JC-PEAR Massive Open Online Course
Course Description and Objectives
Course Module I
Course Module II
Course Module III
Course Module IV
Registration
Total number of modules: 4 (please see Table of Contents for an overview)
Medium of instructions: Cantonese/Chinese
Format: mini-lectures, interviews, learning tasks, interactive exercises, readings
Supplementary learning materials: case videos, references, psychological tests, online resources
Program Objective
The objective of the program is to provide introduction to the theories, skills and practices in positive education in primary and secondary schools in Hong Kong.

Audiences
Primary audience: primary and secondary school teachers in Hong Kong
Secondary audience: professionals in preschool institutions and NGOs who are interested in wellbeing and growth of children and young people in schools and families.
Other users: public, parents and students can also access the program materials and use them to inspire and practice self growth.
Hosting platform
KEEP, CUHK
Certification
Participants who have completed all modules and learning tasks will receive a Certificate of Attendance issued by The Chinese University of Hong Kong.
Duration
The programme will take up 5 hours of video watching and 20 hours of reading and task completion. A loading page will be created for the whole program, each unit, and each lesson to inform participants the contents and time involvement.
Pedagogical Features
Video lectures
  • to introduce and explain organizing frameworks and key concepts in positive education, as well as core elements of positive education practices
  • to report key research findings attesting to the effectiveness of the practices
  • to include presentations by positive education ambassadors, animated illustrations as well as case illustrations.
Curated video cases
  • to demonstrate applications of positive education practices in Hong Kong schools.
Consolidated learning activities
  • learning outcomes shown at the beginning of each unit to set standards upon completion
  • a variety of interactive online exercises at the end of each lesson to check comprehension, recap main idea of the lesson and provide positive washback
  • a textwall for participants to post their responses for sharing
  • extended learning tasks after each unit to provide different perspectives and greater exposure to the topic
  • a reflection question after each unit to allow participants to think about what they have learned and read, relating the lesson or topic to their own lives and making meaning out of the instructional materials
  • a list of references at the end of each unit for enhanced knowledge development of the topic
Module 1：Theoretical Framework I
Unit 1:
Introduction to Positive Education
Learning outcomes
Upon the completion of this unit, participants should be able to:
  • introduce the concept of positive education and its importance
  • summarize the ultimate goals of positive education
  • list examples of positive education practices and their effectiveness
 Lesson 1:
What is positive education?

Lesson 2:
School practice of positive education

Lesson 3:
The effects of positive education on students
Unit 2：
Emotion
Learning outcomes
Upon the completion of this unit, participants should be able to:
  • briefly explain the nature of emotion
  • distinguish the functions of different emotions and the signs of emotional dysregulation
  • develop healthy attitude towards emotion expression and regulation   
 Lesson 1:
What is emotional health?

Lesson 2:
What are the functions of emotions?

Lesson 3:
How to regulate emotion?

Lesson 4:
Emotion management and positive education
Unit 3:
Gratitude
Learning outcomes
Upon the completion of this unit, participants should be able to:
  • explain the relationship between positive education and character development
  • state the significance and benefits of gratitude
  • list the three steps to nurture gratitude 
 Lesson 1:
Positive education and character development

Lesson 2:
Social dilemma

Lesson 3:
Gratitude for Self-growth

Lesson 4:
Pebbles in the shoe

Lesson 5:
The three elements of gratitude
Unit 4:
Grit
Learning outcomes
Upon the completion of this unit, participants should be able to:
  • describe what is grit and the role it plays in positive education
  • illustrate the relationship between grit and achievement, talent, passion and effort
  • list examples for promotion of grit
 Lesson 1:
The role of grit in Hong Kong education

Lesson 2:
Grit formula

Lesson 3:
Grit development: School examples

Lesson 4:
Module summary
Module 2: Theoretical Framework II
Unit 1:
Sense of Meaning
Learning outcomes
Upon the completion of this unit, participants should be able to:
  • distinguish the difference between the pursuit of happiness and the pursuit of meaning
  • list the benefits of eudaimonic well being
  • illustrate the relationship between economic prosperity and sense of meaning
  • summarize the two pathways of self extension: Capability extension and connectedness extension
 Lesson 1:
About meaning in life

Lesson 2:
Hedonic vs. eudaimonic?

Lesson 3:
Who will search for meaning in life?

Lesson 4:
How to create meaning in life?
Unit 2：
Growth mindset
Learning outcomes
Upon the completion of this unit, participants should be able to:
  • articulate the definition of growth mindset
  • distinguish self-esteem, growth mindset and fixed mindset
  • describe the positive effects of growth mindset in learning attitude and motivation
 Lesson 1:
Growth mindset and its myth

Lesson 2:
Self-esteem movement and its consequences

Lesson 3:
Advanced knowledge on growth mindset

Lesson 4:
Growth mindset and fixed mindset

Lesson 5:
The outcome effects of growth mindset

Lesson 6:
False growth mindset
Unit 3：
Development of growth mindset – school preparation
Learning outcomes
Upon the completion of this unit, participants should be able to:
  • master and apply the four steps of implementing positive education in school
    • knowledge acquisition
    • strength inquiry
    • coaching
    • effective feedback
 Lesson 1:
How to develop teachers’ growth mindset?

