum . To ensure the development of multiple forms of abilities, we also encourage the use of multiple intelligences to add details and interest to the models . Model-building can be done in small groups or individually, at school or at home and in any academic content area, with both concrete and abstract concepts. One of the most important reasons for using model-building is that it is a process that many scientists, architects, engineers, mathematicians, artists and experts in many fields use in their work as ways to test their ideas and develop new and creative solutions (Siler, 1996).

"I like building models because you get to think and have a bunch of ideas" (3rd grade boy)

Model-Building : A Practical Way to Develop Creativity in Gifted Students in Regular Classroom Settings

ost gifted students spend at least some of their time in regular classrooms, and many of them spend all of their time in classrooms with their same-age peers. What can classroom teachers do to enhance their creativity and challenge their abilities while providing learning experiences that are valuable to all the children in the class? This is the essential question I have been attempting to answer for many years through accomplishing two related goals: challenging a n d d e ve l o p i n g g i f t s a n d t a l e n t s a n d providing valuable learning experiences for all children regardless of their levels of abilities

(Maker, Nielson, & Rogers, 1994; Maker & Pease, 2008; Quo, Maker, Su, & Hu., 2010; Wallace, Maker, Cave, & Chandler, 2004; Wallace & Maker, 2007). Years of research has shown that the methods we have developed are successful in developing creativity and motivation (Alhusaini & Maker, 2011; Alhusaini, Maker, & Alamiri, in review; Jo & Maker, 2011; Maker, 2001; 2005; Maker, Muammar, Serino, Kuang, Mohamed, & Sak, 2006; Maker, Muammar, & Jo, 2008).

Getting Started: Decisions to Make

Decide whether to develop a model in one curriculum area (i.e. science) or whether to combine more than one curriculum area (i.e. science and math, history and language arts, or even three or more areas).

If the model-building is done in only one area, the goal might be to deepen or solidify understanding while modelbuilding across content areas is a way to extend and elaborate learning. For example, in science, students could build a model of the water cycle. If the teacher wished to combine geography and history with science, the students could be asked to build a model showing the differences in the water cycle in different climate areas (arid vs. humid) or at different historical times. In history, students could build 3-D timelines showing important events from particular periods ; and when combining history and literature, they could include significant poetry, books, plays and other literature of the period in their timelines. To make this activity even more challenging, they could be asked to demonstrate the interactions between historical events and the literature produced at the same time.

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Review the curriculum to determine what key concepts the students need to learn or extend.

First, review the curriculum you are expected to teach to determine what kind of model might integrate the most concepts students need to learn. In one of our projects, we reviewed the science curriculum for Grade 4 which included units called electricity and changing earth. In the electricity unit, students learnt about simple circuits and how conductivity occurs. In the unit on changing earth, they learnt about a variety of ways the earth changes, such as volcanoes, storms, erosion, earthquakes, rain and other natural forces. We decided to have model-building exercises. For the electricity unit, each group of 4 or 5 students was given a Capsela kit, which contained all the materials needed to make toys that would move in some way, and included motors, batteries and wires to make connections.

Their model was to be “a vehicle”. For the changing earth unit, the students constructed a model showing the earth before a particular change, during the change and after the change.

Decide whether to do model-building as a way to find out what the students already know (at the beginning of teaching a certain concept or skill) or as a way to help the students apply and integrate their understanding of a particular concept or skill (after or during the teaching of a particular concept or skill).

For each of the models above, we made a different decision. For the electricity unit, we built the models before students learnt about circuits and connections so they would have a “discovery” experience and we could see how much they already knew about how energy moves in circuits. For the changing earth unit, we thought the models would be more effective if done at the end of the unit so students could integrate their learning. The actual process of building the model would not provide an opportunity for them to “discover” something important about how the earth changes, but they could figure out how to show a certain change and in the process learn more, either through

INSPIRE ISSUE NO.9 匯賢「資」訊第九期

further research or from integrating the knowledge of all the members of the group. Both ways of building models have merit and interest, and both can be part of any content area.

Decide whether to give students more or less choice in what they build.

Grade 3 students studied deserts in depth as an example because we live in desert. To give the least amount of choice, a teacher can tell the students to build a model of a desert or whatever ecosystem they are studying. If students are studying rainforests and the teacher wants to either check their knowledge of rainforests or help them deepen it, assigning a specific ecosystem is appropriate for the goal of instruction. If, however, the focus of the instruction is on the overall concept of ecosystems, giving students a choice of ecosystems is appropriate. Even in this situation, students can be given a limited number of choices (e.g., a rainforest, a desert, a city, an ocean, high sierra) or can decide which ecosystem they build, but must have to demonstrate how it fits the definition of an ecosystem. Different choices also can be made based on the students’ levels of independence. In the changing earth example, a similar kind of choice can be made. Students can be assigned a change such as an earthquake or storm, or they can be given the choice of either a natural or a humaninduced change and the change chosen can be made by the individual or group.

Teachers can go even further in their use of an open-ended approach. One very interesting use of models I saw was done at the end of a unit on cultures of the Southwest. The students were given a very different kind of “test”: Make something that showed what they had learnt about the cultures of the Southwest. The teacher pushed all the desks and chairs out of the centre of the classroom and put 5 boxes of construction materials in the center. Students could use any of the material in the boxes to make their constructions, and they had a day to complete them. All students were totally engaged all day! At the end of the day, students sat in a circle, showed their constructions, and explained how these “models” demonstrated what they had learned. Interestingly, they also demonstrated their strengths in multiple intelligences.

Decide whether to build models in small groups or individually.

Both approaches have merit, and the choice depends on the learning goal and context. If the model is part of a classroom activity, small-group work is often the most efficient, and provides a good experience in group participation. However, if the model is done out of class as a way to demonstrate

what has been learned about a particular topic, individual work might be the most appropriate. If a particular student has difficulty working in a group, that student could have the option of working alone.

Building the Models

Decide whether to build a model of a “concrete” or an “abstract” concept.

Perhaps the building of a model of an abstract idea permits more creativity or individual variation depending on the individual’s understanding of the abstract idea or the context in which it is applied. In the history example above, students were asked to build a timeline showing significant events from a particular period. This is a model of a concrete

concept. If, however, they were asked to make a model of the concept of “democracy” or “communism”, or to make a model showing how democracy or communism changed from time period to time period, this would be a model of an abstract concept.

During the model-building, to enhance the process and to ensure that it truly is an experience to develop creativity, the most effective strategy is to lead the students through a step-by-step problem solving process . Many problem solving process models can be found, but I prefer Belle Wallace’s Thinking Actively in a Social Context (TASC) model (Wallace, Maker, Cave, & Chandler, 2004; Wallace & Maker, 2007) because of its simplicity, flexibility, and applicability to a wide range of problems and for problem solvers of all ages. Because it is simple, students can remember the steps and

apply them even when not reminded to do so. The process is a circle (See the figure on P.14), so it shows clearly that although the process is somewhat sequential, in real life, we very seldom apply any process in a completely sequential way. Usually, we return to certain steps or processes as needed. The steps are listed below and I have included photographs of the children and the teacher during the building of ecosystems and changing earth models to show their engagement and to illustrate the steps.

FEATURE ARTICLE 專題文章 (II)

INSPIRE ISSUE NO.9 匯賢「資」訊第九期

The TASC Problem-Solving Wheel What have I learnt?

her

fro

and

Org

激發無窮意念。」

（三年級男生）

ani

y ntif Ide

Let’s tell someone!

Gat

Com mu nica te

rn Lea

nce

rie xpe

「我喜歡製作模型，因為可啟發思考，

What do I know about this?

What is the task?

TASC

在一般課堂運用模型製作

啟發資優生創造力 C. June Maker 教授美國亞利桑那大學

Let’s do it!

Gen

era te

e luat Eva

How well did I do?

Imp

lem

ide

ent

Dec

How many ideas can I think of?

Which is the best idea?

