Title: Using the Learning Progression Framework to Enhance English Language Learning, Teaching and Assessment in Writing and Speaking at Secondary Level
1Using the Learning Progression Framework to
Enhance English Language Learning, Teaching and
Assessment in Writing and Speaking at Secondary
Level
- 23 May 2012 (Wednesday)
- 200 500 pm
- English Language Education Section
- Curriculum Development Institute
- Education Bureau
2Objectives of the Seminar-cum-workshops
- To introduce the Learning Progression Framework
(LPF) for English Language with the focuses on
writing and speaking skills - To introduce the use of the LPF as a tool for
planning the school-based English Language
curriculum - To provide suggestions on effective strategies
that incorporate the use of the LPF to facilitate
the development of writing and speaking skills
and assessment for learning
3Run-down of Todays Programme
200 210 Registration
210 230 Introduction to the Learning Progression Framework (LPF)
230 335 Using the LPF to Enhance the Learning and Teaching of the Writing Skills
335 350 Break
350 450 Using the LPF to Enhance the Learning and Teaching of the Speaking Skills
450 500 Q A
4By the end of this seminar
- You will have learnt about
- the design of the Learning Progression Framework
(LPF) for English Language - the structure of the LPF for Writing and Speaking
- how the LPF can help in
- analysing task requirements
- setting appropriate assessment criteria for
Writing and Speaking performance - facilitating assessment for learning,
particularly providing quality feedback
for Writing and Speaking
5How can students develop their ability to use
English to communicate with others and to access
knowledge?
How should we better prepare our students for
the TSA?
What should our students know to meet the
requirements of the NSS English Language
curriculum?
How can we improve our students learning?
Lets
?
TSA NSS
Work Study Entertainment
?
We can
We will
We are
6Strengthening the development of the LANGUAGE
SKILLS
Practical Tips
Building in ASSESSMENT FOR LEARNING
7What should we expect our students to be able
to do next?
What can our students do in this skill area
currently ?
Which skill should we start with?
?
8 Through the Use of the Learning Progression
Framework (LPF) for English Language
WHY?
HOW?
9Introduction to the Learning Progression
Framework (LPF)for English Language
10Curriculum Framework,Learning, Teaching and
Assessment,and Learning Progression Framework
(LPF)
Attainment
Goals
Process
LearningProgressionFramework
(What students can do as a result)
10
11Curriculum and Assessment
Curriculum Framework and Learning Progression
Framework
Assessment for Learning
Assessment in Schools
Curriculum Framework and Learning Progression
Framework
HKDSE
Assessments for Basic Competency
Basic Competency
TSA (HKEAA)
11
12The Growth of Students across Key Stages
Learning Outcomes
13The Learning Progression Framework (LPF)
Learning Outcomes
Level8
7
6
is made up of Learning Outcomes organised under
the four language skills and divided into eight
levels of attainment
5
4
helps teachers better understand and articulate
learners performance and
3
2
helps teachers plan strategically how to enhance
English Language learning and teaching.
1
14What are the purposes of developing LPF?
- For identifying students strengths and areas for
improvement - For enhancing learning and teaching
- providing quality feedback to students
- reviewing expectations of student learning
- revising learning content
- improving teaching strategies
- For reflecting on whether opportunities have been
provided for students to demonstrate their
performance - Not for summative assessment
- Not for benchmarking students
15Structure of the LPF
Underlying Principles
Outcome Statements
16Underlying Principles
To elucidate some of the learning objectives
which do not readily lend themselves to the
description in terms of 8 levels of attainment
but are essential to English language learning,
e.g.
