Briefing Session for Joint School Recruitment Exercise English Language Education KLA 12 April 2014...
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Transcript of Briefing Session for Joint School Recruitment Exercise English Language Education KLA 12 April 2014...
Briefing Session for Joint School Recruitment Exercise
English Language Education KLA 12 April 2014
School-based Curriculum Development Section (Primary)
小學校本課程發展組
On-line Applicationdeadline on14
On-line Application commences on
Result Announcement (online notification &
by post)
14 April 2014
9 May 2014
~ 9 June 2014
Important dates for application
Online Application System for School-based Support Services
VIEW
NEXT
Deadline of application is 9 May 2014
Support services by School-based CurriculumDevelopment Section (Primary)
Applications of Curriculum Leaders Learning Communities for Curriculum Coordinators (A/PSM)CD
Submit
School-based Curriculum Development (Primary) Section
We render on-site support services to primary schools in English Language, Chinese Language, Mathematics, General Studies and cross-curricular activities.
This facilitates the feasibility of curriculum development across different KLAs in a school. We have provided this whole-school approach since September 1998. We serve over 200 primary schools in Hong Kong each year.
Jeanda
Gladys
Ken
Jenny
Eve Judy
Our English Team
Our Work
Teachers’ DevelopmentSchool-based Curriculum Development
Horizontal Coherence
Evidence-informed Learning
Whole School Development
Data collection
AnalysisReflection
School-based Sharing
External Sharing
Class Visits
Collaborative Lesson Preparation
(CLP)
Vertical Progression
Diversified learning materials& teaching pedagogy
P1
P2
P3
P4
P5
P6
Task scaffolding in a module & across the levels
• • • •• • • •
• • • •• • • •
• • • •• • • •
Design quality tasks
Holistic approach to school-based curriculum development (horizontal & vertical planning)
Sc
affold
ing
the
kn
ow
led
ge
and
s
kills vertic
ally
Horizontal coherence – … to forming a year plan
Evaluation
Text types + features
4 language skills
Forms & functions
Module themes
Horizontal coherence – … to compiling school-based English task books…
Writing task – My Dream Job
Task descriptionPupils write about their dream job (Module: Changes/Unit: What do you want to be?). They expressed what they liked about their dream job, why they liked it and how they would prepare themselves for it.
Pre-task / language input• Learn the names of different jobs (using
suffices/compounding, if appropriate) in the module ‘Changes’.
• Learn the different adjectives used to describe the needs of the job e.g. helpful, patient, meaningful …
Module Grammar Text Types Macro Skills Vocabulary
Changes What do you want to be?
Use the connective ‘unless’ to express conditionsUse ‘Perhaps’, ‘Maybe’ and ‘Why don’t …?’ to make suggestions
Jokes
Writing Task – My dream job (personal description)
Learning OutcomeContent
Write a short and simple description about your dream job by describing the personality of the job and why you like the job
LanguageUse simple vocabulary related to the job and spell the words correctlyUse adjectives to describe the job, e.g. helpful, meaningful …Use adverbs to talk about mannerUse simple present tense and future tense appropriately
OrganisationEstablish links using simple cohesive devices Arrange relevant ideas to show a generally clear focus, e.g. in the first part is on the personality of the job and why you like the job and its ends with how you will prepare for the job now
Vocabulary Items
Names of different jobsdancer, dentist, doctor, policeman, salesperson, lifeguard, tour guide, flight
attendant, secretary
Adjectives to describe personalitiesbrave, calm, outgoing, helpful, cheerful, creative, organized, humorous,
artistic, cooperative, attentive Vocabulary Building Strategies
Organising vocabularyWord formationWord association
An example of the teaching plan in P6
Vocabulary
Vocabulary Items
Names of different jobsdancer, dentist, doctor, policeman,
salesperson, lifeguard, tour guide, flight attendant, secretary
Adjectives to describe personalitiesbrave, calm, outgoing, helpful, cheerful,
creative, organized, humorous, artistic, cooperative, attentive
Vocabulary Building Strategies
Organising vocabularyWord formationWord association
Macro Skills
Writing Task – My dream jobLearning OutcomeContent
Write a short and simple description about your dream job by describing the characteristics of the job and why you like the job
LanguageUse simple vocabulary related to the job and spell the words correctlyUse adjectives to describe the job, e.g. helpful, meaningful …Use adverbs to talk about mannerUse simple present tense and future tense appropriately