Lesson 2:
Knowledge acquisition; Strength inquiry

Lesson 3:
School support; Coaching

Lesson 4:
Effective feedback; Sustainability

Lesson 5:
Teacher transformation
Unit 4：
Development of growth mindset – Teaching practice
Learning outcomes
Upon the completion of this unit, participants should be able to:
  • master and practice the four key elements for developing students’ growth mindset
    • emphasize mastery
    • process praise
    • effective learning strategies
    • reframing mistakes
 Lesson 1:
Mastery or performance?

Lesson 2:
Effect of praise on learning?

Lesson 3:
Process praise

Lesson 4:
Effective learning strategies

Lesson 5:
Reframing mistakes

Lesson 6:
Module summary

 
Module 3：Intervention Framework I
Unit 1：
Place-making and positive education
Learning outcomes
Upon the completion of this unit, participants should be able to:
  • articulate the relationship between place-making and positive education
  • explain the importance of co-creation in place-making
  • apply the knowledge to construct positive school culture
  • design plans for place-making in campus
 Lesson 1：     
Introduction to practice framework of Positive Education

Lesson 2：     
Place-making and positive education

Lesson 3：     
The importance of co-creation in place-making

Lesson 4：     
Shaping visible growth culture

Lesson 5：    
Creating growth mindset symbols

Lesson 6：     
Positive education through place-making
Unit 2：
Development of healthy relationships
Learning outcomes
Upon the completion of this unit, participants should be able to:
  • state the importance of healthy relationships to learning
  • describe the roles of parents and teachers in building healthy relationships
  • illustrate students’ basic psychological needs (predictability, acceptance, and competence) and their connections to well-being
  • review the teaching principles and strategies to fulfil students’ basic psychological needs
 Lesson 1：     
Conditions for healthy relationship

Lesson 2：     
Parents’ role

Lesson 3：     
Predictability and trust

Lesson 4：     
Sense of Belonging

Lesson 5：    
Sense of competence

Lesson 6：     
Teacher Language

Lesson 7：     
Unit summary: The three basic psychological needs
Unit 3：
Development of creativity
Learning outcomes
Upon the completion of this unit, participants should be able to:
  • Briefly explain the nature of creativity
  • identify the factors that restrain creativity
  • explore ways to cultivate students’ creativity in teaching
 Lesson 1：     
Can creativity be developed?

Lesson 2：     
Investment theory of creativity

Lesson 3：     
What has destroyed our creativity?

Lesson 4：     
Fostering creativity: Cheese and Owl

Lesson 5：    
Fostering creativity: It “could” be

Lesson 6：     
Fostering creativity: Connecting the dots
Unit 4：
Development of emotional competence
Learning outcomes
Upon the completion of this unit, participants should be able to:
  • describe what is emotional intelligence
  • summarize the process of emotion construction
  • try designing learning activities using emotion as a catalyst
 Lesson 1：     
Introduction to emotional competence and positive education

Lesson 2：     
Emotion is built

Lesson 3：     
Emotion regulation starts from us

Lesson 4：     
Using emotions to facilitate learning

Lesson 5：    
Module summary
Module 4: Intervention Framework II
Unit 1：
Development of grit
Learning outcomes
Upon the completion of this unit, participants should be able to:
  • define the four key elements of grit
  • summarize the three ways of enhancing self-control
  • design learning activities to enhance students’ self-control and goal achievement
 Lesson 1：
The four key elements of grit

Lesson 2：
Enhancing self-control: Delay of gratification

Lesson 3：
Enhancing self-control: Wisdom from Buddhism

Lesson 4：
Enhancing self-control: if-then

Lesson 5：
The application of WOOP
Unit 2：
Development of  social competence
Learning outcomes
Upon the completion of this unit, participants should be able to:
  • analyze the advantages and difficulties of cooperative learning
  • apply the three skills to enhance students’ social competence
    • perspective taking
    • authenticity
    • interpersonal sensitivity
 Lesson 1：
Enhancing social skills through cooperative learning

Lesson 2：
Communication skills: Perspective taking

Lesson 3：
Communication skills: Authenticity

Lesson 4：
 Communication skills: Interpersonal Sensitivity

Lesson 5：
Consolidation of different communication skills
Unit 3：
Develop the capability to differentiate right and wrong
Learning outcomes
Upon the completion of this unit, participants should be able to:
  • reflect on the relationship between personal freedom and common goods
  • analyze the role of gratitude in balancing personal freedom and common goods
  • explain the importance of cultural diversity
 Lesson 1：
Balance of  “Me” and “We”

Lesson 2：
Application of gratitude

Lesson 3：
Fairness and Justice

Lesson 4：
Embracing cultural diversity
Unit 4：
Consolidation of Learnings
Learning outcomes
Upon the completion of this unit, participants should be able to:
  • describe the two motivating factors for positive education: Value and expectancy
  • list objectives and prerequisites for doing positive education
  • evaluate whether positive education is right for one’s own school
 Lesson 1：
 Practicing positive education：Students’ sharing

Lesson 2：
Practicing positive education：Teachers’ sharing
Launch date: 19 February, 2021
Registration
How to enrol:
1. Click the link here: https://course.keep.edu.hk/
2. Create an account on KEEP
3. Enrol the course: https://course.keep.edu.hk/course/323541
Enquiries
For technical enquiries related to creating an account on KEEP, please contact the KEEP team at info@keep.edu.hk. For other enquiries please contact JC-PEAR Team at jc-pear@cuhk.edu.hk．