不

少資優學生在整個求學階段都要與同齡同學在課室度過。教師如何在挑戰資優生的能力並提升創造力的同時，亦為全班同學提供有價值的學習經歷？為了解答這個基本問題，我多年來追求兩個相關的目標：挑戰和發展資優生的天賦與才能，同時不論學生的能力水平如何，為他們提供有價值的學習經歷（Maker, Nielson, & Rogers, 1994; Maker & Pease, 2008; Quo, Maker, Su, & Hu., 2010; Wallace, Maker, Cave, & Chandler, 2004; Wallace & Maker, 2007）。多年的研究證實，我們的方法確能發揮學生的創造力和學習動力（Alhusaini & Maker, 2011; Alhusaini, Maker, & Alamiri, in review; Jo & Maker, 2011; Maker, 2001; 2005; Maker, Muammar, Serino, Kuang, Mohamed, & Sak, 2006; Maker, Muammar, & Jo, 2008）。

Printed with permission

Final Thoughts Model building can be a very creative process, especially when teachers combine it with significant content from the curriculum and lead students through a process such as TASC to help them generate many ideas and implement them in new ways. It can be a process that results in important learning in academic disciplines at the same time. When asked to compare his experiences in science with our

project, one third grade boy said, “But this year we had a harder experience building models, which I really like, but it’s hard. You have to make an idea, choose which idea you’re making, do the idea and you have to write what you learn.” His perception was very similar to that of other children in the class. They found it to be challenging, fun, and creative in that they could make the idea in many different ways.

More information about model building and other creative approaches can be found in the publications referenced in this article on P.19.

何謂創造力？

立體模型

最廣為接受的定義包含兩個標準：新穎與切合需要。換言之，一項成果或一個意念要獨特，並適用於解決問題或達成任務，才算有創造力。教師需要於教學中 ( 如數學、文學、科學、科技、社會研究、語言發展以及其他課程學習領域 ) 發展學生的創造力。當中的目標是要求學生以創新及與別不同的方式應用知識，產生嶄新和合乎需要的答案或成果。以本文為例，製作立體模型能展示學生對某個概念、意念、現象的了解。念、意念、現象的了解。教師達到了啟發學生創造力的目標，同時增加學生對了解課程內容的深度與廣度廣度。在一般課堂使用這些方法可提升所有學生的學業成就（Maker, 2004）。

幫助學生掌握一套能在任何情況都能應用的的方法需要創意。我們按部就班地教學生製作多用途並具吸引力的立體模型，從而解決難題。這方法適用於任何課程領域，不同年齡和班級的學生都覺得製作模型有趣而具挑戰性。我們亦鼓勵引用多元智能，確保學生各方面能力得以發展，亦為模型加添細節和趣味。模型可以小組或個人形式製作，在學校或家中進行亦可，所涉及的課程內容領域不限，可以表達具體和抽象概念。運用模型製作法的最重要原因是過程 — 許多科學家、建築師、工程師、數學家、藝術家、數學家、藝術家及許多領域的專家，都是通過這過程考驗他們的意念，最終想出嶄新而富有創造性的解決問題方法（Siler, 1996）。

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INSPIRE ISSUE NO.9 匯賢「資」訊第九期

教師可就以下 6 項作決定︰

決定模型是涉及單一學習領域，還是綜合多個學習領域

檢討課程以決定學生需要學習或延展的重要概念

教師要先檢視將要教授的課程，斟酌甚麼種類的模型能將最多概念融為一體。我們其中一項計劃是檢討四年級科學科課程，當中包括「電」和「地球的變化」兩個單元。學生在「電」的單元中學習簡單的電路和導電原理，而在「地球的變化」單元中則學習地球的各種變化，例如火山、暴風、侵蝕、雨及其他自然力量。我們決定讓學生製作模型。在「電」單元中，四至五位學生組成一組，每組獲派一套用來製作電動玩具的 Capsela 工具，摩打、電池、電線等一應俱全，用以製作一架車。至於「地球的變化」單元，學生要製作一個展示變化前後，以及過程的地球模型。

決定模型是表達「具體」還是「抽象」概念

透過製作模型來表達抽象意念可容許學生發揮創造力，展現個別學生對該抽象意念或情境的理解。在上述歷史科例子中，老師要求學生製作展示某時代重要歷史事件的時間軸，是表達具體概念的模型。

在單一學習領域製作模型的目標是為加深或鞏固學生知識；跨學習領域的模型，則可達至延伸和詳解某種知識。以科學科為例，學生可就「水的循環」製作模型。如果老師想將科學、地理和歷史科內容結合，則可要求學生製作反映水的循環在氣候不同的地區（乾燥或潮濕）或不同歷史年代中差別的模型。在歷史科，教師可要求學生製作立體時間軸展現某一時期發生的大事。當將歷史與文學結合，則可在時間軸中加入有關時期的重要詩詞、名著、戲劇及其他文學作品。老師甚至可以要求學生展示歷史事件如何與同一時期的文學作品互相影響。

不過如果要學生做一個有關「民主」或「共產主義」概念的模型，或製作一個展示民主或共產主義在不同時代演變的模型，則變成一個表達抽象概念的模型。

決定模型是表達「具體」還是「抽象」概念

我們居住在沙漠，因此三年級學生需要深入學習沙漠。教師可限制學生製作沙漠或任何正在學習的生態系統模型的選擇（圖片三）。如果學生在學習雨林，教師又想了解他們對熱帶雨林的認識或加深他們對主題的了解，讓學生製作特定生態系統模型可達至教學目標。然而，如果教授重點是生態系統的整體概念，讓學生自選想製作的生態系統較適合。即使學生只獲有限量的選擇（例如雨林、沙漠、城市、海洋、鋸齒山脊），甚至任擇一個生態系統做模型，也須展示如何符合生態系統的定義。教師亦可按學生的獨立處事能力而提供不同的選擇。在「地球的變化」單元中的例子，教師可提供類近的選擇 ( 例如地震或風暴 )，亦可讓學生選擇製作自然或人為變化的模型，以及可選擇以單人或小組方式製作。

用那些物料製作模型。學生可謂全情投入。製作完畢，學生圍成一圈，展示作品及報告他們的學習心得。有趣的是，他們同時也展現出多元智能的運用（圖片四）。

教師亦可運用開放模式，延長學生的創造力。我看過一個有趣的模型，是在「西南部文化」單元尾聲時製作。學生要接受特別的「測驗」：製作一些反映對西南部文化了解的模型。教師將所有課室枱凳推到一旁，把五盒製作物料放出來，給學生全日時間

決定製作模型的目的 — 能否掌握學生對概念或技能的認識程度 ( 開始教授時 )，或是幫助學生將所學知識和技能應用和融會貫通 ( 教授期間或之後 )

我們因應上述各個模型製作的目的，做了不同決定。在「電」的單元中，學生先製作模型，讓他們在學習電路和連接知識前有「發現新事物」的體驗，同時我們可知道學生對電流的認識有多深。在「地球的變化」單元中，我們認為如果讓學生在單元結束時製作模型，能令學生對所學融會貫通，效果會更好。製作模型的過程不會令學生「發現」甚麼地球變化奧秘，卻令他們明白如何展示一種變化。在製作過程中，通過深入研究或組員間集思廣益，學生學到更

多。兩種應用方式各有優點和趣味，都可納入任何課程的一部分。

決定模型由小組還是個人製作

兩種形式各有優點，選擇何種形式視乎學習目標及實際情況。如果模型是課室活動一部分，小組形式最有效率，亦提供良好的小組參與經驗。不過，如果模型製作在課外進行，旨在讓學生展示對某課題

的認識程度，則個人形式最合適。如果有學生不善群體合作，亦可選擇以個人方式製作。

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INSPIRE ISSUE NO.9 匯賢「資」訊第九期

結語

製作模型為確保在製作模型的過程中能收啟發創造力的效果，最有效策略是引領學生按部就班地解決一個難題。有關解難過程的教學模式很多，但我較喜歡 Belle Wallace 的模式（Thinking Actively in a Social Context, TASC），因其簡單靈活，並適用於廣泛問題和所有年齡層的解難人士，學生能輕易牢記當中步驟，毋須提點下也能應用。TASC 解難過程圖以圓型呈現（見下圖），顯示過程有一定次序，但現實裏我們很少依足次序應用。

我學到甚麼？驗

一般而言，我們在有需要時會重做某些步驟或程序，步驟列於下方。我也提供師生製作生態系統和「地球的變化」模型時的圖片，以展示他們的參與情況，同時用來協助解釋各步驟。

我對此題目認識多少？

收集

與組

織資

經吸取

料

讓別人知道！

模型製作可以是十分具創造力的過程，尤其當教師將之結合課程重點，再引領學生通過如 TASC 的解難過程，啟發他們產生大量意念，並以嶄新方式落實那些靈感。這過程同時可以衍生一些重要學術知識。當我們邀請一位三年級男生，將他的科學堂學習經歷與我們的計劃比較時，他說：「今年我們製作模型時面對更大挑戰。我感到實在困難，但又很喜歡。大家也要提出主意，選擇哪個主意可行，將意念付諸實踐，並寫下學習心得。」他的領受與同班其他同學大同小異，大家都覺得以不同形式展現意念很有挑戰性、有趣，並能發揮創造力。

我的任務？確定主題

交流

TASC

References

Alhusaini, A. A., & Maker, C. J. (2011). The uses of open-ended problem solving in regular academic subjects to develop students' creativity: An analytical review. Turkish Journal of Giftedness and Education, 1 (1), 1-43. Alhusaini, A. A., Maker, C. J., & Alamiri, F. Y. (in review), Adapting the REAPS model to develop students´ creativity in Saudi Arabia: An Exploratory Study. (manuscript submitted to the Gifted Child Quarterly, December, 2012). Jo, S. M., & Maker, C. J. (2011). The effect of the DISCOVER curriculum model on mathematical knowledge and creativity. Asia Pacific Journal of Gifted and Talented Education, 3(1), 1-17.