OrganisationEstablish links using simple cohesive devices Arrange relevant ideas to show a generally clear focus, e.g. in the first part is on the characteristics of the job and why you like the job and its ends with how you will prepare for the job now
Using suffixes to the base words and form new words of different jobs
_or
actor / actress
doctor
animator
inventor
surveyor
sailor
_er
teacher
painter
dancer
designer
programmer
singer
_ist
artist
pianoist
scientist
pyschiartist
dentist
_man
postman
policeman
policewoman
salesman
fireman
Organising vocabulary
Organising vocabularyUsing suffixes to the base words and
form adjectives to describe personality
_ive
positive
active
attentive
coopertive
creative
aggressive
inventive
attractive
imaginative
_ful
helpful
cheerful
wonderful
careful
joyful
playful
_ic
artistic
optimistic
pathetic
_less, _ish, _ous
careless
foolish
childish
selfish
humorous
courageous
Vertical Curriculum Planning
• Holistic curriculum planning across the for different levels
• Transition between different Key Stages
• Require the collegiality among staff to work out ‘where your students are’ and ‘what they need to go next’
Vertical Curriculum Planning in terms of
• Development of reading strategies
• Development of writing skills
• Development of vocabulary
• Development of grammar
School Development
Curriculum Development
Teacher Development
Our Work
Teachers’ DevelopmentSchool-based Curriculum
Development
Horizontal Coherence
Evidence-informed Learning
Whole School Development
Data collection Analysis
Reflection
School-based Sharing
External Sharing
Class Visits
Collaborative Lesson Preparation (CLP)
Vertical Progression
Diversified learning materials& teaching pedagogy
What do we do in CLP?• Plan, design and evaluate school-based curriculum with reference to
language learning theories, practical experience, student needs and school context
• Identify students’ learning problems and work out plans and strategies to resolve them
• Tap on teachers’ pedagogical content knowledge, subject matter knowledge, curriculum knowledge, teaching skills and strategies to improve students’ learning as a team
TEAM SPIRIT
Collaboration
among teachers
School-based Materials Production
School-based Listening Materials
School-based English Learning Materials
Evaluate and Discuss Students’ Performance and Problems
My students still have problems
using punctuations.
I’m glad that my students were able to use past tense to write a story.
I guess we need to teach our kids some strategies to write a
creative ending.
Put Theories into Practice (Listening)
• Content schemata• Process schemataKnowledge about newscast process (Process schemata ) and specific themes of the news report (Content schemata) helps comprehend news information
Dunkel (1991)
28
School goal this year: to cater for learner diversity
We can improve the process of learning.
More hands-on activities can help less-able students
Let’s try homogeneous grouping and
heterogeneous grouping I think
graded ws should be
used
Align School Plans/KLA Plans and implementation strategies
Use students’ different senses-combine reading with speaking-integrate writing with speaking-provide more hands-on experiences
Vary the process of learning
Use of different grouping strategies
31
Homogeneous grouping• allows more space for teachers to cater
for the needs of less- able students• lets less-able students feel at ease
about their ability and their problems • enables more-able students to excel
further as a result of peer influence• requires more preparation
Heterogeneous grouping• Less able students to see how the more
able students work towards goals• allows students of different abilities to
help each other which mirrors real world communication
• More-able students have chances to sharpen their leadership, offer help to other students and consolidate their learning
What do we do during class visits ?
• Understand students’ learning problems in real classroom context with teachers
• Attempt innovative teaching and learning strategies with teachers to raise the overall English teaching and learning standard
• Our class visits are different from lesson observation for appraisal purposes
We are Not inspectors !!!
Group Discussion and Writing
Feedback in Writing LessonsShow-and-tell Speaking Activity
Student Presentations
PSMCD
Panel Head
Teachers
Promote School Level Improvement :peer lesson observation / lesson study
School Head
What is evidence-informed practice ? Why do we have to nurture this in schools? Research (Black and William 1998) has shown that assessment for learning is one of the most powerful ways of improving learning and raising school standards.
