Title: Seminar on Catering for Learner Diversity for English Teachers at Primary Level
1Seminar on Catering for Learner Diversity for
English Teachers at Primary Level
10 March, 2006 English Language Education
Section, Curriculum Development Institute, EDB
2What does it mean by catering for learner
diversity?
3(No Transcript)
4How are students different from one another?
A is quiet in class while B is talkative.
A complains about his group members while B
leads a group discussion.
A works hard because she enjoys English
activities while B works hard for high marks.
3. Personality
A can pronounce a word quickly by chunking the
syllables while B can finish reading a passage
quickly.
In acquiring new words, A learns through songs
whereas B learns through doing crossword puzzles.
A has got problems with spelling while B has
difficulty pronouncing /l/ and /r/ sounds.
A likes animals while B likes car racing.
5What is the meaning of Catering for Learner
Diversity?
6What have you done to cater for learner
diversity?
- Re-teaching part of a lesson? Giving extended
tasks? - Teaching students how to do assignments?
- Assigning supplementary/additional exercises to
provide more practice (e.g. self-designed,
adapted/ taken from resources available on the
market)? - Drilling for tests and examinations?
- Providing individual help/ coaching?
- Conferencing with students?
Are they effective?
7Catering for Learner Diversity
Why?
What?
How?
We believe there is a need to stretch the
potentials of every student.
8Catering for Learner Diversity
How?
Why?
We believe there is a need to stretch the
potentials of every student.
9- English Language Curriculum Framework
English Language Education Key Learning Area
Curriculum Guide (Primary 1 Primary 6) (2004)
10(No Transcript)
11Catering for Learner Diversity
Why?
We believe there is a need to stretch the
potentials of every student.
12The Roles of Intervention Enrichment Programmes
- School-based English Language Curriculum
- Components
- General English Programme
- Reading Workshops
- Intervention Programme
- Enrichment Programme
13(No Transcript)
14Enrichment Programme
- The Enrichment Programme is designed to
extend the more able learners through different
activities conducted during or after class time,
inside or outside the school premises. - From p.101 of the English Language Curriculum
Guide (Primary 1-6) (CDC, 2004)
15Intervention Programme
- The Intervention Programme is a short,
focused programme which provides timely support
for learners who have exhibited difficulties in
learning English. - From p.100 of the English Language Curriculum
Guide (Primary 1-6) (CDC, 2004)
16Short, Focused Timely
- Additional opportunities
- Additional time
- Focused learning
17Suggested Mode of an
Intervention Programme
- Small group size
- e.g. 1 teacher to 8 learners
- Regular, additional meetings for a short period
of time - e.g. two 35-minute sessions per week
18Incorporating Intervention Programme
- Part of the remedial programme
- Additional support programme
19Incorporating Intervention Programme
Remedial English Programme
20Incorporating Intervention Programme
Remedial English Programme
Intervention/ Support Programme
Please refer to Appendices 78 in English
Language Curriculum Guide (Primary 1 to 6)
21Remedial English Programme
22Planning an Intervention Programme
- Data Collection
- Identification of Learning Problems
- Identification of Causes of Problems
- Identification of Teaching Focus Designing
Tasks/Activities - Assessment for Learning
23Planning an Intervention Programme 2.
Identification of Learning Problems
Some Young Childrens Learning Problems
My mother is a cooker.
bog
a hair in Monday
My mother is a cooker.
bog
a hair in Monday
I sit before May.
Being impatient and restless
Open the light.
The fir day.
The fir day.
faimly
QCan you see a duck? Where is it? A See a
duck where is it.
There is two apples.
faimly
There is two apples.
He runs very fastly.
Working very slowly, producing messy work...
The rain is very big.
I nike i-kim.
I nike i-kim.
He is a long man.
paly
I low.
I low.
24Areas of Learning Problems
Spelling
Pronunciation
Language Forms and Functions
Concepts and Meanings
Vocabulary
25Planning an Intervention Programme 3.
