Advanced Course on Curriculum Management and Leadership Catering for Learner Diversity

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Advanced Course on Curriculum Management and
Leadership Catering for Learner Diversity

• English Language Education Section
• Curriculum Development Institute
• Education Bureau
• 16 December 2008

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Seminar Objectives

• To give an overview of the diverse needs of
  students in learning English at secondary level
• To provide suggestions on catering for learner
  diversity in the secondary English classroom
• To share experience and good practices in
  planning and managing the English Panel with a
  focus on catering for learner diversity
• To explore effective strategies to stretch the
  potentials of more able students and provide
  support for less able ones in learning English

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Todays Programme (A.M.)
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Todays Programme (P.M.)
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• An Overview of the
• Diverse Needs of Students
• in the Secondary English Classroom

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Activity 1
In groups,

• 1. identify three typical characteristics of your
  students in English language learning and record
  them in the table below and
• 2. estimate the percentage of students with
  these characteristics.

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What are the diverse needs of your students with
reference to their characteristics in English
Language learning?
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Diverse Needs of Students

• Unmotivated
• Self-motivated
• Lack of confidence
• Passive
• Independent
• Poor family support
• Weak foundation
• Quiet Keen

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Catering for Learner Diversity How?

• 1. How do you and your English Panel members
  cater for the diverse needs of your students?
• 2. Do you teach to the middle and hope for the
  best or have some effective strategies to cater
  for learner diversity?

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Experience Sharing (I)
Strategies to Cater
for Learner Diversity in S.T.F.A. Cheng Yu Tung
Secondary School
Ms Anne CHEUNG Panel Chairperson, 2000- 01,
2004- PresentSeconded Teacher 2008-09, ELE, CDI,
EDB
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Background of My Students

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Catering for Learner Diversity
What How?
What How?
Why?
Regular for All

• Components
• developing learning modules that interest
  students
• using different assessment modes
• integrating classroom learning and independent
  learning
• planning cross-curricular learning experiences

School-based Eng Lang Curriculum

• Areas of Concern
• learning attitudes
• proficiency levels
• independent learning skills and strategies
• productive skills training
• (Source ESR Inspection Reports, TSA Data,
  HKCEE HKALE Results Schools Value-added
  Information)

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• Sharing of
• School-based Strategies to Cater for
  Learner Diversity

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Activity 2

• 1. How do you and your English Panel members
  cater for the diverse needs of your students?
• 2. Do you teach to the middle and hope for the
  best or have some effective strategies to cater
  for learner diversity?

• Share with your group members an effective
  strategy you and your English Panel members have
  adopted to cater for learner diversity.

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• An Introduction to the Use of Differentiated
  Instruction to Cater for
  Learner Diversity in English Language Learning

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Does one size fit all ?
Differentiated Instruction What?

• Tailoring the instruction to cater for diverse
  student needs in a mixed-ability classroom
• Providing the right challenge for gifted
  students, for students lagging behind grade
  level, for everyone in between
• (Source Willis, S. Mann, L. (2000)
  Differentiating Instruction)

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Differentiated Instruction How?
Differentiating three aspects of the curriculum
through providing students with multiple options
for taking in information, making sense of ideas,
and expressing what they learn.
Concepts, principles skills
Content
Activities
Process
Product
Outcomes
(Source Tomlinson, C.A. (1995) What
Differentiated Instruction Is And Isnt)
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Content What students learn

• Setting realistic and attainable objectives
• Giving all students access to the same
  core content
• Adjusting the degree of complexity, abstractness
  and organisation
• Selecting learning content
• Remediation
• Acceleration
• Curriculum compacting
• Flexible pacing
• Enrichment
• Allowing self-selected content

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Q A
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Content Coverage

• What is the title of the poem?
• What are the slogans?
• What is the full name for UCR?
• Who are these children?
• Use some adjectives to describe the childrens
  feelings.
• Why are the children unhappy?
• What are the rights the UCR fights for?
• Why are the children fighting for these rights?
• Do you want to have the same rights?
• What other rights would you ask for?
• How would you fight for your rights?
• What do you need to do to enjoy these rights?
• What is the poem about?
• Which two picket signs rhyme?
• What are the short lines for?

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ProcessHow students learn

• Asking a range of questions based on students
  range of abilities

Bloom (1956)
Anderson (1990)
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ProcessHow students learn

• Conducting a variety of tasks that
• accommodate different interests and learning
  styles, e.g. use of verbal, visual, artistic
  means
• allow students to work at a pace which
  commensurates with their abilities
• provide room for flexible grouping and
  developing collaboration skills

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ProductHow students demonstrate what is learned

• Encouraging students to demonstrate the mastery
  of learning through linguistic and non-linguistic
  means
• Assessing students development with reference to
  their performance in the learning process and the
  quality of the task product and providing timely
  feedback, and making plans for the next stage of
  learning
• Guiding students to engage in extended tasks for
  further development

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Activity 3

• Based on the textbook unit provided, discuss the
  learning and teaching focuses such as grammar,
  vocabulary, language skills.
• Choose an entry point related to one of the
  learning and teaching focuses and design
  differentiated instruction to cater for the
  diverse needs of a mixed-ability S.3 class.
• Discuss the ability and needs of your students.
  Fill in the table in the activity sheet and
  indicate how to differentiate the content,
  process and product.

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Experience Sharing (II)
Strategies to Cater
for Learner Diversity in King Ling College
Dr Anson Yang Principal, King Ling College Ms
Teresa Lee English Panel Chairperson, King Ling
College
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A Framework for Understanding Curriculum
Leadership and Management for English Language
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Roles of the English LanguageCurriculum Leaders
A Role Model
English Panels
Consensus Building
Goal Setting Goal Achievement
A Team Leader
A Liaison
Source Turner, C. (2005). How to Run Your
Department Successfully. London Continuum. p.3

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Tasks for English LanguageCurriculum Leaders

Strategic direction and development of the subject
English Language Curriculum Leaders
Leading and managing staff
Managing learning and teaching
Efficient and effective deployment of staff and
resources
Source Turner, C. (2005). How to Run Your
Department Successfully. London Continuum. p.6
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Activity 4

• Your panel has agreed to adopt differentiated
  instruction to cater for learner diversity in
  regular classes.
• Choose an entry point to incorporate
  differentiated instruction into the School-based
  English Language Curriculum, e.g.
• Reading
• Vocabulary
• Individual presentation
• 3. Refer to the Framework for Understanding
  Curriculum Leadership and Management for English
  Language, and discuss with your group members
  what you would do as a Curriculum Leader.

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• Q A