Confidentiality of student and school
data is strictly observed.
External Assessment Data: TSA Analysis (School A)
A large number of students are
not willing to write.
School Support Strategies
-Basic sentence patterns
-More focus on vocabulary learning
-Enhance students’ motivation to write
External Assessment Data: TSA Analysis (School B)
Students are willing to write but
need further skills to unleash their
potential.
School Support Strategies
-More complex structures
-More ideas on creativity
Internal Assessment Data
School Support Strategies
-Improve the Assessment Evaluation
Tool-Concrete ideas on helping students
to develop different strategies for
writing
Internal Assessment Data
Students’ Work Analysis
• Similar Content• Similar sentence patterns• Number of words is not
up to standard• Lack creativity
A Spider in An Apple PieOne day, Mary and Susan went to the Yummy Restaurant because they were hungry. They ate tomato salad and an apple pie. Mary asked, “Did you finish the tomato salad?” “Yes, I finished it. It’s tasty,” Susan replied. They really enjoyed the food.
Then Mary saw a spider in her apple pie. She was surprised. She shouted, “Look! There is a spider in my apple pie.” “Yes, I see it! It’s too disgusting!” Susan answered. Then They called the waiter.
Soon the waiter came. Mary said, “Why my pie so dirty?” “Sorry! I will give another one to you. Next time, the pie will not so dirty,” the waiter said. She waited a moment and the waiter gave her a new apple pie.
In the end, the manager came here and said sorry to Susan and Mary. He gave her a bottle of apple juice to drink. After she finish apple pie and drinks she paid the bill and then they left the restaurant.
Students Final Work
Tracking Students’ Development Over Years
What do we do to disseminate good practices ?
External Sharing:‘Learning in Action’
Seminar Internal Sharingamong school
colleagues
Annual Learning in Action Seminar
2012 2013 2014Developing a integrating both school-based English writing curriculum: grammar and skills in the writing process
From understanding to renovating – optimizing the KS1 English reading and writing programme
Weaving thoughts into action: creating space through a curriculum initiative
How Directed Reading Thinking Activity (DRTA) promotes understanding of reading texts in GE lessons?Catering for the needs of low achievers in the writing classroomThe magic of words: a learning programme to enhance pupils’ vocabulary building strategies
Developing primary students’ listening skills
Talking to learn
Optimizing the Process Writing Approach to develop KS2 children into independent writers
From segregated to integrated language skills: weaving speaking and writing to improve productive output
Developing skills and strategies for long term and immediate impact on writing: raising the writing standards of KS1 students
Towards a more genre-specific and interactive reading lesson
Enhancing a smooth interface between Key Stage 2 and Key Stage 3 in the English Language Education
Reading: From words to text
Learning by doing: Getting some hands-on experience on realizing the principles of task-based learning in designing a learning module in English
A workshop on the ‘what’ and the ‘how’ to observe an English lesson to bring about student learning
Incorporating social and global issues into the primary school English Language writing curriculum for better transition to secondary
Themes shared in the seminars
Entry points in curriculum development Enhancing existing capacity in developing modules of learning for reading, writing, speaking and listening skillsIntegrating curriculum initiatives:
reading to learncreative writing language arts project learning cooperative learning structures
School-based English curriculum (GE, intervention and enrichment programs, and reading workshops)Assessment for learning – TSA, internal assessmentAddressing feedback from ESR report and focused inspection
Our expectations
1. Teachers’ readiness and commitment2. Developing teacher capacity as
curriculum leaders3. Corresponding changes in organisational
practices4. Involvement of Panel Chairs and
A/PSM(CD)s5. Support from school administration (e.g.
arrange 1.5 hours CLP meeting time, meeting before/after summer holidays for preparation and evaluation …)
6. Time frame (usually 3 years) for continuity and sustainability throughout KS1 and KS2
Your expectations • Quality school-based curriculum• Teacher development and readiness• Student learning• and ….
Further enquiries
School-based Curriculum Development (Primary) Section
小學校本課程發展組
Ms Eve CHAN Tel: [email protected]
Ms Jenny CHUNG Tel: [email protected]