Maker, C. J. (2005). The DISCOVER Project: Improving Assessment and Curriculum for Diverse Gifted Learners. Senior Scholars Series Monograph. Storrs, CT: National Research Center on the Gifted and Talented.

評鑑

我能想出多少主意？

動手！

C. June Maker 博士為美國亞利桑那大學身心障礙及心理教育研究系教授，主要負責特殊教育課程，為從事特殊教育、資優教育、幼兒教育的教授提供培訓。她主要研究範疇包括實作評估、多元智能及創造力發展等，亦是國際知名研究學者及專題演講者。

Maker, C. J. (2004). Creativity and multiple intelligences: The DISCOVER project and research. In S. Lau, Hui, N. N., & Ng Y. C. (Eds.) Creativity: When East Meets West. Singapore: World Scientific Publishing Co. Pte. Ltd.

我做得好嗎？

實行

有關模型製作及其他富創意的教學模式，請見右列參考文獻。

Dr. C. June Maker is professor in the special education programme of the department of Disability and Psychoeducational Studies at the University of Arizona, where she prepares professors in special education, education of the gifted and early childhood education. She conducts research on performance-based assessments, multiple intelligences theory and creativity development. She is an internationally known researcher and keynote speaker.

Maker, C. J. (2001). DISCOVER: Assessing and developing problem solving. Gifted Education International, 15 (3), 232-251.

創作

Maker, C. J., Muammar, O., Serino, L., Kuang, C. C., Mohamed, A., & Sak, U. (2006). The DISCOVER curriculum model: Nurturing and enhancing creativity in all children. Korean Educational Development Institute (KEDI) Journal of Educational Policy, 3(2), 99-121. Maker, C. J., Muammar, O., & Jo, S.M. (2008). Development of Creativity: The influence of traditional and non-traditional pedagogy. Learning and Individual Differences. 18, 402-417. Maker, C. J., Nielson, A. B., & Rogers, J. A. (1994). Giftedness, diversity, and problem-solving: Multiple intelligences and diversity in educational settings. Teaching Exceptional Children , 27, 4-19. Maker, C. J., & Pease, R. (2008). DISCOVER and TASC in a summer program for gifted students. Gifted Education International , 24, 323-328. Quo, C-C., Maker, C. J., Su, F-L., & Hu, C. (2010). Identifying young gifted children and cultivating problem solving abilities and multiple intelligences. Learning and Individual Differences , 20, 365-379.

抉擇

Siler, T. (1996). Think like a genius: Use your creativity in ways that will enrich your life. ArtScience Publications, Englewood, CO.

哪個主意最好？（已蒙允准刊登）

Wallace, B., Maker, C. J., Cave, D., Chandler, S. (2004). Thinking skills and problem-solving: An inclusive approach . England: A B Academic Publishers. Wallace, B., & Maker, C. J. (2007). DISCOVER/TASC: An approach to teaching and learning that is inclusive yet maximises opportunities for differentiation according to pupils' needs. In L.V. Shavinina (Ed.) The Handbook on Giftedness . Springer Science.

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INSPIRE ISSUE NO.9 匯賢「資」訊第九期

讓資優生創造力騰飛︰

中華基金中學分享

高中抽離式科研三人小組的「可卷曲光學微生物薄膜燃料電池」在六十三屆英特爾國際科學與工程大賽獲得二等獎，並得到「星之子」的美譽。

第二層架構（抽離式）及第三層架構（校外支援）︰創造力的延伸

創

造力在教育界中的地位可謂舉足輕重，既是廿一世紀其中一項不可或缺的技能，也是香港資優教育的三大元素之一。各學校為培育學生成材，常將創造力元素注入學與教之中。

教育界最常遇到的挑戰是：校方或教師如何將創造力有效滲入課程並繼而推展？當中又如何讓資優生在適切的培育下發揮創意，振翅高飛呢？在是次專訪中，中華基金中學分享了資優教育如何在三層推行模式下培育創造力的實踐經驗。

校本抽離式「未來領袖」薪火相傳舉辦領袖訓練營提攜後輩成為新一代的未來領袖。

第一層架構（全班式）︰在獨立而跨學科的增益課程及初中校本課程中推展創造力為提升學生的學習熱忱，建立學習習慣和思維模式，對未來及就業作好準備，中華基金中學自 2000 年開始在初中推行校本增益課程，取代了一般學校開設的設計與工藝和家政兩門學科，在中一及中二兩級每一學習週預留三個課節推行增益課程。課程共有十一個學習單元，分別在學習、個人發展及社會教育等方面建立、鞏固及提升初中學生的共通能力。增益課程及初中校本課程如科學、資訊科技、綜合人文學科及視覺藝術等科目有多樣的教學形式，包括正規授課、專題研習、專題講座、工作坊、參觀、考察、小組討論、撰寫及口頭報告等，讓學生從不同廣度（多樣體驗）、深度（了解深思）和角度（多方觀點）掌握所學，感受不同學習風格帶來的得着，令學生自然地把學習與生活接軌。針對培育創造力方面，教師於「創意教育」單元中營造學習環境，讓學生能在理念上了解創意是在「限制」中有發揮與延續的空間，並協助學生把創意與所有科目連線，讓學生體會內化創意是與學習、生活息息相關的。教師同時以奔馳法 (SCAMPER) 等教學策略作引導，透過繪畫、短篇寫作、小組解難及產品設計等培育及提升學生的創造力。創造力元素亦滲入各學習單元如傳媒教育、領袖訓練、「未來學」 (Strategic Foresight) 等，讓學生將創造力融匯其他共通能力作實境解難，加強與生活之連繫。

增益課程亦定期按校本擬定的五個階段作自評（即籌劃、教師簡介與準備、實踐、檢討及調適視作一個循環），從而檢視得失，為更切合學生的全人發展及終身學習作更充分準備。

專題研習︰創造力展現的平台增益課程的另一特點是共有兩個為期共約九個月的專題研習單元，讓學生應用所學，發揮創造力及展現共通能力。每小組由一位教師指導五至六名學生，配合研習主題，繼而揀選範疇、命題，搜尋資料，掌握科學研究方法進行分析，討論研究成果。正如本年度研習之主題為「可持續發展」及「關愛世界」，當中包括具創造力兼反映對社會責任感的題目，例如利用生果皮和種子研發去污劑、酸奶的抗菌作用、聽障人士的就業情況及劏房問題等等，均旨在引導學生從實境解難中以創新見解重新界定問題，構思解難方案並逐一拆解。學生作為主動學習者，全情投入地把自行商討的探究題目逐步落實，學習不再是割裂式，而是與生活融匯、發揮創造力及着重實踐。

初中階段的增益課程及校本課程已讓學生各展才華，點燃了學習的熱忱，具創造力的同學也嶄露頭角及獲得肯定。不少資優生會因在專題研習中的創造力及好奇心獲得尊重與滿足，繼而自發參加抽離式培訓，如科學探究、機械人製作、資訊科技知識和應用、領導力培訓、兩文三語演說及創意寫作班等等，就該學習領域以不同角度與方式作出更深入的探究或實踐。另外，在科學探究方面，他們亦會開展新的研究命題，組織及邀請一些志同道合的同學加入。現時該校有大約 30% 的優秀學生參加抽離式課程。校方亦推薦約 10% 具傑出表現或潛能的學生參與香港資優教育學苑、教育局、大學及其他專上學院等舉辦的課程，讓學生按自己的學習需要及興趣報讀具挑戰性的增潤課程，延伸學習機會，繼續燃燒對學習的熱忱。中三正好是醞釀期，到了中四開始，資優生已作好準備，以自己一直研發的作品參加研討會、展覽或本地、全國及國際的比賽，分享成果及汲取外來經驗，提升作品質素。如此的鋪陳反映了校方在支援資優生學習方面提供了具層階式的培育與發展空間，配合學生已備有的創造力、自我學習能力及自覺性，騰飛指日可待。

