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Connectivity or Complementarity: Effective School and Workplace Learning in the Light of the German Dual System of Apprenticeship
連接或互補?在德國雙軌制中有效的學校學習和企業技能培訓

The Centre for Learning and Teaching organised a seminar on "Connectivity or Complementarity? A European Discourse on Effective School and Workplace Learning in the Light of the German Dual System of Apprenticeship" of the Distinguished Lecture Series on 19 May 2014. The seminar gave
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Tips on Implementing Peer Assessment
同儕評估小錦囊

Extended reading 延伸閱讀 Angelo, T. A. & Cross, P. (1993). Classroom Assessment Techniques, A Handbook for College Teachers (2nd ed.). San Francisco: John Wiley & Sons Inc. Gibbs, G., Jenkins, A. & Wisker, G. (1992). Assessing More Students. Oxford: Oxford Centre for Staff an
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Lecture and workshop on “VARK and EVERYBODY’s DIFFERENT: Working with Differences Among Your Students” 「VARK與因人而異:因應學生差異教學」講座及工作坊

Everyone has their own preference or style in how they receive information for learning. There are many schools of thought on learning style. In March of 2014, the Centre for Learning and Teaching invited Neil D. Fleming, the former director of Education Centre of Lincoln University i
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How to Teach Post-90s Students? (2)如何教導九十後學生?(二)

There is no denying that ‘Interest increases learning.’ (Schraw, Flowerday and Lehman, 2001). In order to motivate students to learn, teachers can incorporate students' preferred elements into teaching and learning activities. Findings of Student Intake Survey in AY2012 (Webline July
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翻轉教室簡介
Flipping the Classroom – An Introduction

Flipping the Classroom “means that students watch or listen to lessons at home and do their ‘homework’ in class” (Fulton, 2012, p13), with an aim to allow more interactions between students and teachers in class so as to enable learning through constructivism.
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建構職業教育及培訓實力:澳洲職業技術教育學院(新南威爾士州)所面臨的挑戰
Building Capability in Vocational Education and Training: Challenges for TAFE NSW

The current vocational education and training (VET) environment is changing faster than ever. We are facing both external and internal challenges. Externally, there are keen competitions among institutions while internally, the reputation of an institution and the capability to delive
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樂在情境學習
Enjoy Contextual Learning

「情境教學是一個可以幫助老師將學科內容與真實生活情境聯繫起來的概念。這個概念可以激發學生的學習動機,聯繫學科知識和生活,並將其應用於家庭、社會和工作之中,從而使學生更努力投入學習。」(U.S. Department of Education, 2000)
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插畫X漫畫 – 替你的教材打扮
Illustration X Comics – Dressing up Your Teaching Materials

一張圖片勝過千言萬語!跟文字相比,視覺材料不僅有時可以傳達更多信息,它更能刺激喜歡用視覺學習的人,對於重視表達媒體和手法的九十後學生來說,尤其吸引。作為一種手書的視覺材料,圖畫除了能傳達訊息,也能把作者的情感顯現出來。用於教學上,繪畫更能顯露老師親切的一面,打破老師和學生之間的隔膜。利用繪畫教學的另一個好處是不涉及版權的問題。每個人都可以繪畫簡單和有趣的圖像!
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如何教導九十後學生?(一)
How could we teach the Post-90s students? (1)

回應部分九十後學生的特徵[見九月號Webline:「90 後」的 6 大特徵和七月號Webline:你有多了解我們的學生?],老師可以利用什麼方法,來提升這群學生的學習動機,達致更有效的學習?由本期開始我們會陸續分享一些教學建議。
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