- language development strategies, generic skills,
and positive values and attitudes (all 4 skills) - the provision of support and the need to
encourage learner independence (all 4 skills) - meaningfulness and appropriateness of the texts
to the context, purpose and audience (Speaking
and Writing) - interplay between tasks and texts (Reading and
Listening)
17Productive skills
Speaking
Writing
- Content
- Organisation
- Language and Style
- Content, Organisation and
- Communication Strategies
- Language
- Pronunciation, Stress,
- Rhythm and Intonation
Underlying Principles
Underlying Principles
Receptive skills
Reading
Listening
- The outcome statements show the progression in
terms of - Depth of processing information, ideas and
feelings - Text complexity
- Range and application of strategies
Underlying Principles
18Using the LPFto Enhance the Learning and
Teaching ofthe Writing Skills
19The Components of the LPF for Writing
20(No Transcript)
21Activity 1 Outcome Statements
- In groups,
- study the Outcome Statements for three levels of
the LPF for Writing - and
- identify the aspects in the progression of the
Outcome Statements for Writing
22Progression of Learning Outcomes for Writing
Content
Level 7
Level 4
Writing texts to convey information, ideas,
personal experiences and opinions on familiar and
less familiar topics with elaboration
Level 2
Writing short texts to convey simple information,
ideas, personal experiences and opinions on
familiar topics with some elaboration
Writing short texts to convey simple but limited
information, ideas and personal experiences on
familiar topics
23Progression of Learning Outcomes for Writing
Organisation
Level 7
Level 4
Linking ideas coherently throughout the text, and
showing appropriate overall organisation of ideas
Linking ideas quite coherently in a short text,
and showing an awareness of overall organisation
of ideas
Level 2
Putting ideas about a topic in sentences
24Progression of Learning Outcomes for Writing
Language and style
Level 7
Level 4
Using a wide range of generally appropriate and
accurate language forms and functions, and
generally appropriate tone, style, register and
features of a range of text types
Using a small range of quite appropriate and
accurate language forms and functions, and
showing an awareness of tone, style, register and
features of some text types
Level 2
Using some simple language forms and functions,
and simple formats quite appropriately
25 Structure of LPF Writing
- CONTENT
- The outcome statements show the progression in
terms of - Complexity of information and ideas
- Length of texts
- Familiarity of topics
- ORGANISATION
- The outcome statements show the progression in
terms of - Linkage between ideas within and across
paragraphs - Overall organisation of ideas
- LANGUAGE
- The outcome statements show the progression in
terms of - Language forms and functions used at different
levels of writing
26Activity 2 Pointers
- In groups,
- Work on the partly completed LPF for Writing,
which outlines the progression of the learning
outcomes and pointers, and - insert the pointers in the appropriate columns so
that they form a developmental continuum of eight
levels
27Progression of Learning Outcomes for Writing
Content - Pointers
Level 7 Writing texts to convey information,
ideas, personal experiences and opinions on
familiar and less familiar topics with elaboration
Level 4 Writing short texts to convey simple
information, ideas, personal experiences and
opinions on familiar topics with some elaboration
Level 2 Writing short texts to convey simple but
limited information, ideas and personal
experiences on familiar topics
- write formal letters for a range of purposes
quite effectively - write a range of texts to describe, recount,
record, explain, propose, summarise, review,
compare and contrast with supporting details
quite effectively - write stories with a clear setting, and
development of plot and characters to achieve the
purpose quite effectively
- write and reply to simple letters to share
personal experiences - write simple descriptions of objects, people,
places and events with some details - write simple stories
- write brief descriptions of objects, people,
places or events - write simple signs
- give a brief ending to simple stories
28Progression of Learning Outcomes for Writing
Organisation - Pointers
Level 7 Linking ideas coherently throughout the
text, and showing appropriate overall
organisation of ideas
Level 4 Linking ideas quite coherently in a short
text, and showing an awareness of overall
organisation of ideas
- Establish strong links with and across paragraphs
using a range of cohesive devices with
consistency - Arrange ideas within and across paragraphs using
different means (e.g. using comparison and
contrast, creating suspense in stories) to show a
clear focus - Structure the text coherently using an
organisational framework (e.g. an introduction
that sufficiently orients the reader to the
topic, a body with a clear focus, and a
conclusion that restates the topic)
- establish links using a small range of cohesive
devices with some consistency - arrange ideas in a short text using simple names
(e.g. providing illustrations for explanations)
to show a generally clear focus - Structure the text using paragraphs, including a
brief introductory and/or concluding statement
Level 2 Putting ideas about a topic in sentences
-name people or things followed by some
descriptions about them
29Progression of Learning Outcomes for Writing
Language and Style - Pointers
Level 4 Using a small range of quite appropriate
and accurate language forms and functions, and
showing an awareness of tone, style, register and
features of some text types
Level 2 Using some simple language forms and
functions, and simple formats quite appropriately
Level 7 Using a wide range of generally
appropriate and accurate language forms and
functions, and generally appropriate tone, style,
register and features of a range of text types
- use a range of formulaic expressions, and some
simple vocabulary on familiar topics, with some
words correctly spelt - use some simple adjectives to describe things and
feelings with
- use a small range of vocabulary on familiar
topics, with most words correctly spelt and some
word collocations correct - use a range of adjectives/ adjective phrases to
describe and compare with some consistency simple
names
- use a wide range of vocabulary on familiar and
less familiar topics, with words correctly spelt,
word collocations correct, and some good choice
of words - use a range of tenses and the passive voice with
consistency
0
30Activity 3
With reference to the design and organisation of
the following writing programme in a secondary
school, discuss in groups
- the rationale underlying the design and
- how similar the design and organisation is to
that of the - writing programme in your school.
