Using the Learning Progression Framework to Enhance English Language Learning, Teaching and Assessme

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Using the Learning Progression Framework to
Enhance English Language Learning, Teaching and
Assessment at Secondary Level

• 9 December 2008 (Tuesday)
• 0930 1700
• English Language Education Section
• Curriculum Development Institute
• Education Bureau

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Objectives of the Seminar-cum-workshops

• To introduce the Learning Progression Framework
  (LPF) for English Language
• To introduce the use of the LPF as a tool for
  planning the school-based English Language
  curriculum
• To provide suggestions on effective teaching
  strategies that incorporate the use of the LPF to
  facilitate the development of language skills

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Run-down of Todays Programme
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By the end of the morning session

• You will have learnt about
• the design of the Learning Progression Framework
  (LPF) for English Language
• the structure of the LPF for Reading and
  Listening
• how the LPF can help in

• setting learning objectives
• identifying suitable texts
• designing learning and teaching activities
• for Reading and Listening

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How should we better prepare our students for
the TSA?
How can students develop their ability to use
English to communicate with others and
to access knowledge?
What should our students know to meet the
requirements of the NSS English Language
curriculum?
What can we do to increase students
understanding of different cultures?
Lets
?
TSA NSS
Work Study Entertainment
?

We can
We will
We are
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Strengthening the development of the LANGUAGE
SKILLS
Practical Tips
Building in ASSESSMENT FOR LEARNING
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What can / cant our students do in this skill
area currently ?
What should we expect our students to be able
to do next?
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Through the Use of the Learning Progression
Framework (LPF) for English Language
WHY?
HOW?
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Introduction to the Learning Progression
Framework (LPF)for English Language
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The Relationship between the Curriculum Framework
the LPF
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The Growth of Students across Key Stages
Learning Outcomes








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The Learning Progression Framework (LPF)
Learning Outcomes

Level8

7

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is made up of Learning Outcomes organised under
the four language skills and divided into eight
levels of attainment

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4
helps teachers better understand and articulate
learners performance and

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helps teachers plan strategically how to enhance
English Language learning and teaching.

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Structure of the LPF
Underlying Principles
Outcome Statements
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(No Transcript)
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Using the LPF to Enhance Learning and Teaching
? To provide a checklist of dos and donts in
each and every lesson
? To record only
? To set benchmarks
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Using the LPFto Enhance the Learning, Teaching
and Assessment of the Receptive Skills (I)
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Activity 1

• Imagine you have invited a native English speaker
  to conduct a one-off reading workshop for your S3
  students. To help the facilitator prepare the
  materials and activities, you have to write a
  short description of the S3 students reading
  ability.
• In groups, write three points beginning with
• My students can

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Components of the LPF for Reading
Learning Outcomes organised into categories
Underlying Principles
Outcome Statements
Outcome Statements give a general description of
student performance at each level.
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(No Transcript)
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Activity 2
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Progression of the Learning Outcomes for Reading
(1)
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Progression of the Learning Outcomes for Reading
(2)
Level 1
Level 5
Level 8
Understanding, inferring and interpreting
information, ideas, feelings and opinions
Understanding and inferring information,
ideas, feelings and opinions
Understanding information and ideas
Depth Of processing
in a range of texts with some degree of
complexity,
in some short, simple texts,

Text complexity
in complex texts,
using and integrating a range of reading
strategies as appropriate
using some reading strategies as appropriate
using integrating a small range of reading
strategies as appropriate
Range application of reading strategies
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Progression of the Learning Outcomes for Reading
(3)
Level 1
Level 5
Level 8
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Relationship between Outcome Statements and
Pointers
Pointers
Outcome Statements
Pointers tell what students are able to do at
each level.
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Activity 3
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Use of the LPF Setting Learning Objectives for
Reading
LPF
Setting learning objectives
Identifying students strengths weaknesses
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Use of the LPF Identifying Reading Texts
LPF
Selecting suitable texts for designing reading
activities to help students achieve the learning
objectives
Identifying reading skills and strategies that
students should develop
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Outcome Statements in the LPF for Reading
Depth of processing
Abstractness
Range and application of reading strategies
Text complexity
Organisation
Density of information
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Activity 4
Source Territory-wide System Assessment, 2008
(Secondary 3, English Language, Reading 9ER2)
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Use of the LPF Designing Reading Activities
LPF
Consolidating and developing students reading
skills and strategies
Setting appropriate questions, conducting reading
activities and providing feedback on students
performance
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Interplay between Tasks and Texts
Task Demand
Text Complexity

• Task demand should increase with text complexity.
• To cater for learner diversity, simple tasks can
  be included for complex texts to cultivate
  learners confidence, and difficult tasks for
  simple texts to stretch their abilities.
• To promote learner independence, the amount of
  support provided could be gradually reduced. To
  this end, various effective teaching strategies
  for reading could be integrated into the reading
  programme.

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Activity 5

• Read the two book reviews from Activity 4 again
  and answer the five questions set for them in the
  left-hand column.
• Refer to the four pointers from Levels 4 and 5 in
  the right-hand column.
• Reflect on the pointer which best describes the
  reading skills you applied in answering each of
  the five questions. Match each question with a
  pointer it addresses.

