A Constructively Aligned Supplemental Instruction Scheme to Maximize Learning Outcomes

Research output: Conference Papers (RGC: 31A, 31B, 32, 33)31B_Invited conference paper (non-refereed items)

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Author(s)

  • Fuk Ning Theresa KWONG
  • Wai Man Raymond CHAN
  • David SANTANDREU
  • Eva Y. W. WONG

Detail(s)

Original languageEnglish
Publication statusPublished - 28 May 2008

Conference

Title5th International Conference on Supplemental Instruction (SI 2008)
PlaceUnited States
CityOrlando, Florida
Period28 - 30 May 2008

Abstract

Individual Realities, Universal PathwaysVariations and Adaptations of SIA constructively-aligned Supplemental Instruction to maximize learning outcomesExplaining some­thing to someone else probably improves understanding for the individual doing the explaining because it forces the explainer to clarify concepts, evaluate and conceptually reorganize material, recognize and reconcile inconsisten­cies or in some other way change that individual's own knowledge structures (Bargh & Schul, 1980; Brown, 1978).More than ever before, universities and Colleges are accountable for meeting students’ and industry needs and producing “ideal graduates” with assessable learning outcomes. Institutions are looking outside traditional mentoring paradigms to raise the bar on the practice of mentoring by creating a mentoring culture adapted to their own needs. The Supplemental Instruction Scheme was launched at City University in 2000 and has proved to be very popular among students with more than 1000 students involved in various courses per year, either as students or leaders. With the adoption in Hong Kong of the Outcomes Based Teaching and Learning (OBTL) framework, the concept of constructive alignment has permeated through all the layers and the SI Scheme at City University has been recently redesigned and adapted to focus on intended learning outcomes, ongoing leaders’ training and support, feedback and assessment. The presentation will focus on CityU’s experience in institutionalizing the SI scheme and constructively-aligned Teaching and Learning Activities designed to achieve the SI scheme outcomes. For me, the power of coaching or facilitating is all about challenging the proposition that powerful leaning can only come from experience and therefore that you have to make your own mistakes in life. I think what sits behind this is the perceived notion that you can’t be told the answer… or rather that you can, but it has no lasting impact unless it comes from within your own set of experiences. Simon La FosseKey words: Intended Learning Outcomes – Accountability – Teaching Strategies and Learning activities – Assessment

Citation Format(s)

A Constructively Aligned Supplemental Instruction Scheme to Maximize Learning Outcomes. / KWONG, Fuk Ning Theresa; CHAN, Wai Man Raymond; SANTANDREU, David; WONG, Eva Y. W.

2008. 5th International Conference on Supplemental Instruction (SI 2008), Orlando, Florida, United States.

Research output: Conference Papers (RGC: 31A, 31B, 32, 33)31B_Invited conference paper (non-refereed items)