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Preparing for the NSS English Curriculum – From Social Issues to Debating

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Preparing for the NSS English Curriculum From Social Issues to Debating Ling Liang Church E Wun Secondary School School background A co-educational school in Tung ... – PowerPoint PPT presentation

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Title: Preparing for the NSS English Curriculum – From Social Issues to Debating


1
Preparing for the NSS English Curriculum From
Social Issues to Debating
Ling Liang Church E Wun Secondary School
2
School background
  • A co-educational school in Tung Chung
  • Level of students intermediate with a wide range
    of abilities
  • A participating school in the project
  • Social Issues for Thinking Debating
    (SITD) for 3 years (2006-07, 2007-08, 2008-09)

3
Objectives of the project
Preparing for the NSS English Curriculum
Curriculum planning development
Curriculum implementation
  • Student development
  • To increase world knowledge enhance social
    awareness
  • To develop higher-order thinking, speaking and
    other generic skills
  • To form a learning community within school and
    across schools
  • Curriculum leadership development
  • To develop holistic long-term subject plans and
    school-based curriculum
  • To deploy teachers strategically
  • To develop teachers professionally
  • Teacher development
  • To plan and teach the non-LA Elective Part (esp.
    Learning English through Social Issues)
  • To learn new knowledge and skills by forming a
    learning community within school and across
    schools

4
Overview of the school-based English curriculum
development
Horizontal and vertical Planning
School beyond level
Subject level
Leadership development (e.g. identifying needs,
setting priorities and goals, etc.)
Curriculum level
Teaching learning level
  • Use a variety of materials activities
  • Adopt suitable strategies
  • Provide a supportive learning environment

Capacity building (e.g. lesson co-planning time,
sharing of good practices)
Building learning communities among teachers and
students within schools and in the district
5
3-year development of the project
District-based Inter-school debates
building a network outside school
Inter-class Inter-level debates
Linking formal informal curricula
Activities in class - individual presentations,
group discussion inter-group debates
Whole-year cross-level curriculum planning
Integrating social issues into the school-based
curriculum
Extension mode
Infusion mode
S2 (one class) S1(whole level)
S3 (one class) S1-2 (whole level)
S1 (one class)
Involved 3 core teachers
  • Involved a core teacher at each level
  • Developed other teachers

1st Year
2nd Year
3rd Year
6
Integrating social issues into the school-based
curriculum
7
Integrating social issues into the school-based
curriculum
  • to develop teaching units in a task-based
    framework
  • to adopt an extension mode in the first two years
    and infusion mode in the third year
  • to teach and reinforce elective-related knowledge
    and skills systematically and progressively
  • to use different text types and resources
  • to employ student-centred activities
  • to display the final products in written and
    spoken form

8
An example
  • Level S3 (The first cohort of NSS students)
  • Theme Teen Problems
  • Approach Infusion mode
  • To integrate elements of the elective module
    (Social Issues) with the textbook materials
  • To supplement and/or replace textbook materials
    with the elective module (Social Issues) materials
  • To be taught together with the textbook unit

9
Infusion of social issues in a task-based
framework
Teenage Life
Tears Teen Problems
Joys (Leisure Activities)
Problem Page
Advice column
Survey
Favourite Hobbies
Problems solutions (e.g. strict/busy parents,
school work)
Teenage dating
Personal level
Family school levels
Society level
Underage sex teenage pregnancy
10
Explicit teaching of subject knowledge, thinking
debating skills
A teaching unit Teenage problems integrating
knowledge skills of the Social Issue
elective with the textbook units (approx 10 -
16 periods)
  • Knowledge
  • Core part e.g. describing personal problems,
    asking for advice, giving advice on personal
    matters
  • Elective -- e.g. knowledge about how an issue is
    related to a person and society
  • Forms functions - e.g. adjectives and
    expressions to describe personal feelings and
    views, linguistic and structural features for
    causes consequences
  • Textual features e.g. letters on a problem
    page, survey reports

Output (spoken) a role-playing debate
(written) letters on a problem page
of newspaper
11
Elective-related learning objectives content
Development of knowledge skills
To understand how the problem is related to a
person and society
Choice of issues
Describing personal problem asking for advice
To analyse pros and cons, causes and consequences
Teenage Dating
Exploring researching the problem in society
To look at a problem from different perspectives
To gather informed opinions and present arguments
To make judgments and justify views
Giving opinions suggesting solutions to the
problem
To present arguments in a debate
12
A variety of text-types and resources to enhance
four language skills
Reading letters on problem page for personal
problems and advice
Speaking Explore common teen problems at home and
at school
Viewing Youtube for more teen problems in a
society
Reading Speaking Discuss the possible
consequences and solutions of the problems
  • Reading news articles on survey reports, letters
    to the editor about teenage dating
  • pros and cons
  • causes consequences
  • arguments counter-arguments
  • suggestions to tackle the problem

Speaking (Role play) Debate on teenage dating
  • Writing
  • a debate speech
  • a letter to the editor

13
Letters on the problem page
Describing personal problems
Giving advice and making suggestions
14
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15
Understanding a persons opinion
Following supporting arguments
16
A variety of debating activities as a teaching
learning strategy in classroom
17
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18
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19
Identify problems and explore solutions
State a position and support views with reasons
20
Jenny, Jennys mother, the class teacher and a
school counsellor have a meeting.
Look at the pros and cons of the issue from
different perspectives
21
Display of final products
(Written) A page of a newspaper - Letters to
the editors
(Spoken) role-play a teacher-parent meeting
22
Reflections
23
Whole-year cross-level curriculum planning
24
Whole-year cross-level curriculum planning
  • to organise the curriculum based on themes
  • to plan the curriculum holistically to ensure
  • coherence within and across junior
  • secondary year levels
  • to enhance the interface between KS3 and KS4
  • to adopt an explicit and integrative approach
    with equal focuses on content, language and
    generic skills

