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

Issue No. 7第七期

FEATURE ARTICLE 專題文章 [ I ]

By Prof. VanTassel-Baska

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

Contents 目錄

4

FEATURE ARTICLE [I]專題文章[I]

Using Instructional Strategies To Elevate ThinkingBy Prof. Joyce VanTassel-Baska提升思維層次的策略

10

FEATURE ARTICLE [II]專題文章[II]

Engaging Learning: Differentiated Instruction for Gifted LearnersBy Dr. Sandra N. Kaplan讓資優生投入學習的適異性教學

18

RESOURCE CORNER [I]資源分享 [I]

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

20

RESOURCE CORNER [II]資源分享 [II]

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

1EDITORS’ NOTE 編者的話

2WHAT’S NEW最新消息

26FORTHCOMING ACADEMY EVENTS學院動向

21NEWS BITES 要聞剪影

Editors Note 編者的話

In 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, inquiry-

based 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 [email protected].

Editorial TeamTeacher Professional Development DivisionThe Hong Kong Academy for Gifted Education

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 [email protected]

與我們聯絡。

香港資優教育學院

教師專業發展部

編輯組

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

1INSP IRE ISSUE NO.7 匯賢「資」訊第七期

Advanced Course(Curriculum Coordination)

Target group: GE Coordinators

Advanced Course(GE Management)

Target group: GE Managers

Hotung Lecture

Biennial GE Conference

培訓對象：資優教育統籌主任

深造課程深造課程

培訓對象：資優教育行政主管

18 hours/小時18 hours/小時

Intermediate Course in GE:Leadership & Management

Target group: GE Managers / Coordinators

3 Modules/單元9 hours/小時

培訓對象：資優教育行政主管及資優教育統籌主任

資優教育進階課程：領導和管理

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

Target group: All School Practitioners


培訓對象：所有學校專業同工

何東資優教育演講

資優教育雙年會議

Thematic Seminarsand

Workshops專題講座及工作坊

Enhancement Courses

Target group: Teachers (KLAs)

6 hours/小時培訓對象：科任教師（各學習領域）

增益課程

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

資優教育學校網絡（獲邀參與）

School Networks(By invitation)

以學習領域為主的資優教育教師網

（獲邀參與）

GE Teachers Networks by KLA(By invitation)

The Hong Kong Academy for Gifted Education

Education Bureau

ORGANISERS

Teachers (primary / secondary schools)

STRUCTURED PROFESSIONALDEVELOPMENT PATHWAYS結構性的專業發展途徑：

主辦機構：

教師（小學/中學）


教育局

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 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）

GE Coordinators (3 levels) Teachers (2 levels)GE Managers (3 levels)

• 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)

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

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

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

資優教育統籌主任（3個階段）科任教師（2個階段）資優教育行政主管（3個階段）

What’s New 最新消息

Professional Development Framework in Gifted Education

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.

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.

資優教育教師專業發展架構

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。

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。

2 最新消息WHAT ’S NEW

Advanced Course(Curriculum Coordination)

Target group: GE Coordinators

Advanced Course(GE Management)

Target group: GE Managers

Hotung Lecture

Biennial GE Conference

培訓對象：資優教育統籌主任

深造課程深造課程

培訓對象：資優教育行政主管

18 hours/小時18 hours/小時

Intermediate Course in GE:Leadership & Management

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

資優教育進階課程：領導和管理

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

Target group: All School Practitioners


培訓對象：所有學校專業同工

何東資優教育演講

資優教育雙年會議

Thematic Seminarsand

Workshops專題講座及工作坊

Enhancement Courses

Target group: Teachers (KLAs)

6 hours/小時培訓對象：科任教師（各學習領域）

增益課程

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

資優教育學校網絡（獲邀參與）

School Networks(By invitation)

以學習領域為主的資優教育教師網

（獲邀參與）

GE Teachers Networks by KLA(By invitation)

The Hong Kong Academy for Gifted Education

Education Bureau

ORGANISERS

Teachers (primary / secondary schools)

STRUCTURED PROFESSIONALDEVELOPMENT PATHWAYS結構性的專業發展途徑：

主辦機構：

教師（小學/中學）


教育局

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 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）

GE Coordinators (3 levels) Teachers (2 levels)GE Managers (3 levels)

• 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)

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

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

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

資優教育統籌主任（3個階段）科任教師（2個階段）資優教育行政主管（3個階段）

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

PROGRAMME OCT10月

NOV11月

DEC12月

JAN1月

FEB2月

MAR3月

APR4月

MAY5月

JUN6月

JUL7月

AUG8月

SEP9月課程

6 courses each for primary & secondary schools 舉辦中、小學各六個課程

2 courses each for primary & secondary schools (12 hours) 舉辦中、小學各兩個課程（12小時）

for primary & secondary schools 舉辦中、小學課程

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）

* 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。

Intermediate Course in Gifted Education: Leadership & Management [Primary / Secondary]資優教育進階課程 :「領導與管理」[中小學]

