FAQs

Time Management

• 1How should the instructors deal with active participation that leads to going overtime?
  It is a good that students actively participate, which instructors should recognize the positive behavior and attitudes of students. However, if students’ active involvement results in overtime, deal with it flexibly. If the learning targets of the activity have been met, inform students that time is pressing and invite them to participate actively in the next activity. Most importantly, do not be afraid of interrupting students' discussions – this can actually maintain their excitement for subsequent activities.
• 2How should instructors handle time issues if there are disciplinary problems in class?
  Instructors need to judge both the level of severity of the problems and possible practical situation. If the problem is so severe that affecting the learning effectiveness and even program implementation, instructors should deal with the problem first. Cancel the secondary activities if necessary, directly transmit the messages of the activities, or share relevant personal experiences in order to replace the cancelled activities. Most importantly, ensure the learning targets are met. If there is a need, instructor can arrange make-up lessons for the missed activities.
• 3If there is insufficient time, how can the content be selected for teaching?
  The pilot teaching experiences showed that the suggested time for each unit was sufficient. Generally, the activities in each teaching are categorized as primary and secondary, with all activities expected to be completed. If there is insufficient time to complete all the activities, instructors should at least complete the primary activities to ensure the learning targets are met. If only some activities are completed, finish the remaining activities as homework or supplementary activities, based on the students' abilities. Instructors can also teach the relevant content directly so as to meet the learning targets of the unit. Most importantly, arrange sufficient teaching time for each unit and avoid dealing too frequently with class administration matters.

Course Design and Content

• 4What are the linkages between the curricula across three years? Can the content of Secondary 3 be previewed by the end of Secondary 2 semester?
  The 15 positive youth development constructs in Secondary 1 to Secondary 3 curricula are inter-related and the depth of the discussion within each construct escalates over successive grades. If more detailed information is needed, please refer to the conceptual framework of the Project P.A.T.H.S. and the articles in the Activity Handbook as well as Appendix 1-3 in the User’s Manual. In the "Conclusion Session" of the Secondary 2 curriculum, instructors can summarize the learning and performance of students in this level, and introduce the content of Secondary 3 briefly to help students understand and prepare for the new (Secondary 3) curriculum.
• 5Why are there “Multi-development Activity Plans”?
  Part IV of the Activity Handbooks provides “Multi-development Activity Plans”. Each activity covers two or more positive youth development constructs. We hope that students will apply the knowledge and skill that they have learnt from the teaching units in Activity Preparation, Content, and Experience Conclusion – this is the critical part in Experiential Learning. Instructors can arrange the implementation of Multi-development Activity after completing Part II and lll in order to consolidate and deepen students’ learning.
• 6Why are there “Activity Plans”?
  In Part lll of the Activity Handbooks, there are “Activity Plans”, and each Activity Plan can be used to substitute for two related teaching units. The learning targets of Activity Plans are generally similar to those of the respective teaching units; the main difference is the format of activity implementation. Activities in the Activity Plans can be done outside the classroom, one hour for each session. Instructors can replace the respective units with Activity Plans depending on students’ needs, the physical setting of the school, and the time arrangement of the curriculum.
• 7Is it mandatory to run the supplementary activities?
  The aim of the supplementary activities is to consolidate students' learning after class, and to provide students with a chance to try out what they have learnt. Although these supplementary activities are not mandatory, instructors can do these activities if they match students’ needs and fit into the extra-curricular at school. Most of the supplementary activities in the teaching plan are simple outlines, thus instructors can easily adapt the implementation mode and content into a detailed plan.
• 8How can instructors get more information if they have questions and/or something that is unclear, or want to know more details about particular topics?
  Instructors can refer to the conceptual framework, Activity Handbooks, and User’s Manual of the Project P.A.T.H.S. If this is not enough, instructors can read other publications related to the project, which are listed in the List of Publications of the Project P.A.T.H.S. at the end of the User’s Manual. In addition, instructors can also browse the website of "P.A.T.H.S. to Adulthood", or email to the Project P.A.T.H.S. Research Team.
• 9Why is there no sex education in the curriculum?
  The Project P.A.T.H.S. does not touch the biological aspect of sex education (please refer to “Adolescent Developmental Issues in Hong Kong” section in the User’s Manual for more details) but has incorporated the ideas of sex education in the activities under “relationships with the opposite sex”, and sexuality issues are highlighted in the Special Teaching Units.
• 10Can instructors change the content of teaching if students have already acquired part of the curriculum content?
  Project P.A.T.H.S. is a curriculum related to adolescent development, which can be approached from multiple perspectives. Therefore, if the students already understand part of the content, instructors should encourage them to discuss the topics from another perspective. Meanwhile, instructors can utilize the teaching materials flexibly according to the competence of the students. For example, if students have already learnt about emotion, instructors can invite the students to talk about the key points of emotional competence and spend more time in sharing their experiences, provided the preset learning targets are met.
• 11Can instructors change the content of teaching units?
  The units are designed based on relevant theories and research findings, and thus it is not recommended to change the content. It is understandable that instructors may need to simplify the format of activities within the teaching content, for example, changing from role-playing to story-telling. The basic rule is that the learning targets can still be met even after the changes. Instructor should record the reason and process of the changed activity, and the research team will collect the relevant information upon program completion.
• 12Can the teaching order of the units be re-arranged?
  The unit order is intentional. Therefore, changing the order of the units is not recommended. If there is a need of changing the order, the instructor need to make a written request and discuss with the research team.