中基學生過往三年曾參加的部分校外活動形式

參與項目

研討會

環保青年論壇「中大之樹與鳥」研討會

展覽

樂活博覽 2013 學營商體驗計劃

本港、全 • 香港電腦奧林匹克競賽國及國際 • 香港機關王競賽的比賽 • 二零一二年「運動零禁藥競賽要公平」 • 電子海報及標語創作比賽 • 中國中學生作文大賽 • 香港科學青苗獎 • 香港青少年科技創新大賽 • 香港學生科學比賽 • 羅氏少年科學家大獎 • 全國青少年科技創新大賽 • 英特爾國際科學與工程大獎賽

初中增益課程的「未來學」單元採用校本電子書，同學可透過平板電腦進行最新資料的搜集，並養成前瞻的視野。

多方準備造就的成功配合學校的發展，教師參與培育資優生的工作當然功不可沒。在第一層次全校式推動資優教育中，全校的教師都參與增益課程或校本課程的策劃或教授。在專題研習方面，校方早於新學年開課前已提供培訓，協助教師了解帶領專題研習所需的技巧與知識，並分享過往經驗，讓教師在籌劃時可有更充足的準備。在第二層次的抽離式及第三層的校外支援方面，主要由校長、助理校長、榮譽顧問及教師們共十一人成立的資優教育小組策劃及推動。資優教育小組成員學歷背景優秀（當中包括持博士、哲學碩士學位的資深教師），反映對有關領域知識的專業深度，對教學及培育資優生方面能提供有力的指引及切實的協助。校方一直以不同途徑鼓勵及支持創造力發展，在「創意與創新」的大前提下，學校增設了創意學習中心（Creative Learning Centre），讓學生在部分音樂課節運用電腦作曲，而在視覺藝術課時也可運用電腦創作。校方同時亦以跨學科的形式把資訊科技與視覺藝術及音樂串連，讓學生有機會透過設計電子書或拍攝微電影，學習業界專業技巧（如拍攝、剪接、圖像處理等）及展現創造力。教師也鼓勵學生多參與公開展覽、研討會、比賽等，透過展示、匯報及交流，讓學生實踐所學，擴闊視野，建立自信。因為付諸實行，當中的投入感與創造力的發揮持續激勵學生盡展所長。

結語創造力非一朝一夕培育，當中牽涉校本政策、資源調配、教師培訓等多方面的準備。我們希望以中華基金中學在資優教育及創意教育的實踐作實例參考，藉以營造有利條件，讓資優生創造力騰飛。

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INSPIRE ISSUE NO.9 匯賢「資」訊第九期

Frontline Sharing by The Chinese Foundation Secondary School

Firing up Gifted Students’ Creativity (Summary)

n this interview, The Chinese Foundation Secondary School (CFSS) shares its experience of nurturing s t u d e n t s’ c re a t i v i t y u n d e r t h e t h re e - t i e re d implementation mode of gifted education.

Level One ( Whole -class Approach): Promoting Creativity through the School-based Enrichment Course and Junior Secondary Curricula To arouse students’ passion for learning, develop their learning habits and thinking modes so as to prepare them for their future career, CFSS has implemented its school-based Enrichment Course since 2000 in place of the subjects Design & Technology and Home Economics commonly offered in the curriculum of most schools. The Enrichment Course is introduced to Secondary 1 and 2 students and taught in 3 periods per cycle. It consists of 11 learning modules that focus on building, strengthening and enhancing junior secondary students’ generic skills in the learning, personal development and social domains. CFSS’s Enrichment Course engages a variety of teaching approaches that ranges from formal lessons, projectbased learning, thematic talks, workshops, visits, fieldworks, group discussions and written/oral presentations. In the Enrichment Course’s “Creativity” module, students learn to appreciate that creativity is cultivated under and driven by “contraints”. Teachers use SCAMPER as one of the teaching strategies. Creative elements are also embedded in other learning modules such as “Media Education”, “Leadership Training” and “Strategic Foresight”, allowing students to apply creativity in conjunction with other generic skills to solve practical problems. The School regularly reviews the effectiveness of its Enrichment Course to ensure that the course serves the purpose of preparing students for whole-person development and lifelong learning.

Project Learning: A Platform to Showcase Creativity One key feature of the Enrichment Course is the two-phase “project-based learning” modules spanning over nine months which gives students opportunities to exercise their creativity and engage their generic skills. Students form groups of 5 to 6 and are given a theme. With teachers’ guidance, members determine its project’s domain and topic, then proceed to gather information while adopting scientific inquiry methods and finally discuss their findings. Through the process, students demonstrate that they are active learners and are committed to delving deep into their selected topics. Learning becomes a part of daily life embedding creativity and practical experiences. Level Two (Pull-out Approach) and Level Three (Offsite Support): Extension of Creativity Gifted students whose creativity and curiosity are kindled in project-based learning will volunteer to participate in pull-out training programmes which allow them to drill into specific learning areas from different perspectives or apply what they learn in various ways. Currently, 30% of outstanding students in CFSS participate in the pull-out programmes. The School also nominates about 10% of its outstanding students to participate in programmes offered by the HKAGE, Education Bureau, local universities and other tertiary institutions. Students can challenge themselves by enrolling in enrichment programmes according to their own learning objectives and interests, extending their learning opportunities and fueling their passion for learning. Teachers also encourage students to actively participate in exhibitions, seminars and competitions, which widens their horizons and build confidence. Students often demonstrate a high level of commitment and creativity during these activities, consequentially their motivation to strive for the best is stimulated.

Some of the CFSS students' participation in external activities in the last three years Seminars

Events

Seminars

Environmental Youth Forum "CU Trees and CU Birds” Seminar

Exhibitions

LOHAS Expo 2013 JA Company Programme

Local, National and International • Hong Kong Olympiad in Informatics • Hong Kong Green MECH Contest Competitions • “Drug Free and Fair Play in Sport” E-poster & Slogan Design Competition 2012 • High School Student Chinese Writing Competition • Hong Kong Budding Scientists Award • Hong Kong Youth Science & Technology Innovation Competition • Roche Young Scientist Award • Hong Kong Student Science Project Competition • China Adolescents Science and Technology Innovation Contest • Intel International Science and Engineering Fair

Concerted Efforts Key to Success In-line with the School’s development, teachers contribution to nurturing gifted students is indispensable. In Level One (Whole-class approach), all teachers participate in planning and implementing Enrichment Course or school-based curriculum. For project-based learning, the School provides briefing sessions to teachers before the beginning of each new academic year, equipping teachers with the skills and knowledge essential for guiding students in project-based learning module. In Level Two (Pull-out Approach) and Level Three (Off-site Support), the GE team comprises 11 members, including the Principal, Deputy Principal, honorary advisors and teachers with high level of expertise in key learning areas and gifted education.

RESEARCH SYNOPSIS 研究摘要

INSPIRE ISSUE NO.9 匯賢「資」訊第九期

還原基本步 — 創造力教學是學習歷程還是工具？

創

造力作為廿一世紀必備技能，在學與教方面該如何處理這課題呢？作者指出教師應從創造力的本質、創造力教學的概念與教學模式三大方面深思如何達至教學相長。

覺察在限制中可了解領域知識可有的延展性及

發揮的空間，從中造就創造的條件

專業深度

文章標題︰創造力教學的本質與陷阱作者︰呂金燮年份︰2003 年 3 月來源︰資優教育季刊第 86 期第 01-09 頁

在教學概念方面，教師首要理解混沌是培育創造力的土壤，當中的多元性與複雜性能促進學生在混沌中找出連繫。教師可在現實情景中，配以問題作鷹架 (scaffold)，營造具創造力與批判的環境，協助學生在方法未明、條件不足的情況下審視問題的根本，從而加強學生的敏銳度。學生在過程中建立的直接經驗，讓他們更投入參與，勇於嘗試以創意解題。為免學生因以往經驗而持續運用固有思考習慣，跨領域學習可讓學生感受到創造力在領域之間展現的共通點。

培養具有創造性的學習態度與思考習慣，而非着重短暫

創造力本質可了解為一個行動過程，教師需協助學生：

的策略形思考

檢視思考習慣或規則對創意解難的影響，重組知識，在固有中推陳出新發現並重新界定問題，包括累積個人經驗、與問題本質交流及制定解難定位

具體而言，教師可運用問題導向學習（Problembased learning），透過情景讓學生發現探索重點，以問題引導學習方向。對資優生而言，這學習法有效提升對問題本質的敏銳度。教師可在演變的情景中作出引導，持續評估學生的發展及需要，從中改善教學設計與介入策略。因此教師在設計教學的同時，亦與學生一起經歷解難歷程，可謂造就了與學生平行學習的機會。教學上若只着重教授思考策略如擴散性思維，這只提供了廣度，欠缺以聚歛性思維充實深度與密度。學生的創造力必需透過真切呈現學習過程所得（如研究方式探究重點與焦點）與結果才得以鞏固。因此創造力教學的重點在於刺激學生思考，在既有條件下讓想像馳騁。當學生了解創造力的本質與應用，融匯並自發追尋和練習，自然培育出「專家型思考」。在學與教的歷程中，作為教師的我們可有時間與心思，還原基本步，深思在工作中視創造力教學為學習歷程還是工具 ?

