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Title: Seminar on Catering for Learner Diversity for English Teachers at Primary Level


1
Seminar on Catering for Learner Diversity for
English Teachers at Primary Level
10 March, 2006 English Language Education
Section, Curriculum Development Institute, EDB
2
What does it mean by catering for learner
diversity?
3
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4
How 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.
5
What is the meaning of Catering for Learner
Diversity?
6
What 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?
7
Catering for Learner Diversity
Why?
What?
How?
We believe there is a need to stretch the
potentials of every student.
8
Catering 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
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11
Catering for Learner Diversity
Why?
We believe there is a need to stretch the
potentials of every student.
12
The Roles of Intervention Enrichment Programmes
  • School-based English Language Curriculum
  • Components
  • General English Programme
  • Reading Workshops
  • Intervention Programme
  • Enrichment Programme

13
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14
Enrichment 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)

15
Intervention 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)

16
Short, Focused Timely
  • Additional opportunities
  • Additional time
  • Focused learning

17
Suggested 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

18
Incorporating Intervention Programme
  • Part of the remedial programme
  • Additional support programme

19
Incorporating Intervention Programme
Remedial English Programme
20
Incorporating Intervention Programme
Remedial English Programme
Intervention/ Support Programme
Please refer to Appendices 78 in English
Language Curriculum Guide (Primary 1 to 6)
21
Remedial English Programme
22
Planning an Intervention Programme
  • Data Collection
  • Identification of Learning Problems
  • Identification of Causes of Problems
  • Identification of Teaching Focus Designing
    Tasks/Activities
  • Assessment for Learning

23
Planning 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.
24
Areas of Learning Problems
Spelling
Pronunciation
Language Forms and Functions
Concepts and Meanings
Vocabulary
25
Planning 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

26
How to bridge the learning/teaching gap?
Learning objectives and teaching styles
Learners Performance
Expected Performance
27
Planning 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

28
Planning an Intervention Programme5. Assessment
for learning
Projects
Shared Writing
Portfolios
Assessment Tasks
Oral Presentations
Learning Tasks Activities
Class Discussions
Extended Tasks
Homework
29
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30
FOOD BINGO (UN)
Statements (Verb UN)
T Is there any milk?
S Yes, there is some milk here.



sugar
31
FOOD BINGO (CN)
Statements (Verb CN)
T Are there any oranges?
S Yes, there are some oranges here.



32
FOOD BINGO (UN)
Statements (Verb UN)



33
FOOD 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
34
B 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
35
Student A
Student B
Is / Are there any ? Yes, there is / are some
36
Fridge 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
37
Learning 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.
38
Learning 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
____.
39
Learning 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 ______.
40
Learning and Teaching Materials
Different food items for different learners
41
Learning and Teaching Materials
Helping Teddy and Piggy to eat right
Piggy
Teddy
42


Breakfast
Lunch
Tea
Dinner
43
It is an unhealthy diet.
plenty of
too much dairy food.
a lot of
too much sweet food.
too many cheeseburgers.
44

  • Uncountable
  • nouns
  • Countable nouns
  • 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
45
Learning and Teaching Materials
Helping Teddy and Piggy to Eat Right
Homework for consolidation
46
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47
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48
How?
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

49
How?
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

50
Learning and Teaching Strategies
Reading Traffic-light Sandwiches and
understanding story structure
51
What do we always find in stories?
People
Characters
Time
Place
Problem
Events
Solution
Ending
52
Traffic-light Sandwiches
Read P. 2-10. Set questions to enable pupils to
understand the characters, setting and problem of
this story.
53
BEGINNING
Characters
Setting
54
BEGINNING
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?
55
What do we always find in stories?
People
Characters
Time
Place
Problem
Events
Solution
Ending
56
Events 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
57
What do the four events tell you about
traffic-light sandwiches?
58
Structuring 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?

59
MESSAGE
Traffic-light sandwiches are VERY important.
60
How?
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

61
How?
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
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63
What 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?
64
References
  • 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.

65
Further 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)

66
Thank You
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