Pedagogy is a challenging subject, it has a wide scope comprised of theory and practice, and it couples with the new demand of the global trend to promote teaching innovations. This project applies design thinking to the curriculum design of pedagogical courses by incorporating two simultaneous phases based on five design-thinking skills. In the problemContinue reading “Implementing a Design Thinking Curriculum in Pedagogy Courses to Nurture Creative Teachers”

This project aimed to develop a framework of procedural knowledge of teaching of school teachers. An in-depth qualitative study on four experienced and expert secondary school teachers who specialized in teaching four different subjects (i.e. Chinese Language, English Language, Mathematics and Liberal Studies) was conducted, through simulated-recall interviews and classroom observation, to identify (1) aContinue reading “Developing a Framework of Procedural Knowledge Development for Classroom Teaching and Proposing its Application to Teacher Education”

This project aims to bring together colleagues of the FEHD to pilot blended learning (BL) as an innovation across the Institute. It introduces an inter-departmental platform coordinated by FEHD to support Faculty colleagues’ practice of BL. The project will consist of about 15 sub-projects or cases involving at least 600 students, where each case refersContinue reading “Practicing Blended Learning on a Collaborative Platform – A Pilot Study in FEHD”

This project served to support the development of outcome-based education for the Institute. It aimed to develop a draft of Learning Outcomes specific to the Department of Curriculum and Instruction (C&I), through a systematically planned processes which involves a series of research-based empirical studies: Compiling relevant C&I learning outcomes/objectives from the existing module outlines; ConductingContinue reading “Developing C&I Subject Outcomes through Whole Department Participation”

Formative feedback is generated by teachers as strategies to engage learners to constantly reflect on how they can approach, orient, and evaluate learning, which leads to successful learning outcomes. This project adopts a quasi-experiment to evaluate the effectiveness of formative feedback strategies on students’ academic and psychological outcomes. Students from four courses (N=127) were invitedContinue reading “Studying Formative Feedback Strategies to Enhance Student Learning Outcomes”