Advanced Course in Gifted Education(GE Management : GE Manager) [Primary / Secondary]資優教育深造課程（行政管理 : 資優教育行政主管）[中小學]

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]

Enhancement Courses in various KLAs * – Design and Implementation [Primary / Secondary]增益課程（各學習領域）— 設計與實施 [中小學]

資優教育基礎課程（網上學習）[中小學]

Foundation Course in Gifted Education (Online Learning) [Primary / Secondary]

NEW

新

NEW

新

NEW

新

NEW

新

NEW

新

Registration Details 有關報讀詳情

Foundation and Intermediate Courses 基礎及進階課程Email 電郵：[email protected] 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：[email protected] 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：[email protected] Tel 電話：3940 0103 Website 網址：http://hkage.org.hk/en/tz_programmes.html


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.

Prof. Joyce VanTassel-BaskaCollege of William and Mary

USING INSTRUCTIONAL STRATEGIES T ELEVATE THINKING

4 FEATURE ARTICLE [ I ] 專題文章

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.

The three reasons are:

To provide content-relevant pedagogy to enhance deep learningSchulman 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 automaticityStrategies 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-solvingHigher 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.


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):

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.

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?

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?

Evaluate

What comparisons may be drawnbetween Ophelia

and Hamlet?

Analyze

How doesHamlet apply his

hatred of his unclein the play?

Apply

What does theplot contribute toour understanding

of the play?

Understand

What is the plot of Hamlet?

Remember

What is a different scenario

that could be written to make

Hamlet a more likablecharacter?

Create


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.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?

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:

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:

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 causes hurricanes to

become more or less intense as they travel?

Why do hurricanes

change course?

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。


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。

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：

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。

建構學習，讓資優生主動學習

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。

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？

美國威廉瑪麗學院 Joyce VanTassel-Baska 教授


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。

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。

世界上，人們對「權力」

有何概念？

為甚麼颶風的威力會隨著移動而增強或減弱？

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？

為甚麼颶風會改變方向？

權力對人有甚麼影響？

甚麼預防方法最有效？

為甚麼？

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：

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。

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：

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？

創作

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？

評鑑

劇中哈姆雷特運用甚麼方法宣泄他對叔父

的仇恨？

應用

試比較奧菲莉婭和哈姆雷特

兩個角色。

分析

有關情節如何幫助你

理解該劇？

理解

《王子復仇記》的情節是怎樣的？

記憶


Engaging Learning: Differentiated Instruction for Gifted LearnersThe 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.

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。

Dr. Sandra N. KaplanProfessor of Clinical EducationRossier School of EducationUniversity of Southern California

10 FEATURE ARTICLE [ II ] 專題文章

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.

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.

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 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.

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.

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.

Differentiated Instructional Strategies

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 GiftedThe 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 IntellectualismThe 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-AssessmentThe 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.


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.

A Set of Instructional Strategies

• ESTABLISHING RELATIONSHIPSThe 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.

• MAKING LINKS OR CONNECTIONThe 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.

How and why are these related?

& are

Example :

Change Revolutionrelated because a major

purpose of a revolution is to cause some type of change .

A B related because& are

Example :

adaptation

habitat

animals

cycles

Different types of environments are used as homes for animals

Animals exist in specific habitats

Animals go through life cycles

Figure 2: Making Connections

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

Figure 1: Establishing Relationships


• ENGAGING IN CONCENTRIC CIRCLES OF UNDERSTANDINGThe 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.

Figure 4: Concentric Circles

• 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.

Figure 3: Defining Support

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

Support SupportSupport Support

Idea or Issue:

Example :

Example :

Conflict is an important feature of fiction .

Sara was the “bad” character.

The problem in the story created the

conflict.

Conflict unfolds in the plot.

Des

crib

e th

e co

ncept from an interdisciplinary perspective

Des

cribe the concept from

a d

iscipline perspective

Concept

T

here

is a

n inte

raction

between the power of numbers and w

ords.

Nu

mbers have power.

There aremany forms of power.


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.

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.

Teaching Differentiated Instructional Strategies

1 2 3 4Practice Phase 1INTRODUCE, EXPLAIN, DEMONSTRATE the purpose and value of the instructional strategy embedded in a selected topic, subject, or discipline.