Identification of Causes of Problems
- Inadequate exposure and re-visiting
- Inadequate and inappropriate practice
- Lack of scaffolding in tasks/activities
- Lack of effective learning skills and strategies
- Repeated failures/lack of motivation
- Mismatch of learning/teaching styles
26How to bridge the learning/teaching gap?
Learning objectives and teaching styles
Learners Performance
Expected Performance
27Planning an Intervention Programme4.
Identification of Teaching Focus Designing
Tasks/ Activities
- Bear in mind the causes of problems identified
- Build on what learners are able to do
- Set clear manageable learning/ teaching
objectives - Anticipate problem areas and adjust teaching
strategies accordingly - Adapt learning and teaching materials for
effective learning, understanding, practices and
application
28Planning an Intervention Programme5. Assessment
for learning
Projects
Shared Writing
Portfolios
Assessment Tasks
Oral Presentations
Learning Tasks Activities
Class Discussions
Extended Tasks
Homework
29(No Transcript)
30FOOD BINGO (UN)
Statements (Verb UN)
T Is there any milk?
S Yes, there is some milk here.
sugar
31FOOD BINGO (CN)
Statements (Verb CN)
T Are there any oranges?
S Yes, there are some oranges here.
32FOOD BINGO (UN)
Statements (Verb UN)
33FOOD BINGO (UN)
Statements (Verb UN)
T Is there any milk?
S Yes, there is some milk here.
Some cheese
Some sugar
Some oil
Some ice-cream
Some juice
34B No, there isnt any water in my cupboard.
A Is there any water in your cupboard?
A No, there isnt any juice in my fridge.
A No, there arent any eggs in my fridge.
A Are there any cakes in your cupboard?
B No, there arent any cakes in my cupboard.
B Are there any eggs in your fridge?
Bs Cupboard
As Fridge
sugar
Q Neg statement (any)
Noodles
Noodles
35Student A
Student B
Is / Are there any ? Yes, there is / are some
36Fridge A Is there any ? C A Are there any
? C C A Yes, there is some C A
Yes, there are some
Student A
Cupboard A C Yes, there is some A C
Yes, there are some C Is there any ? A C
Are there any ? A
Student C
37Learning and Teaching Materials
Textbook materials e.g. Is/Are there any...?
Yes, there is/are some ______. No, there
isnt/arent any ______.
Cupboard Food items
Fridge Food items
Find out what is in the cupboard and the fridge.
38Learning and Teaching Materials
Adaptations made to textbook materials
Supermarket A Is/Are there any _____ in
the _____ section? B Yes, there is/are some
____. No, there isnt/arent any
____.
39Learning and Teaching Materials
Food Hunt in Fridges Cupboards
Party Time!
My fridge
some carrots
A Are there any tomatoes and carrots in your
fridge? B Yes, there are some tomatoes, but
there arent any carrots. A We need some
carrots. We dont need any ______.
40Learning and Teaching Materials
Different food items for different learners
41Learning and Teaching Materials
Helping Teddy and Piggy to eat right
Piggy
Teddy
42Breakfast
Lunch
Tea
Dinner
43It is an unhealthy diet.
plenty of
too much dairy food.
a lot of
too much sweet food.
too many cheeseburgers.
44 - Piggy eats too much
- chocolate
- sweet food
- Piggy drinks too much
- milk
- Piggy eats too little
- fruit
- Piggy eats too many
- cheeseburgers
- hotdogs
Using colour and layout to compare and contrast
45Learning and Teaching Materials
Helping Teddy and Piggy to Eat Right
Homework for consolidation
46(No Transcript)
47(No Transcript)
48How?
Curriculum Adaptation
Curriculum Framework
- Learning and Teaching Materials
- Divide/ condense units of learning into
manageable components - Adapt coursebook materials(amount, range,
sequence, varieties, graphics) - Design extended tasks/materials to draw on and
expand learners existing knowledge and skills - Include specific guidelines to focus attention on
concepts
49How?
Curriculum Adaptation
Curriculum Framework
- Learning and Teaching Strategies
- Assess retention of previous learning and adjust
strategies - Structure teacher demonstration before
participation - Apply effective questioning techniques
50Learning and Teaching Strategies
Reading Traffic-light Sandwiches and
understanding story structure
51What do we always find in stories?