JS SS
Purposes Descriptive Imaginative (information about oneself, friends, favourites, school) Purposes Descriptive Problem-solving Argumentative Discussion Persuasive
Text Types Personal letters Formal letters Recounts Stories Text Types Letters Articles Essays
31The LPF for Writing - Content
To develop students writing skills, it is better
for both the JS and SS writing programmes to
- provide opportunities to produce a good range of
content (i.e. information, ideas, personal
experiences and opinions) as specified in the
Learning Outcomes and - cover a variety of writing purposes (as stated in
the IS, KS and ES) and text types as specified in
the Pointers.
32Use of the LPF Analysing Task Requirements for
Writing
Domains Details
Content Clear topic and purpose Relevance of ideas Use of original ideas Elaboration of ideas
Language Style Range of vocabulary Range of sentence patterns Appropriate tone and register Appropriate stylistic features for the text type
Organisation Appropriate paragraphing Use of an organisational framework Clear focus within paragraphs using cohesive devices Clear focus across paragraphs using a range of devices
33Teachers Concerns
What are the teaching strategies we could use?
What are the strategies that our students could
learn to approach writing tasks?
34Procedures Leading to the Development of the
First Draft
Task Requirements Task Requirements Procedures
Content Clear topic purpose Relevance of ideas 1. Highlighting Keywords 2. Drawing a Mind Map 3. Structuring the Text
Language Style Appropriate tone register Appropriate stylistic features 1. Highlighting Keywords 2. Drawing a Mind Map 3. Structuring the Text
Organisation Appropriate paragraphing Use of an organisational framework 1. Highlighting Keywords 2. Drawing a Mind Map 3. Structuring the Text
4. Developing the First Draft through Shared
Writing or Independently
351. Highlighting Keywords
What about?
Audience?
Text type?
- Your teacher has asked you to write an article
about weekend activities for the school magazine.
Suggest ways your schoolmates can make good use
of their time and give reasons for your
suggestions.
Why?
Source Territory-wide System Assessment, 2011
(Secondary 3, English Language,
Writing 9EW2)
362. Drawing a mind map
You may use some of the ideas from the following
mind map and/or your own ideas in your writing.
Write about 150 words for the article.
373. Structuring the Text
A article
What? Why? - purpose
Body Paragraph
examples?
Body Paragraph
Activities?
reasons?
Body Paragraph
Conclusion
38Activity 4
You have received two drafts of the article
written by two students. With reference to the
task requirements derived from the LPF for
writing, discuss the following
1. Do both drafts meet the task requirements? Provide a piece of evidence from the drafts to justify your evaluation.
2. How could both drafts be improved? Suggest improvements which could be made to one of the drafts.
3.
3. How could teachers bring about
improvements to both drafts?