Learning and Teaching of Creativity: A Learning Journey or a Learning Tool?

reativity is one of the essential skills in the 21st century. How do teachers facilitate learning and teaching of creativity among gifted / high ability learners?

get acquainted with the potential extensiveness and depth of domain knowledge

develop a creative learning attitude and thinking habit instead of focusing on transient strategic thinking.

First of all, the essence of creativity can b e p e r c e i ve d a s a process. Teachers can facilitate students to:

identify and redefine the problem, including acculmulating personal experience to enhance understanding toward the problem, think deep and formulate a problem solving plan

acknowledge the limits and forging favourable conditions for creativity

review the impact of thinking habits or patterns on creative problem solving and restructuring knowledge for the purpose of innovations

(A summary of Professor Chin-Hsieh Lu’s publication (in Chinese) in March, 2003)

What’s next? Teachers should understand the concept that chaos is the soil that nurtures creativity, for the diversity and complexity of it may encourage students to find the order. Using authentic scenarios with questions can scaffold students’ learning that they can examine the virtue of the problem and sharpen their sensitivity. Such a loosely structured learning opportunity allows students to gain first-hand experience in the process and keep engaged in creative problem solving. Drawing on past experience and being constrained by intrinsic thinking habits are the two big traps on which students may stumble. Interdisciplinary learning can be incorporated to allow students to find and appreciate the commonalities of creativity revealed amongst different knowledge areas. Teachers may adopt problem-based learning to guide students to explore the problem. This learning approach can effectively increase the sensitivity of the gifted towards the essence of problems. Teachers can provide guidance and continuously assess students’ development and learning needs in the evolving scenarios so that instructional design and strategies can be improved. Both teachers and students can set out on a problem-solving journey together and facilitate the chance of collaborative learning. If teaching is strictly centred upon thinking strategies, e.g. divergent thinking, it will only yield breadth and fall short of depth and intensity. Students’ creativity can only be consolidated through authentic learning process (e.g. key of exploration, research focus and methodology) and results. Therefore, stimulating students’ thinking ability is of paramount importance in learning and teaching creativity, as it prepares imagination to soar under existing conditions. When students realise the essence and application of creativity, they synthesise and pursue advanced practice out of spontaneity, which paves way for “expert thinking”. As teachers, we have to reserve enough time and room to reflect how far we have regarded creativity as a learning tool. It’s time to go back to basics and steer.

Recommended Resource 資源推介

INSPIRE ISSUE NO.9 匯賢「資」訊第九期

Learning takes time and effort to digest what has been learnt. In order to ensure learning takes place, it is crucial for us to make meaning or connections with our life or daily application. We hope the following resources will assist educators in daily teaching to elevate gifted students’ creative thinking. 學習，先要用時間與精神領略知識，再將知識與生活建立連繫，最後達至學以致用。我們希望以下資源有助教師在日常教學中提升資優生的創意思維。

Let’s start!

Webpage 網頁 http://www.creativelearning.com/

Three big approaches that foster creativity:

Creative Problem Solving

Talent Development

Problem Solving Styles

a model that helps generate idea, cope with current challenges and provide solutions using assessment tools to address individuals’ needs and nourish creativity progressively knowing different perspectives and styles to facilitate creative problem solving and change management

Free download of resources including journal articles, a database of assessment tools on creativity with brief review, Grade 3 to 8 sample activities and e-newsletter. Print resources such as books, toolkit or guides on creativity are introduced.

促進創造力的三大方法：

創意解難

才華發展

解難風格

幫助產生意念、應付當前挑戰並提供解決方案的模型以評估工具照顧個別需要並循序漸進地培養創造力了解不同角度與風格，促進創意解難，幫助變革管理

網站提供期刊文章等資源的免費下載、創造力評估工具資料庫連簡介、三至八年級活動範例及電子通訊等，亦介紹有關創造力的書籍、教材套或指南等。

http://www.mindtools.com/pages/main/newMN_CT.htm

Creativity Tools is a sub-page in Mind Tools that focuses on creativity techniques—tips about how to generate creative ideas and assess the quality of the creative thinking process. Viewers can become aware of their current thinking styles through taking a quiz about creativity. The overview provides a logical flow about how to apply different approaches. In each strategy, the short introduction will help grasp the idea right away. Read the steps (basic rules) with examples. To check and consolidate the learning, read the summarised statement in the end.

Creative Tools 是 Mind Tools 網站的一部分，着眼於創造力運用技巧，亦提供產生創新意念和評估創意思維過程質素的竅門。網頁提供創造力小測驗，讓瀏覽者了解本身的思考風格。概覽部分提供應用不同方法的邏輯流程圖，以及每個策略的簡介，以便輕易掌握梗概。各步驟（基本規則）輔以例子說明以及總結，幫助鞏固所學。

Books 書籍 Book title / 書名 : Author / 作者 : Year / 年份 : Publisher / 出版社 :

Enhancing Creativity of Gifted Children: A Guide for Parents and Teachers Joe Khatena 1987 Hampton Press, Inc. Cresskill, New Jersey

A comprehensive guide book that sheds light on how to support creative gifted children with detailed illustration (definition, measures, environmental influences, learning approaches and techniques of creativity) and concrete examples from the historical, societal, developmental, educational and humanistic aspects.

Book title / 書名 : Author / 作者 : Year / 年份 : Publisher / 出版社 :

Developing Creative Leadership Jeanette Plauche Parker & Lucy Gremillion Begnaud 2004 Teacher Ideas Press, Inc. Portsmouth, NH

A Leadership Training Model developed by the authors depicts how gifted learners in Grade 6 to 12 develop cognitive and affective leadership. Creativity is embedded into learning and development process that emphasises cognition, problem solving, interpersonal communication and decision making.

Book title / 書名 : Author / 作者 : Year / 年份 : Publisher / 出版社 :

本書是支援資優兒創造力發展的指南，內容包羅萬有，對創造力的定義、發展措施、環境影響、學習策略、創意思維技巧等均有詳盡解析，書中亦引用大量歷史、社會、發展、教育、人文等方面的實例。

作者設計出領導才能訓練模式，展示如何發展六至十二年級資優生的認知和情意領導才能。該模式在學習和發展學生領導才能的過程中融入創造力元素，尤其強調認知、解難、人際溝通及決策等方面。

創造思考教學的理論與實際（簡明版） Chen Long-ann/ 陳龍安著 2008 Psychological Publishing Co., Ltd./ 心理出版社

The author explains step-by-step how to master the main ideas of creative thinking so that both teachers and students benefit from the learning and teaching process. Citing ample amount of academic modules and research findings, questioning techniques that link to creative thinking, task design, learning activity design and assessment with practical examples, the author aims at helping readers grasp the essence which will surely provide food for thought for them.