Practice Phase 2APPLY the instructional strategy in a selected and appropriately aligned topic, subject, or discipline.

Practice Phase 3REINFORCE the newly introduced instructional strategy with previously learned skills and/or concepts.

Practice Phase 4TRANSFER independently the instructional strategy to multiple and varied content and skill-based contexts.

• 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.

Figure 5: Alternative Points of View

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.


讓資優生投入學習的適異性教學

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

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：

適異性教學策略

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。

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。

促進獨立批判與創意思維

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。

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。

開放式提問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。

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。

促進獨立自主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。

激發資優生展現特徵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。

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。

容許自我評價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。


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。

一套教學策略

• 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。

• 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。圖3：搜集證據支持解釋

支持

依據

支持

依據

支持

依據

意念或話題

圖2：建立聯繫

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。

• 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？

圖1：建立邏輯關係

例子:

例子:

A B 相關，因為……與是

與是改變革新相關，因為革新的

一大目的是促成改變。

例子:

適應

各式各樣環境都成為動物棲息地

動物在特定地方棲息

動物有生命周期棲息地

動物

周期

衝突是小說的重要特色。

Sara是歹角。

故事中的問題引起

衝突。

衝突在情節中呈現。


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。

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。

實踐適異性教學策略

1 2 3 4實踐階段 1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應用教學策略於條件適合的課題或學科

實踐階段 3以過往學會的技巧及／或概念，有助加強新教學策略的效果

實踐階段 4將該教學策略遷移至多種不同內容及以技能為本的處境

• 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。

圖5：其他觀點

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。

• 運用理解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。圖4：同心圓

將所研習概念的名稱置於圓心

以

跨學科角度描述該

概念

以單

一

學科角描述

該概

念概念

數

字力

量與文字力量互

相作

用

數

字具有力量

力量有多種形式

例子:

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。


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?

I N S T R U C T I O ND I F F E R E N T I A T E D

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.

18 資源分享RESOURCE CORNER [ I ]

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？

適異性教學

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。


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.

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?

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.

一站式資優教育資訊網Hoagies’ Gifted Education Page是個資料

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。

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。

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。

http://www.hoagiesgifted.org/

網址：

A FOR ALL INFO IN GIFTED EDUCATION

“ONE-CLICK”

20 資源分享RESOURCE CORNER [II]

News Bites 要聞剪影

(12/2011– 05/2012)Teacher Professional Development教師專業發展課程

Hong Kong Biennial Gifted Education Conference 2012

香港資優教育雙年會議201217 May 2012 2012年5月17日

Special Event特別活動

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 2 0 1 2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。


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。

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。

Professional Development Framework Courses教師專業發展架構課程

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）

學員回饋:

˙ 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！

Feedback from participants:

˙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!

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。

Annual Hotung Lecture 2012 何東資優教育演講2012By Prof. David Lubinski 11 January 2012

David Lubinski 教授主講

2012年1月11日

22 要聞剪影NEWS BITES

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。

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

學員回饋:

˙ 導師設計活動能讓學員反思在校內推展資

優教育的方法。

˙ 本課堂極具啟發性！

˙ 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。


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

˙The course is very inspiring!

˙The class discussions and sharing sessions were thought-provoking 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.


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

學員回饋:

˙ 雖然曾讀過創造力的定義與理論的資料，

但我在此課程中學到大量相關知識。認識

到不同的創造力評量工具。（Pfeiffer教授

的工作坊）

˙ 學習不同提問模式，令我樂在其中。

（VanTassel-Baska教授的工作坊）

˙ 講者陳述清晰，課程資料套內容亦十分

全面。（Chandler博士的講座）


˙Gain a lot of knowledge about definition and theories of creativity although I had read it before. Know different kinds of measurement tools for creativity. (On Prof. Pfeiffer’s workshop)

˙I really enjoyed learning about different questioning models and how they can be applied in varied contexts. (On Prof. VanTassel-Baska’s workshop)

˙Clear presentation supplemented by a very comprehensive package of course material. (On Dr. Chandler’s seminar)

