Page 15 - Professional Standards for Teachers of Hong Kong

9. Self-directed learning (SDL) “…refers to a learner who takes initiative and responsibility for learning with or without the assistance of others. A self-directed learner
may identify his/her learning needs, formulate goals, and choose resources and strategies for learning. SDL enhances students’ sense of agency or control and
metacognitive skills. SDL may be interpreted as self-regulated learning, self-learning or independent learning in other contexts.” (Secondary Education Curriculum
Guide (2017), p.15)

10. “Information literacy emphasizes the importance of access to information and the evaluation and ethical use of such information. On the other hand, media literacy
emphasizes the ability to understand media functions, evaluate how those functions are performed and to rationally engage with media for self-expression.”
(UNESCO (2017), Media and Information Literacy Curriculum for Teachers)

11. “The approach of “learning and teaching as co-construction” is different from direct instruction and enquiry learning. Co-construction emphasises the learning
community formed by both teachers and students in the learning process and the joint participation of both parties. This process contributes to the general building
up of knowledge.”
(Secondary Education Curriculum Guide (2017), p.7)

12. Deep learning “…promotes among teachers and students an active and critical examination of new facts, and attempts to apply them in existing cognitive structures
and real-life contexts, and to make relevant links between ideas. Features of deep learning include looking for meaning, focusing on the central argument or
concepts needed to solve a problem, interacting actively, distinguishing between argument and evidence, making connections between different modules of
learning, relating new and prior knowledge and interpreting the meaning of course content in real life.”
(Secondary Education Curriculum Guide (2017), p.8)

13. Life-wide Learning “…refers to student learning in real contexts and authentic settings. Such experiential learning enables students to achieve certain learning goals
that are more difficult to attain through classroom learning alone. For instance, the development of problem solving skills in daily life, and certain positive attitudes
towards the improvement of society and mankind in general requires contact with a lot of different people and a variety of environments and situations. The
experiential learning acquired through life-wide learning helps students achieve the aims of whole-person development and enables them to develop the lifelong
learning capabilities that are needed in our everchanging society.”
(Secondary Education Curriculum Guide (2017), p.13)

14. Learner Diversity (LD) “… refers to the variations in learning ability and outcomes among students receiving the same instruction. Their differences may be due to
divergence in abilities, motivation, interests, socio-economic backgrounds, etc. Teachers may differentiate their instruction and flexibly group the students to turn
LD into new learning opportunities in the classroom.”
(Secondary Education Curriculum Guide (2017), p.11)

15. According to Towards a Learning Profession: The Teacher Competencies Framework and the Continuing Professional Development of Teacher (ACTEQ, 2003), the
six core values that underpin the whole framework are (i) belief that all students can learn, (ii) love and care for students, (iii) respect for diversity, (iv) commitment
and dedication to the profession, (v) collaboration, sharing and team spirit, and (iv) passion for continuous learning and excellence.

16. “A community of practice refers to a group of practitioners who come together to share common concerns, problems, interests and knowledge with the aim of
enhancing professional capacity through an ongoing collaborative learning process.”
(Secondary Education Curriculum Guide (2017), p.8)