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Activity 5
Study the questions in the left-hand column,
which are set for the two book reviews you have
just read. Match each question with a pointer
in the right-hand column which it addresses.
4.2 locate details which support the main
ideas from different part of a text
A. Are the following statements facts or
opinions?
B. Does Holly Black believe in Jonathan Sands
adventure?
4.5 deduce information and ideas by using
semantic and syntactic clues
C. Does Holly Black recommend the book?
5.3 organise information and ideas in texts by
using knowledge of text structures and
some graphic forms
D. Based on the plot described in the first
review, draw a timeline to show the sequence of
the following events in the story.
5.4 distinguish facts from opinions by using
semantic and syntactic clues
E. Compare Sam Greens and Holly Blacks
account of Jonathan Sands adventure and their
view on the boy.
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Activity 5
Study the questions in the left-hand column,
which are set for the two book reviews you have
just read. Match each question with the
pointers in the right-hand column which it
addresses.
5.4 distinguish facts from opinions by using
semantic and syntactic clues
A. Are the following statements facts or
opinions?
4.2 locate details which support the main
ideas from different part of a text
B. Does Holly Black believe in Jonathan Sands
adventure?
4.5 deduce information and ideas by using
semantic and syntactic clues
C. Does Holly Black recommend the book?
D. Based on the plot described in the first
review, draw a timeline to show the sequence of
the following events in the story.
5.3 organise information and ideas in texts by
using knowledge of text structures and
some graphic forms
E. Compare Sam Greens and Holly Blacks
account of Jonathan Sands adventure and their
view on the boy.
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Activity 6

• 1. Play the role of students in a reading session
  based on the two book reviews conducted by the
  facilitator. Your reading ability is close to
  what is described in the pointers at Level 4 and
  Level 5.
• 2. Share your experience in how the facilitator
  helped you to develop the skills and strategies
  as identified in Question C in Activity 5.

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Activity 6
Share your experience in
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Steps in Using the LPF to Enhance Students
Reading Skills

• Reflect on students ability based on the
  learning objectives in the curriculum documents.
• 2. Articulate the strengths and weaknesses of
  your students with reference to the LPF for
  Reading.
• 3. Select appropriate texts, taking into
  account the text complexity and the room for
  designing reading activities.
• 4. Design activities which can help your
  students
• develop the target reading skills and strategies
  and
• progress towards the next higher level.
• 5. Select appropriate teaching strategies for
  reading and provide adequate teacher support to
  help students make progress in the development of
  reading skills and strategies.

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Using the LPFto Enhance the Learning, Teaching
and Assessment of the Receptive Skills (II)
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Components of the LPF for Listening
Learning Outcomes organised into categories
Underlying Principles
Outcome Statements
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(No Transcript)
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Progression of the Learning Outcomes for
Listening (1)
Level 8
Level 2
Level 5
Understanding, inferring interpreting
information, ideas, feelings and opinions
Understanding and inferring information, ideas
feelings
Understanding some information, ideas feelings
Depth Of processing
in a range of simple texts
in short, simple texts,
Text complexity
In complex texts,
using and integrating a range of listening
strategies as appropriate
using some listening strategies as appropriate
Range application of listening strategies
using integrating a small range of listening
strategies as appropriate
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Progression of the Learning Outcomes for
Listening (2)
Level 2
Level 5
Level 8
Understanding, inferring interpreting
information, ideas, feelings and opinions
Understanding some information, ideas feelings
Understanding inferring information, ideas
feelings
in complex texts, using
in short, simple texts,
in a range of simple texts
and integrating a range of listening strategies
as appropriate
using some listening strategies as appropriate
using integrating a small range of listening
strategies as appropriate
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Use of the LPF for Listening
Setting appropriate questions, conducting
listening activities, and providing feedback on
Ss performance
Identifying listening skills and strategies that
Ss should develop
Identifying Ss strengths and weaknesses
Setting Learning Objectives for Listening
Identifying Listening Texts
Designing Listening Activities
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Outcome Statements in the LPF for Listening
Depth of processing
Abstractness
Text complexity
Range and application of listening strategies
Organisation
Density of information
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Use of the LPF - Identifying Listening Texts
Text characteristics to be considered
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Activity 7
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(No Transcript)
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Activity 7 The Golden Boys
http//www.britishcouncil.org/learnenglish-central
-stories-golden-boys.htm
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Steps in Using the LPF to Enhance Students
Listening Skills

• Reflect on students ability based on the
  learning objectives in the curriculum documents.
• Articulate the strengths and weaknesses of your
  students with reference to the LPF for Listening.
• 3. Select appropriate texts, taking into
  account the text complexity and the room for
  designing listening activities.
• 4. Design suitable activities which can help
  your students
• develop the target listening skills and
  strategies and
• progress towards the next higher level.
• 5. Provide adequate teacher support to help
  students make progress in the development of
  listening skills and strategies.

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Lunch Break