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 Lubinski12 January 2012

David Lubinski 教授主講

2012年1月12日

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

• 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

By Prof. Steven Pfeiffer1 – 5 March 2012

Steven Pfeiffer 教授主講

2012年3月1至5日


LEARNING CIRCLE 研習小組

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

By Dr. Kimberley Chandler19 May 2012

Kimberley Chandler 博士主講

2012年5月19日

SEMINAR 專題講座


• Leadership and Management of Implementing Gifted Education in School

• Using Questioning to Enhance Learning of Gifted Learners

LEARNING CIRCLE 研習小組

By Prof. Joyce VanTassel-Baska5 and 12 May 2012

Joyce VanTassel-Baska 教授主講

2012年5月5及12日

24 要聞剪影NEWS BITES

2. Affective Education 情意教育

3. Others 其他

WORKSHOP 專題工作坊WORKSHOP 專題工作坊

• Project Horme (I) Knowledge Building: Mentoring Gifted

Students

知識建構：良師計劃—啟迪資優生才能

• Project Horme (I) Knowledge Building: Healthy Psychological

Well-Being of Gifted Students

知識建構：資優生的身．心靈健康By Mrs. Eva Sum6 January 2012

沈李以慧女士主講

2012年1月6日

By Mr. Matthew Chu7 January 2012

朱可達先生主講

2012年1月7日

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


學員回饋:

˙ 令人鼓舞的真人真事分享。（Baum博士的講座）

˙ 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）

˙ 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）


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

˙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)

˙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)



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

• Embracing Twice-Exceptional Learners in Inclusive Education: Planning, Development and Evaluation

By Dr. Susan Baum15 – 16 February 2012

Susan Baum 博士主講

2012年2月15至16日



• Understanding Giftedness and Achievement Orientation Model (Primary and Secondary Sessions)

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

By Prof. Del Siegle15 – 16 March 2012

Del Siegle 教授主講

2012年3月15至16日

By Prof. Marion Porath18 – 20 April 2012

Marion Porath 教授主講

2012年4月18至20日


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

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

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

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)


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)


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 20122012年10月

教師專業發展課程

2012年6月至12月

Teacher Professional Development Programmes

JUNE – DECEMBER 2012

26 學院動向FORTHCOMING ACADEMY EVENTS

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 20122012年12月中

Thematic Workshop: Designing Problem-based Inquiries (in English)



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



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

Leadership 領導才能

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

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

Delegation and Resources Allocation賦權及資源管理

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

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

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

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

Leaders for the New Generation新一代社會領袖

Negotiation Skills Workshop談判技巧工作坊

Project Management 項目管理

Project Planning and Goal Setting項目計劃與目標

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

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

Student Programmes and Services 學生服務

Humanities 人文學科

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

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

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

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

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

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

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

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

Intermediate Course in Sociology社會學進階課程

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

Future Curator Training 未來館長培訓班

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

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

2012年6月至12月JUNE – DECEMBER 2012


Sciences 科學

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

Physics Mechanics (Online Learning Programme)物理力學（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

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

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

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）

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

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

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

Astronomy Programme 宇宙漫遊

Environmental Science Programme 環境科學學習工作坊

Introductory of Ecosystem 生態全接觸

Competition 比賽

Gifted Angels – Service Learning Competition 2012-132012-13 資優天使—服務學習比賽

International Junior Science Olympiad – Hong Kong Screening 20122012 國際初中科學奧林匹克—香港選拔

Mathematics Resources Contest 2012-132012-13 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

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

Thematic Talk 主題式講座

Academic talks in each domain are held regularly定期舉辦各範疇學術講座

Other Learning Activities 其他學習活動

International Student Leadership Conference 20122012 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 數學

International Mathematical Olympiad Training 2012-132012-13國際數學奧林匹克訓練

Introduction to Olympiad Mathematics 數林匹克初探

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）

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

Maths Ignition – Geometry數學燃動課程—幾何學

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

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

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

Free-of-charge Outreach Parent Seminars 免費到校家長講座

ABCs of Giftedness 資優基本法 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。

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

Parent Support 家長支援

2012年6月至12月JUNE – DECEMBER 2012

28 學院動向FORTHCOMING ACADEMY EVENTS

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 20122012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 20122012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 20122012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


3 November 20122012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 20122012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


7 September 20122012年9月7日

Nurturing Giftedness如何培育資優兒


21 September 20122012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 20122012年10月6日

Affective Needs of Gifted Children情意百寶袋


12 October 20122012年10月12日

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



Deconstructing Creativity解開創造力之謎



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


4 December 20122012年12月4日

Understanding Your Gifted Child解構資優兒


27 December 20122012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 20122012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 20132012年12月1、8、15、22日及2013年1月6及13日

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: [email protected]

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 / [email protected].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[email protected]預約及查詢。


The Hong Kong Academy for Gifted Education 香港資優教育學院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 0201Email 電郵: [email protected] 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。

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：[email protected]

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

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 :

TITLE 刊物名稱

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

AUTHOR 作者

Teacher Professional Development Division ofThe Hong Kong Academy for Gifted Education香港資優教育學院

教師專業發展部

EDITORS 編輯

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

TRANSLATOR 翻譯

Wesley Wu胡永耀

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。

ISSN 2219-4576

Documents

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