此書由淺入深的分享如何掌握創造思考的重要理念以達至教學相長。透過參照大量學術模式及研究，一些與創造思考有關的提問技巧、作業設計、教學活動設計以及評估等配合實例作細味分享，從而讓讀者更有力抓住重點多作深思。

NEWS BITES 要聞剪影

INSPIRE ISSUE NO.9 匯賢「資」訊第九期

News Bites 要聞剪影

Teacher Professional Development Programmes 教師專業發展課程（12/2012 – 03/2013） Annual Special Event 周年特別活動

Hotung Lecture 2013 – “Gifted Education : East Meets West in the Oriental Pearl” 何東資優教育演講 2013 – 資優教育 : 東西匯萃在香江 By Professor David Yun Dai, Associate Professor of Educational Psychology and Methodology at University at Albany, State University of New York

Thematic Past Events (December 2012 – March 2013) 已舉辦專題課程（2012年12月至2013年3月） Thematic Workshop 專題工作坊

Using Technology to Differentiate Curriculum 2012 年 12 月 17 日 ( 小學場次 ) • 17 December 2012 (Primary Session) • 20 December 2012 (Secondary Session) 2012 年 12 月 20 日 ( 中學場次 )

Designing High Quality Differentiation for the Gifted in the Regular Classroom •

港資優教育學苑十分重視為資優或高能力學生提供更適切的學習環境，以及為教育同工提供專業發展機會。本學苑舉辦的何東資優教育演講正是讓本港教育界領袖了解資優教育的重要性，從而提高他們對資優教育的關注。

香

This year Annual Hotung Lecture was presented at the Auditorium of The Hong Kong Federation of Youth Groups Building, North Point on 15 January 2013. We are honoured to have Mr. Eddie Ng Hak-kim, SBS, JP, Secretary for Education to deliver the opening remarks, followed by the welcome address by Dr. Stephen Tommis, our Executive Director.

今年度的何東資優教育演講已於 2013 年 1 月 15 日假北角香港青年協會大廈演講廳隆重舉行。是次演講由主禮嘉賓教育局局長吳克儉，SBS，JP 的開幕辭及本學苑院長湯敏思博士的歡迎辭掀起序幕。

This grand event attracted more than 400 school leaders, teachers and educational psychologists supporting high ability or gifted students as well as parents to learn more on best practice.

2012 年 12 月 18 日 ( 小學場次 )

•

19 December 2012 (Secondary Session) 2012 年 12 月 19 日 ( 中學場次 )

Feedback from participant 學員回饋： The thematic workshop has really broadened my horizon in the use of technology to differentiate curriculum. Thanks Dr. Jann Leppien for the enthusiastic sharing. 此課程讓我對用科技去提供適異性課程大開眼界。感謝 Jann Leppien 博士熱情的分享。

2013 年 1 月 15 日

he HKAGE is dedicated to providing an appropriate environment to nurture gifted learners and a professional development for teachers. The Annual Hotung Lecture aims to raise the awareness of the importance of gifted education among the society.

Professor David Yun Dai, who is renowned for his work on gifted education and creativity, examined the similarities and differences of GE development, the concept of giftedness and its definitions and identification between Chinese and Western cultural settings. Dr. Dai has also given us insights into creativity and critical thinking skills cultivation as well as the ways to develop quality GE policy in Hong Kong.

18 December 2012 (Primary Session)

Differentiated Instruction: Designing Problem-based Inquiries

戴耘博士美國紐約州立大學奧爾波尼分校教育心理學與方法學系副教授 15 January 2013

By Dr. Jann Leppien Jann Leppien 博士主講

戴耘博士對資優教育及創意的研究可謂國際知名。戴博士從不同角度比較中西資優教育觀點之異同，包括資優教育發展歷史、「資優」概念及其定義和辨識、以及資優教育發展前瞻等。戴耘博士亦在創意思考與批判思考的培養，以及為香港發展優質資優教育的政策帶來啟發。是次盛事吸引了超過 400 位校長、老師、支援資優生的教育心理學家及家長等聚首一堂，為他們提供互相交流的機會。

by Mr. Desmond Mak, teacher from St. Paul's Co-educational College 由聖保羅男女中學麥荻文老師提供

Thematic Workshop 專題工作坊

By Dr. Kimberley Chandler Kimberley Chandler 博士主講

Using Higher Order Thinking Questioning to Cater for Gifted Learners' Needs • 22 February 2013 (Primary Session) • 25 February 2013 (Secondary Session)

2013 年 2 月 22 日 ( 小學場次 ) 2013 年 2 月 25 日 ( 中學場次 )

Differentiation for the Gifted: An Integrating Curricular Approach (Re-run) • 25 February 2013

2013 年 2 月 25 日

Challenging Learning Experiences of Gifted Learners by Fostering Their Abstract Thinking • •

26 February 2013 (Primary Session) 28 February 2013 (Secondary Session)

2013 年 2 月 26 日 ( 小學場次 ) 2013 年 2 月 28 日 ( 中學場次 )

Fostering Critical Thinking of the Gifted 27 February 2013 (Primary Session) • 23 February 2013 (Secondary Session) •

2013 年 2 月 27 日 ( 小學場次 ) 2013 年 2 月 23 日 ( 中學場次 )

Feedback from participant 學員回饋： The systematic way for Dr. Kimberley to arrange the various types of questioning techniques provides us with ideas to share with my colleagues about various ways that can be used in the classroom. Dr. Kimberley 有系統地整理了不同種類的提問技巧，啟發我與同事分享在課室內運用的不同方法。 by Ms. Chiang Sui Ki, teacher from Pope Paul IV College 由保祿六世書院蔣瑞姬老師提供

I found this course very useful because it gives me skills that I can use in my teaching immediately. The discussions with other teachers were also very informative and interesting. 此課程讓我學習到一些能即時運用的教學技巧。與其他同工的討論亦資訊趣味兼備。 by Mr. Daniel Bulman, teacher from Renaissance College 由啓新書院 Daniel Bulman 老師提供

NEWS BITES 要聞剪影

INSPIRE ISSUE NO.9 匯賢「資」訊第九期

Video Conference Session 視像會議

By Prof. Joyce VanTassel-Baska Joyce VanTassel-Baska 教授主講

Leadership and Management in Gifted Education •

Professional Development Framework Courses 教師專業發展架構課程 Foundation Course in Gifted Education（Online Learning：4 modules）（All year round）資優教育基礎課程 ( 網上學習 : 四個單元 ) ( 任何時間 )

8 and 9 March 2013 2013 年 3 月 8 及 9 日

Feedback from participant 學員回饋： Feedback from participant 學員回饋： I have learnt concepts in lesson planning for the gifted students. Besides, I have better understanding about the grouping and implementing of gifted education in other schools. 我學到了設計課堂予資優學生的概念。我亦對其他學校在分組學習和推行資優教育上有更多了解。

This online Foundation Course is concretely arranged. The content is easy to understand yet fruitful. Online learning mode is more flexible than the traditional classroom mode. Teachers are able to arrange their own spare time for professional development. 這個網上課程編排具體，內容簡明，資料充實。網上課程比傳統上課模式更靈活，教師可安排自己的時間作專業培訓。

by Mr. Sung Po Wa Leo, teacher from HKUGA Primary School 由港大同學會小學宋寶華老師提供

Intermediate Course in Gifted Education: Leadership and Management 資優教育進階課程 : 領導與管理 Thematic Workshop 專題工作坊

By Prof. Thomas Hébert Thomas Hébert 教授主講

Self-Regulation in Gifted Children: How to Infuse it in Regular Classrooms? • 14 March 2013 (Primary Session) • 15 March 2013 (Secondary Session)

2013 年 3 月 14 日 ( 小學場次 ) 2013 年 3 月 15 日 ( 中學場次 )

2012 年 12 月 4 日及 6 日 ( 小學場次 ) 2012 年 12 月 5 日及 7 日 ( 中學場次 ) 2013 年 1 月 31 日及 2 月 2 日 ( 中小學場次 ) 2013 年 2 月 1 日及 2 月 6 日 ( 小學場次 )

Feedback from participant 學員回饋： Attending this course makes me understand more about gifted education in different dimensions including depth, sustainability, spread, shift of ownership and evolution. The presentation of the tutors and the sharing among teachers inspire me to implement gifted education in my school. I am confident in kicking off the gifted curriculum and activities.

