LEARNING TO LEARN
Yue
Core Characteristics
1 . Ren COMPASSION : Acts with compassion , cares about the well-being of others by treating them with kindness , practising empathy and active listening , and provides support and understanding when needed
2 . Yi INTEGRITY : Observes appropriate courtesy to all , treating them with respect , trust , honesty , and gratitude and upholds high standards of decency , fairness and consistency
3 . Ming INSIGHTFUL : Strives to deepen and then applies knowledge and understanding , exhibits an infectious of love of learning , and through purposeful reflection has a clear awareness of self and of others
4 . He BALANCE : Seeks to achieve harmony and alignment between all members of the school community by appreciating diversity , integrating multiple perspectives , and maintaining inner peace
5 . Zheng CONFIDENT : Approaches situations with positivity , in a solutions-focused manner , seeing challenges as opportunities for growth , and acts courageously , believing teacher actions do make a difference
The course was taught using a hybrid method . Four Modules with a separate introductory Module covered the 20 Standards and five Core Characteristics . Each Module had four Units ( Key Areas Implementation and Operations were taught together in one module ). Each Unit was taught asynchronously via online material with a voice-over commentary and guided learning activities and self-reflection . We used the Canvas platform , the online learning management system , to facilitate access , some interactivity ( especially in feedback reflections and answers to questions ) as well as the tracking of student coverage of the material . This required approximately two hours work per week done at the participant ’ s chosen pace and in their own time .
One unit was covered each week , and every two weeks a four-hour synchronous session was provided online with the whole group . This was a ‘ flipped ’ approach to learning , comprising two presentations given by leading practitioners from top bilingual schools describing how they approached the targeted standards within the two already studied units , with follow up activities and discussion . Rich opportunities to ask questions were provided . Breakout rooms were used extensively to ensure the material was not received passively but was engaged with dynamically . Module Four concluded with a two day residential to cover the material and to set post-course targets .
The course split into two semesters – Module 1 and 2 , and 3 and 4 . Each semester required an action research project to ensure the content was directly applied in the teachers ’ practice . This was encouraged throughout but one full write-up or presentation was required each term from each teacher . Semester 2 also ended with a full self-evaluation against the standards with a brief collection of evidence to support how the standards had been achieved .
Throughout the course regular feedback was received from the participants and a number of general takeways have been concluded .
1 . Emphasing character as much as competence . Leadership is not a ‘ to-do-list ’ ( though we do teach ‘ check listing ’) but springs from how we relate to others . The continuous rehearsing of this was appreciated . The characteristics were modelled by the staff on the programme and explicit reference to values-driven leadership made . A central feature of every unit was an emphasis on reflection . We sought to help our participants reflect not just on their skills but on the humanity with which they handled people and situations .
2 . Utilising a hybrid online / offline approach . Though governed by Covid restrictions for much of the course , it nonetheless confirmed that mixing good , accessible online material with face-to-face discussion is a good way of training . We deliberately reduced the amount of reading and tried to make key concepts and theories visual . As most of our teachers were working in their second-language , Chinese was used in part , but all English contributions used summaries to aid coverage . The Canvas platform was very useful and provided a professional interface for online study . Synchronous presenters were asked to dovetail their material to the previously studied online content . Our final face-to-face weekend was a huge success after the restrictions of zoom . But overall , the combination of asynchronous / synchronous , on / offline proved effective .
3 . Valuing relationship building and feedback . An important part of the course was the tutoring element . The course had three permanently attached staff : a manager ( to sort out practicalities ), an academic leader ( to create and explain the
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