39Student As First Draft
Source Territory-wide System Assessment, 2011
Report on the Basic Competencies of Students in
Chinese Language, English Language and
Mathematics, Key Stages 1-3 (HKEAA, 2011 p.266)
40Student Bs First Draft
Source Territory-wide System Assessment, 2011
Report on the Basic Competencies of Students in
Chinese Language, English Language and
Mathematics, Key Stages 1-3 (HKEAA, 2011 p.277)
41Written Feedback for the Students Presentation
Your article is well-organised. The ideas in each
paragraph are expressed and supported with
reasons and/or examples. The use of rhetorical
questions in the opening and ending paragraphs
also enhances interactions with readers.
42Student As First Draft
How could teachers bring about improvements to
both drafts?
Activity 4a Teaching writing skills Developing
elaborating skills
Enhancing elaboration of ideas
How? sign up as a member of different charity
bodies When? weekends, during school holidays
Where? homes for the elderly, schools, beaches,
parks Why? an opportunity to give and share,
increase exposure Examples? helping the minority
primary students with their school work, visiting
homes for the elderly, walking the homeless dogs
43How could teachers bring about improvements to
both drafts?
Activity 4b Teaching writing skills Using
awareness raising activity
In groups,
- read the text provided and think about how the
sentences/ideas relate to each other and - choose the best answer from the options for each
numbered sentence. The first one has been done
for you as an example.
44How could teachers bring about improvements to
both drafts?
Activity 4b Teaching writing skills Using
awareness raising activity(Answers)
7a 8a 9a 10b 11b 12b 13a 14a
45Student Bs First Draft
How could teachers bring about improvements to
both drafts?
Activity 4b Teaching writing skills
Enhancing coherence, e.g.
have you ever thought of? introducing
alternatives First, Second Sequencing
suggestions like introducing
examples also enhancing reinforcement of
ideas
46Activity 4c Providing Feedback
How could teachers bring about improvements to
both drafts?
- Refer to Student Bs draft and the two feedback
sheets. - Compare the generic and task-specific feedback
sheets. - Which feedback sheet is more useful in
providing feedback - on Student Bs performance?
- What would you do to maximise students
participation in - the review process?
47Features of Quality Feedback
48Assessment for Learning Strategies
- Using a process approach to the learning and
teaching of writing skills and building in review
time for timely feedback and reflection - Identifying students needs and varying the
teaching strategies - Focusing on the instructional rather than
correctional aspects of feedback
Mark Less and Achieve More
49Steps in Using the LPF to Enhance Students
Writing Skills
- 1. Provide opportunities to engage Ss in a
range of tasks that cover a variety of purposes
and text types in the schools writing programme. - 2. Identify the requirements for each task in
terms of the three domains in the LPF. - 3. Develop a task-specific feedback sheet and
set assessment criteria based on the task
requirements. - 4. Help Ss develop strategies to approach the
writing tasks, e.g. highlighting keywords,
drawing a mind map, structuring the text. - Ask Ss to complete the first draft independently.
OR - Help Ss develop the first draft through
appropriate teaching strategies, e.g. shared
writing. - 6. Guide Ss to improve the first draft through
shared writing, using a feedback sheet or
conducting a discussion.
50Using the LPFto Enhance the Learning and
Teaching ofthe Speaking Skills
51The Components of the LPF for Speaking
52(No Transcript)
53The LPF for Speaking Content, Organisation and
Communication Strategies
- The Content, Organisation and Communication
Strategies domain suggests that the progressive
development of students speaking skills can be
ensured by - providing opportunities to produce a good range
of content (i.e. - information, ideas, personal experiences and
opinions) as specified - in the Learning Outcomes
- covering a variety of speaking purposes (as
stated in the IS, KS and - ES) and text types as specified in the
Pointers - raising the awareness of the relationships
between text organisation and - speaking purposes and
- emphasising the importance of both verbal and
non-verbal communication - strategies.
54Activity 5
- In groups, with reference to the Content,
Organisation and Communication Strategies domain
of the LPF for Speaking, brainstorm a list of
speaking activities that can be conducted to
provide Ss with the opportunities to produce a
good range of content and to cover a range of
speaking purposes. Write your list in the box
below.