Student Worksheets

• 13How can each student get into the spirit of the Project P.A.T.H.S.?
  “Growth Puzzle” and worksheets in the Activity Handbooks record the things students are learning in the Project P.A.T.H.S. Instructor can give each student a folder in which to file/keep all the materials. In the “Conclusion Session”, the materials in the folders can help review the progress of learning and growth of students.
• 14Are the worksheets need to be collected by instructors or students can keep them?
  Worksheets are intended for recording students’ learning progress, from which instructors can understand the learning pace and needs of students. Therefore, it is suggested that instructors collect and briefly check the worksheets, give feedback, and then return them to the students. This can also increase students’ motivation to complete the worksheets.

In Class

• 15How does one handle students who have poor relationships with family or peers and show negative emotions in class?
  Instructor should stay calm and observe the students' responses. Soothe the students empathically, let them rest for a while and follow up after the class. If a student has difficulty to control his/her emotion, drew the class’s attention and/or interrupted the class, ask a reliable student to accompany him/her to the washroom to cool down for a while. Instructors need to follow up on this student afterwards.
• 16Is it a bad habit to satisfy students’ requests for gifts?
  Giving gifts to students is a means to enhance positive behavior. However, it may develop the bad habit of students’ looking forward to receiving gifts. Therefore, instructors need to use reinforcement properly and cultivate proper attitudes toward material rewards. Instructors are encouraged to use verbal and non-verbal encouragement, as research findings show that using both can internalize positive behavior and discourage students from placing their priority on material rewards.
• 17What if there are obvious gender differences in performance and interest?
  Experience reveals there are obvious gender differences in students’ performance and interest. Vary the topics to suit different gender needs, for example, using model-making and cooking as examples of cultivating an interest. In terms of involvement, boys are comparatively more active and extrovert, whereas girls are more passive and introverted. Instructors can evenly distribute opportunities for participation, such as invite female students to do oral report/sharing after the report/sharing of male students.
• 18What if students have different learning abilities?
  Instructors can evenly divide students with different learning abilities into different groups, and select the more able students to be group leaders to assist the less able ones and encourage their participation. Also, as students having differences in age and maturity levels are more likely to have different degrees of involvement, instructors should allow integration and combination in groups.
• 19How should instructors deal with students who disagree with and tease others?
  Lead students to understand that everyone can have different opinions, and at the same time, one should respect others. Actually, opinions from different perspective can stimulate students’ thinking. Hence, instructors can make use of this opportunity to guide students to analyze the problems and develop discussion skills. If students tease others who are expressing their opinions (or feelings), instructors should first encourage the student being teased to continue sharing, then correct the negative behavior of the other students. Instructors also need to highlight that students should follow classroom rules and respect each other. After class, instructors need to be aware of the psychological needs of the students, especially the one being teased.
• 20What can be done if students cannot work in teams, and/or are being isolated?
  Help students to understand that learning is not restricted to knowledge in books or teaching in class. Working with different types of students is also an opportunity for students to learn interpersonal skills. Of course, instructors should take care of the feelings of students; observe their relationships and follow-up if necessary. Generally, the problems can be reduced in the "Introduction Session" if instructors help students to form small groups and select group leaders.
• 21How to stimulate students when they are bored by a dull classroom atmosphere?
  Instructors need to understand the reasons for such atmosphere. If it is influenced by external factors, such as students are tired after their Physical Education lesson, instructors can do warm-up games to stimulate the students. If students have a continuous lack of motivation caused by internal factors, such as no interest in the topic or poor instructor-student relationships, be patient and use teaching strategies that can strengthen positive behavior and encourage students’ participation. At the same time, strengthen communication with students; use an authentic attitude to understand students’ needs and learning environment in order to deal with specific problems.
• 22If students complete the lesson faster than expected, what should be done with the remaining time?
  Instructors can prepare some related discussion questions or activities that can deepen students’ learning. For example, after the discussion on prosocial activities, invite students to share their experiences of being volunteers. Instructors can also change the teaching mode, such as using role-plays to transmit the message instead of doing worksheets.
• 23How should instructors deal with technical issue such as PowerPoint slides or videos not working?
  Preparation prior the lesson can reduce this issue. Check the computer and audio-visual systems before the lesson, and save the files onto the computer hard disk. Also, arrive at the classroom a few minutes early to do a final check. Have a contingency plan in case the computer malfunctions suddenly – for example, instructors can role-play the radio and/or drama which are provided as appendix in the lesson plans.

Teacher

• 24Are social workers or teachers more suitable to teach the Project P.A.T.H.S.?
  Social workers and teachers have their professional knowledge and skills, and both of them play an important role in students’ development and education. Hence, it is not a matter of which is better or more suitable. Most importantly, the one in charge needs to have passion and a good attitude. The Project P.A.T.H.S. will provide relevant training for the different needs of teachers and social workers. We have also used a detailed presentation style in writing up the lesson plans to make them user-friendly to both teachers and social workers.
• 25Can different units be taught by different instructors?
  The units in the Project P.A.T.H.S. are inter-related, emphasizing on building relationships between instructors and students. Therefore, having the same instructor to teach all units would be ideal (and preferable). If the mode of co-teaching is adopted, the chosen pair needs to remain the same. Having students to adapt several instructors will affect their learning.