Nurturing Self-Regulation in Multitalented Gifted Students for BOTH Academic and Career Planning • 15 March 2013

• 4 and 6 December 2012 (Primary School Session) • 5 and 7 December 2012 (Secondary School Session) • 31 January and 2 February 2013 (Secondary and Primary School Session) • 1 and 6 February 2013 (Primary School Session)

2013 年 3 月 15 日

參與此課程後令我對資優教育的認識深了，並從深度、可持續性、傳播、擁有權轉移、演進等各方面的擴展策略有所掌握與體會；加上課堂上講者的解說及與同工的經驗交流分享，令我對本校推行資優教育獲得很深刻的啟迪，並有信心於學校開展有關課程與活動。

Feedback from participant 學員回饋： This course is great in theory, relevant examples and delivery. They actually are the benefits I gained from it: teachers need all these three to motivate and inspire gifted children, apart from understanding their levels of needs and the strategies in classroom. 此課程無論在理論、相關例子及表層面都很出色。這三個正正就是了解資優生的學習需要及教學策略之外，教師在課室內啟發資優生學習動力的重要元素。 by Julie Ma, Principal of Marymount Primary School 由瑪利曼小學馬李敏慧校長提供

by Mr. Ng Wing Hung, Vice Principal of Buddhist Lim Kim Tian Memorial Primary School 由佛教林金殿紀念小學吳永雄副校長提供

FORTHCOMING EVENTS OF THE ACADEMY 學苑動向

INSPIRE ISSUE NO.9 匯賢「資」訊第九期

Teacher Professional Development Programmes

Parent Support 家長支援服務

教師專業發展課程 JUNE – October 2013 Programme Title 課程名稱

JUNE – October 2013

2013 年 6 月至 10 月 Target Group 培訓對象

Date 舉辦日期

Professional Development Framework Courses 教師專業發展課程 Foundation Course in Gifted Education (Online Learning: 4 modules)

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

資優教育進階課程：領導與管理（三個主題）

Free-of-charge Outreach Parent Seminars 免費到校家長講座 ABCs of Giftedness 資優基本法

All year round 全年任何時間

Nurturing the Gifted 如何培育資優兒 Affective Needs of Gifted Children 情意百寶袋

資優教育基礎課程（網上學習：四個單元） Intermediate Course in Gifted Education: Leadership and Management (3 themes)

2013 年 6 月至 10 月

Deconstructing Creativity 解開創造力之謎 GE Managers (principals, vice-principals or delegated staff) and GE Coordinators (curriculum leaders, subject panel heads or delegated members) in primary/secondary schools 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。

Primary session 小學場次 10 and 17 Jul 2013 (Wed) 2 – 6 p.m. 2013年7月10及17日（星期三）下午2時至6時

Secondary session 中學場次 25 Jun (Tue) and 11 Jul (Thu) 2013 資優教育統籌主任：建議由課程發展主任、 2 – 6 p.m. 科主任或獲委派的主任擔任此職務，專責 2013年6月25日（星期二）及7月11日（星期四）統籌着重提昇課程規劃與教學素質的校本下午2時至6時資優培育計畫 (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）

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 jointschool 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。

Parent Education Programmes: Seminar 家長講座

Target 對象

Date 舉辦日期

The Challenges of Gifted Parents and PEP Certificates Presentation 資優父母的挑戰及家長學堂證書頒授

Parents of gifted children 資優兒童的家長

13 Jul 2013 (Sat) 2:30 – 4:30 p.m. 2013年7月13日（星期六）下午2時30分至4時30分

ABCs of Giftedness 資優基本法

Parents of gifted children 資優兒童的家長

13 Sep 2013 (Fri) 7:00 – 8:30 p.m. 2013年9月13日（星期五）下午7時至8時30分

Nurturing the Gifted 如何培育資優兒

Parents of gifted children 資優兒童的家長

27 Sep 2013 (Fri) 7:00 – 8:30 p.m. 2013年9月27日（星期五）下午7時至8時30分

Career Planning for Gifted Children 資優青少年的生涯規劃

Parents of gifted adolescence (S.1 – S.6)

5 Oct 2013 (Sat) 10:00 a.m. – 12:00 noon 2013年10月5日（星期五）上午10時至正午12時

Thematic Courses/Workshops/Seminars專題課程/工作坊/講座 Symposium cum Resource Pack Dissemination: "Differentiation for the Gifted (In English)

Primary and secondary curriculum leaders and teachers 中、小學課程領導及教師

4 Jul 2013 (Thu) 2:00 – 5:30 p.m. 2013年7月4日（星期四）下午2時至5時30分

Thematic Workshop: "Differentiation for the Gifted in Practice" By Dr Kimberley Chandler (In English)

Primary and secondary curriculum leaders and teachers 中、小學課程領導及教師

5 Jul 2013 (Fri) 9:00 a.m. – 12:00 noon and 1:30 – 4:30 p.m. 2013年7月5日（星期五）上午9時至正午12時及下午1時30分至4時30分

Video Conference Session: Leadership and Management in Gifted Education (In English)

In-service principals, vice-principals, curriculum leaders/ subject panel heads and teachers in primary/ secondary schools 中小學在職校長、副校長、課程領導、科主任及教師

August 2013 2013年8月

Primary and secondary teachers 中、小學教師

October 2013 2013年10月

Thematic Workshop: "Address Individual Differences (esp. Gifted/High Ability Students): Embedding Critical Thinking Strategies in Regular Curriculum" (In Cantonese) 專題工作坊︰照顧個別差異 (尤指資優 / 高能力學生)：融入批判性思考策略於課程 (粵語講授)

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苑網頁內公佈為準。請登入學苑網站內的「教師園地」查閱詳情。網址：www.hkage.org.hk

資優青少年的家長（中一至中六） Affective Needs of Gifted Children 情意百寶袋

Parents of gifted children 資優兒童的家長

19 Oct 2013 (Sat) 10:00 – 11:30 a.m. 2013年10月19日（星期六）上午10時至11時30分

Parent Education Programmes: Workshop 家長工作坊

Target 對象

Date 舉辦日期

Practical Communication Skills with My Gifted Child 與資優兒溝通技巧應用

Parents of gifted children 資優兒童的家長

7 Sep 2013 (Sat) 10:00 a.m. – 12:00 noon 2013年9月7日（星期六）上午10時至正午12時

Higher Order Thinking Skills 高階思維技巧

Parents of gifted children 資優兒童的家長

26 Oct and 2 Nov 2013 (Sat) 10:00 a.m. – 12:00 noon 2013年10月26日及11月2日（星期六）上午10時至正午12時

FORTHCOMING EVENTS OF THE ACADEMY 學苑動向

INSPIRE ISSUE NO.9 匯賢「資」訊第九期

Parent Education Programmes: Parent Group 家長小組

Target 對象

Date 舉辦日期

Developing Executive Skills for 2E Child 發展雙重特殊資優兒執行功能

Parents of 2E gifted children 雙重特殊資優兒的家長

1, 8, 15 and 22 Jun 2013 (Sat) 10:00 a.m. – 12:00 noon 2013年6月1、8、15及22日（星期六）上午10時至正午12時

Parent Education Programmes : Parent-child Parallel Group 親子小組

Target 對象

Emotional Management Group for Gifted Parents and Their Children (General Public) 資優兒及其家長的情緒管理（一般家長）

Parents of gifted primary children (P.1 – P.6) 資優小學生的家長（小一至小六）

Emotional Management Group for Gifted Parents and Their Children (SPS Parent Members) 資優兒及其家長的情緒管理（學苑學員家長）

Parents of gifted primary children (P.1 – P.6) 資優小學生的家長（小一至小六）

Date 舉辦日期

3, 10, 17 and 24 Sep 2013 (Tue) 7:30 – 9:30 p.m. 2013年9月3、10、17及24日（星期二）晚上7時30分至9時30分 5, 12, 19 and 26 Sep 2013 (Thu) 7:30 – 9:30 p.m. 2013年9月5、12、19及26日（星期四）晚上7時30分至9時30分

Parent Education Programmes : Parent Support Group 同儕支援小組

Target 對象

Date 舉辦日期

Parent Peer Support Group (Primary) 家長「資」音人網路（小學組）

Parents who are interested in gifted education

The first Wednesday of each month (except Jul and Aug) 7:30 – 9:30 p.m. 每月第一個星期三（七、八月除外）晚上7時30分至9時30分

所有對資優教育有興趣的家長 Parent Peer Support Group (Secondary) 家長「資」音人網路（中學組）

Parents of secondary students who are interested in gifted education 所有對資優教育有興趣的中學生家長

The first Wednesday of each month (except Jul and Aug) 7:30 – 9:30 p.m. 每月第一個星期三（七、八月除外）晚上7時30分至9時30分

Special Events 特別項目

Target 對象

Date 舉辦日期

The 2013 Parent Conference 2013年度家長會議

All parents 所有家長

12 Oct 2012 (Sat) 1:00 – 5:00 p.m. 2013年10月12日（星期六）下午1時至5時

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

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. 上述活動資料以本學苑網頁內公佈為準。請登入學苑網站內的「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

Student Programmes and Services 學生服務 JUNE – October 2013

2013 年 6 月至 10 月

Humanities 人文學科

Mathematics 數學

Chinese Script Writing Workshop 中文劇本寫作工作坊

Probability Theory II (Credit-bearing Course) 概率面面觀二 (大學學分課程)