Discuss how to incorporate these speaking
activities into your school-based English
Language curriculum.
55Use of the LPF Analysing Task Requirements for
Speaking
Domains Details
Content, Organisation and Communication Strategies Clear topic and purpose Relevance of ideas Elaboration of ideas Use of examples Adding details Use of original ideas (based on personal experiences, opinions) Organisation of ideas (e.g. using an organisational framework, following chronological sequence of events) Use of communication strategies Verbal (e.g. signalling ideas, repeating, rephrasing, paraphrasing key points or content) Non-verbal (e.g. showing interest, using appropriate volume, using eye contact, gestures, facial expressions)
Language Range of language forms and functions Range of vocabulary
Pronunciation, Stress, Rhythm and Intonation Accurate pronunciation Appropriate stress, rhythm and intonation Fluency (e.g. reading aloud, spontaneous short/long utterances with/without pauses)
56Activity 6
- Task You are going to give a two-minute talk
about your favourite film / TV programme in front
of your classmates. You can use ideas from the
mind map provided or your own ideas. You do not
have to include all the points in the mind map.
1. Discuss what you want your students to learn from the task. Then decide on the assessment criteria for it.
2. Watch a video clip of a students oral presentation. Assess the students performance with reference to the assessment criteria.
3. Select one or two domain(s) where improvement is necessary.
4.. Discuss the teaching / feedback procedures to bring about improvement in the selected domains.
57Analysing the Speaking Task Instruction
- You are going to give a two-minute talk about
your favourite film / TV programme in front of
your classmates. You can use ideas from the mind
map provided or your own ideas. You do not have
to include all the points in the mind map.
Text Type Organisation Oral Communication
Strategies
Why?
What?
58Mind Map for the Presentation Task
59(No Transcript)
60Video Clip of the Student Presentation
http//www.voicethread.com
61Suggestions on Giving Feedback
4. Discuss different ways of providing feedback to bring about improvement in the selected domains.
- Questioning
- Asking Ss open-ended questions about their
learning, their understanding of the learning
intentions, their strengths, weaknesses and
challenges encountered - Describing
- Describing what happens in a non-judgmental
way - Advising
- Giving advice or making suggestions
- Evaluating
- Assessing Ss strengths and weaknesses and
communicating the results with reference to the
assessment criteria for further improvement
62Assessment for Learning Strategies for Activity 6
- Maximising students participation in the review
process by providing opportunities to discuss and
deciding on the assessment criteria - Providing students model to generate discussion
and to deepen their understanding of the
assessment criteria - Using different means, e.g. feedback forms,
discussion and/or ICT to provide feedback
63Steps in Using the LPF to Enhance Students
Speaking Skills
- Provide a variety of speaking activities, e.g.
interactive activities, readers theatres,
reading aloud, drama - Conduct explicit teaching of oral communication
strategies in context - Provide exposure to good speaking models
- Identify the task requirements in terms of the
three domains in the LPF - Develop the assessment criteria based on the task
requirements and the learning intentions - Provide opportunities for peer feedback using
different means
64School Assessment Practices
Assessment for Learning (informs learning and
teaching)
65Assessment for Learning Strategies
- Assessment for learning strategies
- Sharing the learning intentions at the beginning
of a lesson and revisiting them from time to time
and/or at the end of the lesson to give students
a clear focus of learning - Breaking learning into stages (e.g. process
writing, awareness raising activities, breaking a
challenging task into manageable parts) to build
in review time for timely feedback - Teachers modelling/demonstration
66Round-up
- The use of the LPF
- shifts the focus from the content to its
outcomes, which places emphasis on learners - provides a common language and tool for
teachers to use in the learning, teaching and
assessment process - explains what is expected of students in terms
of - where are they now? (existing strengths and
weaknesses) - where are they going? (goals)
- where to next? (feed forward)
67Using the LPF to Enhance Learning and Teaching
Practical Tips
Strengthening the development of the Language Skills
Building in Assessment for Learning
Using the LPF as a reference tool to
understand students learning progress
plan and review the learning and teaching objectives
help students progress along the learning continuum
68Q A