25
Curriculum planning within and across year levels
Depth
Breadth
Going beyond textbook units
26
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27
Linking formal and informal curricula building
a network outside school
28
Linking formal and informal curricula building
a network outside school
  • To enrich students learning experiences inside
    and outside classroom
  • To foster inter-school peer learning in the
    district
  • To encourage other teachers to infuse debating
    skills into task-based units and include them in
    co-curricular activities
  • To network different schools in Tung Chung for
    professional sharing

29
Extending classroom learning and
co-/extra-curricular activities to other learning
experiences
Daily events
S1- S3
S2
Classroom learning
e.g. oral presentation, group discussion
One-off events
30
Peer Learning within school and between schools
in a variety of learning contexts
Peer learning
Be in a variety of formats contexts
Cross year levels
Go beyond class time
Break down School boundaries
Between schools
At the same year level /across Different year
levels
Inter-school debates
Outside class time
31
Peer learning in the classroom through a variety
of speaking activities
Brainstorming ideas on social issues relevant to
students lives
Presenting arguments from different perspectives
(by individuals or in groups)
Group discussion inter-group debates
32
Some snapshots of inter-group debate in class
The school should be fair to all students. He has
committed a crime. If the school does not send
him to the police, other students in school may
follow his wrong doing..(students)
We should teach him what is right when he is
still young. He needs to bear the consequences
himself. He should learn a good lesson(teachers)
If the school does not report the thief to the
police, the public will lose confidence in the
school.. (the public)
33
Some snapshots of inter-level debate within school
Motion Playing online games brings more harm
than good
Affirmative side formed by S2 S6
students
Negative Side formed by S2 S6
students
34
Some snapshots of district-based inter-school
debate workshop for students
Quiz How much do you know about debating?
The motion That smoking should be banned in
public places was used to illustrate some
essential debating skills.
35
Peer Learning among students from different
schools in the debate workshop (practical
session)
Motion School work should be submitted on-line
36
Feedback from students
  • Speak English more confidently
  • - in public
  • - with people just met
  • Learn to argue with evidence
  • Improve speaking and presentation skills
  • Debating is fun!
  • Make new friends and work in a team
  • Think deeper and from more perspectives
  • Gain more knowledge by reading more (e.g.
    newspaper) to research an issue

37
Peer Learning among teachers from different
schools in the training session
Ive gained some knowledge and skills in planning
the school-based English curriculum holistically.
Im more aware of the need to enrich students
learning experiences inside and outside the
classroom as well as the school.
Debates are for ALL students, not just the elite
students
Its a valuable opportunity to share teaching
ideas experiences with teachers in the district.
Debates can be in different formats (e.g. court
trial, forums, role-play) with varied cognitive
demands on students.
Ill try to infuse debating skills in teaching
the unit of Cruelty to Animals to get students
prepared for the debating competition.
38
Collaborative effort in the production of a
Teachers Manual for the participating schools
39
Attending the inter-class debating competition
in YMCA Christian College
Students from Ling Liang Church E Wun Secondary
School were invited to watch the debate.
Ms Cheng was invited to be one of the
adjudicators.
40
Getting students involved and prepared for the
event
Theme Cruelty to Animals
Should animals be used as objects for sports
entertainments?
Should animals be kept in zoos?
Should animals be used to develop products and
medicines for human beings?
Debating competition with other schools (May)
Teaching in class (April)
Coaching independent learning outside class
  • Enriching the knowledge
  • of the issue through
  • research on arguments
  • and evidence
  • Receiving intensive
  • training on persuasive skills
  • Deepening
  • understanding and
  • knowledge of the issue
  • through participating
  • in the debates
  • Understanding
  • gaining knowledge
  • of the issue
  • Knowing the rules
  • format of a debate

41
Coaching Independent learning outside class
Working with teacher support
Working in a group
Working independently
42
Maximizing students participation in the event
Debating competition with other schools
Coaching outside class
Teaching in class
Chairman Time-keeper
Audience
43
Some snapshots of inter-school debate in Tung
Chung
Semi-final
Motion Human beings should not use animals as
objects of sport and entertainment
Negative Team (Ling Liang Church E Wun Sec
School)
Affirmative Team (YMCA Christian College) Team 2
44
Some snapshots of inter-school debate in Tung
Chung
Semi-final
Motion Human beings should not use animals as
objects of sport and entertainment
Negative Team (YMCA Christian College)
Team 1
Affirmative Team (Tung Chung Catholic
School)
45
Some snapshots of inter-school debate in Tung
Chung
Grand Final
Motion The government should ban people from
using animals to develop products and medicines
for human beings
Negative Team (Ling Liang Church E Wun
Sec School)
Affirmative Team (Tung Chung Catholic
School)
46
Active participation of different parties in the
competition
Negative Side
Affirmative Side
Chairman Time keeper
Adjudicators
Research Team
Research Team
Audience
47
The most exciting moments of the inter-school
debate in Tung Chung
The best debater of each school team
The Winning team
Ling Liang Church E Wun Sec School
A happy ending with all the debaters from three
participating schools having their photo taken
48
Myths versus Facts
49
Getting prepared for the NSS Curriculum
  • Student Learning
  • - Learning is done inside and outside class
    time (e.g. researching
  • for more information)
  • - Learning among peers (Teacher is NOT the
    only source of
  • knowledge and/or information)

3. Curriculum development - Classroom
teaching and Other learning experiences (OLE)
are complementary and can be infused into
the school-based curriculum - Experiences and
resources are accumulated for the development
of the NSS Curriculum
50
Thank you!
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