People
Characters
Time
Place
Problem
Events
Solution
Ending
52Traffic-light Sandwiches
Read P. 2-10. Set questions to enable pupils to
understand the characters, setting and problem of
this story.
53BEGINNING
Characters
Setting
54BEGINNING
Characters Problem
How did Felix and Flora feel? (P.8)
Did Felix and Flora like Hong Kong? How do you
know? (P.9, P.23)
Do you think they would still go to Zorb for
their holidays? Why?
55What do we always find in stories?
People
Characters
Time
Place
Problem
Events
Solution
Ending
56Events 1 2 3 4
How did Felix and Flora solve their problem?
PLACE 1
Central
PLACE 2
TRANSPORT 1
PLACE 3
TRANSPORT 2
PLACE 4
TRANSPORT 3
57What do the four events tell you about
traffic-light sandwiches?
58Structuring questions to facilitate reading for
meaning
- How many kinds of transport did Felix Flora
use? - How many places did they try?
- How many times did they hear the answer no?
Knowledge Comprehension
- Why did they have to look for the traffic-light
sandwiches?
Analysis
- Do you think they should spend so much time
looking for the sandwiches? Why?
Evaluation
Application
- If they could not find the sandwiches in Yuen
Long, what could they do?
59MESSAGE
Traffic-light sandwiches are VERY important.
60How?
Curriculum Adaptation
Curriculum Framework
- Learning and Teaching Strategies
- Assess retention of previous learning and adjust
strategies - Structure teacher demonstration before
participation - Apply effective questioning techniques
61How?
Curriculum Adaptation
Curriculum Framework
Assessment for learning
Assessment for learning Assessment of learning
What to focus For improvement Identifying learners strengths and weaknesses Setting different targets for different learners Acknowledging pupils efforts and achievements Providing quality feedback for learners, which entails timely support and enrichment, and helping teachers review the learning objectives, lesson plans and teaching strategies For accountability Reporting learners attainment against the learners targets and objectives Including questions of different difficulty levels in summative assessment papers to cater for different learners
62(No Transcript)
63What have you done to cater for learner
diversity?
- Re-teaching part of a lesson? Giving extended
tasks? - Teaching students how to do assignments?
- Assigning supplementary/additional exercises to
provide more practice (e.g. self-designed,
adapted/ taken from resources available on the
market)? - Drilling for tests and examinations?
- Providing individual help/ coaching?
- Conferencing with students?
How will you modify the way you cater for learner
diversity?
64References
- Brualdi, Amy C. Multiple Intelligences
Gardners Theory. ERIC, 1996. ED 410 226.
Dickinson, Dee. Technology that Enhances
Multiple Intelligences. URL http//www.america-t
omorrow.com/ati/mi1.htm (13 Oct. 2004). - Central Health Education Unit, Department of
Health http//www.cheu.gov.hk/eng/info/exercise_04
.htm - Curriculum Development Council. English Language
Education Key Learning Area Curriculum Guide
(Primary 1-Primary 6) 2004 - Gregory, G.H. Chapman, C. (2002).
Differentiated instructional Strategies.
California Corwin Press, INC. - Heacox, D. (2002). Differentiating Instruction in
the Regular Classroom. MN Free Spirit Publishing
Inc. - Reid, J.M. (ed). Understanding Learning Styles in
the Second Language Classroom. Prentice-Hall,
Inc. New Jersey, 1998.
65Further Reading
- Gardner, H. (1983). Frames of Mind. New York
Basic Books Inc. - Gardner, H., Hatch, T. (1989). Multiple
intelligences go to school Educational
implications of the theory of multiple
intelligences. Educational Researcher, 18(8),
4-9. - Curriculum Development Institute, Education and
Manpower Bureau. Interim Report on Study on
Strategies to Cope with Individual Differences in
Academic Abilities of Primary School Pupils
(?????????????????) URL http//cd1.edb.hkedcity.
net/cd/id/index_en.html (2 Dec, 2005)
66Thank You