Introductory Workshop on Art and Psychology 用藝術捉心理：藝術與心理學

Maths Ignition: Geometry 數學燃動課程系列：幾何

Introductory Philosophy Course “Philosophy of Love” 哲學基礎課程：愛的哲學

Introduction to Mathematics Olympiad : Phase II 數林匹克初探：第二階段

Future Curator Training 未來館長訓練

Introduction to Contract Bridge 合約橋牌基本課程

Intermediate Psychology Course 心理學進階課程

Introduction to Number Theory 基礎數論

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

IMO Training Level I – Phase I 國際數學奧林匹克基礎班：第一階段

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

IMO Training Level II – Phase I 國際數學奧林匹克進階班：第一階段

Introductory Film Art and Culture Course 電影藝術及文化基礎課程

Mathematics and Origami 數學與摺紙

Introductory Chinese Classical Literature Course 中國古典文學基礎課程

Introduction to Probability 基礎概率

Introductory English Classical Literature Course 英國古典文學基礎課程

Maths Ignition: Combinatorics 數學燃動課程系列：組合數學

English Presentation Skills Workshop 英語報告技巧工作坊

Sciences 科學

Leadership 領導才能

3-2-1 Blast Off: Let's Explore the Modern Astronomy 3-2-1 升空:齊來探索現代天文學

Effective Leadership and Social Service Projects 有效領導與社會服務

Credit-bearing Course: Biotechnology 大學學分課程：生物技術

Adaptive@ Teen Project: Adaptive Leadership (AQ & EQ) 適 . 變 . TEEN領袖適應力訓練計劃

Game theory in daily life 日常生活中的博弈論

Life@Teen Project: Ethical Leadership and Value Study Teen 外有「天」計劃：領袖道德操守與價值探討

Chemical Analysis 化學分析入門

Happy Debate Training Workshop 快樂辯論培訓班

Credit-bearing Course: Marine Science 大學學分課程：海洋科學

Public Speaking Workshop 演講工作坊

Synthesizing, manipulating and detecting molecules 分子的化合、運用與偵測

Leaders for the New Generation 新一代社會領袖

2 Days Physics Workshop (Senior) 兩天物理工作坊

Leading The Team in Planning for Project Success 領導運籌帷幄項目成功之道

Chemist in laboratory III 化學深造課程

Innovation Leaders 創新領袖講座

Basic Biomedical Engineering programme 生物醫學工程基礎課程

International Relations 國際關係

Software Development Programme II 軟件開發進階課程

Entrepreneurship Workshop 創業工作坊

Behavioural Finance II 行為金融學進階課程

Strategic Negotiation Workshop for Leaders 領袖策略談判工作坊

Application and Software Design Programme 應用及軟件設計深造課程 Behavioural Finance 行為金融學進階課程

FORTHCOMING EVENTS OF THE ACADEMY 學苑動向

Personal Growth and Social Development Series 個人成長及社交發展系列 Love. Community 2013: Strike 2 愛. 社區2013：第二擊 Call to All Building Resilience (Adventure day-camp) Junior class 抗逆戰士大召集（歷奇日營）初中組 Call to All Building Resilience (Adventure day-camp) Senior class 抗逆戰士大召集（歷奇日營）高中組 Self-understanding Workshop 自我認識工作坊 Interpersonal Skills Training Workshop: The Art of Communications 人際技巧訓練工作坊之溝通的藝術 A Date with Perfectionism Workshop 與『完美主義』有約工作坊 Sharing Session 分享環節 Career Talk 職業導向講座 Brain-based Learning Workshop : Empower Your Brain (Senior Class) 腦基礎學習工作坊：開發大腦潛能(高中組)

講座 Talk

Student Conference 2013 – Giftedness And Creativity "Phase I : Call for Study Projects" 2013 學生會議：資優與創意「第一階段：研究計劃募集」

資優與創意

Gif tedness and Creativit y

Taking Shape 心中有數 Deep Cells 細胞深究 Take Me Seriously 公關大作戰 Diagnose and Treat 人體望聞問 Maths Extension Through Breath & Depth 數學縱橫 Psychology I 心理學一 Psychology II 心理學二 Communication and New Media: From Now to Then 溝通與新媒體：今昔發展 Geometry II 幾何學二 Complex Number and Geometry 複數與幾何 Chem Is Try! 化觀察為學問 Basic Software Development Programme 基礎軟體開發出 Introduction to Analytical Chemistry and Quantitative Analysis 化驗與數量化分析 Physics I 物理力學一

: 2 All 01 sec 歡 3年 ond 迎全 e! 港中學生參與！ 9月 ary om c l On s 至 c line 10月 hool students ar e we 3 Ap 201 p li c a t c tion Period ep to O :S

名

其他學習活動 Other Learning Activities

How Do you Mean 英語本色

報

Career Development 職業發展

網上學習課程 Online Learning Programme

香港資優教育學苑首屆學生會議 The 1 st HK AGE Student Conference

網上

Searching for Water on Mars Science 到火星撲水

INSPIRE ISSUE NO.9 匯賢「資」訊第九期

Physics II 物理力學二

Sharing Session (ACT/ SG/ 001) 分享環節 (ACT/SG/ 001)

比賽Competition

16th Wu Chien-Shiung Science Camp 第16屆吳健雄科學營

IJSO: Hong Kong Screening 2013 2013國際初中科學奧林匹克：香港選拔

為響應世界資優兒童協會將 2013 年定為「國際資優與創意年」，本學苑將於 2013 年 11 月 23 日舉行首屆學生會議。屆時香港中文大學校長沈祖堯教授將擔任大會主講嘉賓，並有在六個研究範圍成功入圍的學生分享他們的研究成果。歡迎全港中學生在 2013 年 9 月至 10 月期間，登入本學苑網上報名平台報名參與會議。詳情請見本學苑網頁 : http:// ge.hkage.org.hk/b5/students/ StudentConference。

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苑網頁內公佈為準。請登入學苑網站內的「學生園地」查閱詳情。網址：www.hkage.org.hk

In suppor t of the International Year of Giftedness and Creativity a d v o c a t e d b y t h e W o r l d C o u n c i l f o r G i f t e d a n d Ta l e n t e d C h i l d re n , t h e H K AG E w i l l h o l d o u r s i gn a t u re e ve n t , t h e Fi r s t HK AGE Student Conference, on 23 November 2013. Professor Joseph J.Y. Sung, Vice -Chancellor and President of The Chinese U n i v e r s i t y o f H o n g K o n g , w i l l b e o u r k e y n o t e s p e a k e r, a n d student finalists will also present their papers in six study areas at the Conference. All secondar y school students are welcome to attend the C o n fe re n c e a n d re gi s t e r o n l i n e f ro m S e p t e m b e r t o O c t o b e r 2 0 1 3 t h r o u g h t h e H K A G E O n l i n e A p p l i c a t i o n P l a t f o r m . Fo r details please visit the HKAGE website: http://ge.hk age.org.hk/ en/students/StudentConference .

詳情請見本學苑網頁: http://ge.hkage.org.hk/b5/students/StudentConference For details, please visit our HKAGE website: http://ge.hk age.org.hk/en/students/StudentConference

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 香港資優教育學苑教師專業發展部 EDITORS 編輯

Jo Ng, Carman Chan, Nelson Lai, Patrick Lam 吳文潔、陳海文、黎永業、林克忠 TRANSLATOR 翻譯

Wesley Wu 胡永耀

Subscribe to INSPIRE Issue No.9 訂閱《匯賢「資」訊》第九期 If your school/organisation is interested in subscribing to this issue of INSPIRE, please fill in the form below and fax it to 3940 0203. 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 0203。 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

Contact information 聯絡資料 Name 姓名： Position 職位： Telephone 電話： Name of School / Organisation 學校 / 機構名稱：

PUBLISHER 出版

The Hong Kong Academy for Gifted Education Ltd 香港資優教育學苑有限公司

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 香港資優教育學苑 Sha Kok Estate, Shatin, New Territories, Hong Kong 香港新界沙田沙角邨 Tel 電話：(852) 3940 0103 Fax 傳真：(852) 3940 0203 Email 電郵：tpd@hkage.org.hk Website 網址：www.hkage.org.hk Copyright © 2013 by The Hong Kong Academy for Gifted Education Ltd. Printed in Hong Kong. All rights reserved. 香港資優教育學苑有限公司 2013 年 © 版權所有香港印刷。未經許可，不得轉載。