Factors for the Success of Catering for Students

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Factors for the Success of Catering for Students
Learning Needs From Rationales to Practice

• Franky Poon
• Vice Principal
• HKRSS Tai Po Secondary School
• 10 January 2012

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Setting the scene
Getting to know my school
My school is a place where.
catering for learner diversity has become a
necessity.
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Our Mission

• Our name card

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Our Policy
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Our Assumptions (1)3-tier intervention model for
catering to learner diversity
Efforts that teachers have to make
Types of Students
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Our Assumption (2)Catering for diversity is a
shift from selection to inclusion
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Our Achievements Chief Executives
Award for Teaching Excellence
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Our School Ethos ???????? 2010
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• Our Support to others
• Resource school on Whole School Approach

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Our critical friends Norway, Holland,
Scotland, Britain, Australia, US, Thailand and
Malaysia
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Our Publication
Hawkins, M. (Ed.). Social justice language
teacher education. Bristol, UK Multilingual
Matters, p. 124-161
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Our belief on School Change Catering for learner
diversity is a capacity building process

• What is Capacity building?
• Capacity building is defined as any strategy
  that increases the collective effectiveness of a
  group to raise the bar and close the gap of
  student learning.
• Levin Fullan (2008)

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How to build capacity?

• Behaviour often changes before beliefs. So
  everything must be driven by a bias for action
  and learning rather than a traditional approach
  to endless planning before acting.
• Levin Fullan (2008)

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The Prerequisites of School ImprovementShared
vision and Ownership

• Shared vision and ownership are the outcomes of
  a quality process rather than a precondition.
• Levin Fullan (2008)

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• From Abstract Inclusive Values to
• Concrete Inclusive Practices Our Journey

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Case Study
Practice ? Evaluation Lesson observation
2008/09
Action ? Sharing Staff development activity
Awareness ? Action Filming of LD strategies
Awareness raising Class-based Action Research
Subject/Committee Annual Program Plan
3-year School Development Plan
2006/07
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• 3-year School Development Plan

Area of concerns
Expected outcomes
strategies
To develop a WSA to catering for individual
differences
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• Subject/Committee Annual Program Plan

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Awareness raisingClass based action research
project
Streaming of students
Group
No less than 3 ability groups should be identified
Class no.
Description of each group
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Awareness raisingClass based action research
project
Group
targets
strategies
Success criteria
Evaluation methods
Resource needed
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From awareness to Action Filming of LD
strategies
Strategies include Heterogeneous grouping,
ability grouping, cooperative learning, peer
assessment, questioning techniques, graded
worksheets, computer-assisted learning,
individual instruction.
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From Action to Sharing Staff development activity
10 teachers were invited to share their practices
(illustrated with a short video ) with other
teachers
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From Practice to Evaluation Lesson observation

• Criteria for assessment
• Learning objectives are clearly stated
• Classroom routines are well-established
• Diversified learning / teaching activities are
  provided
• Different learning styles are addressed
• Students with different abilities are catered for
  
• Timely and effective feedbacks are provided

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Enhancing teaching effectiveness

• Conceptual framework of the development of
  differentiated curriculum and teaching strategies

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Strategies to cater for learner diversity in HKRSS
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HKDSE Differentiated Curriculum
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The Opportunities for Curriculum Differentiation
brought forth by HKDSE
From norm-referenced To Standards-referenced
Clearer Indicators for different standards
Teachers can help students to set their own
personal goals on each subject
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Different attainment levels of HKDSE
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standards-referenced reporting

• In the HKDSE, standards-referenced reporting
  will be adopted to report candidates' assessment
  results. For each of the five levels, a set of
  written descriptors will be developed that
  describe what the typical candidate performing at
  this level is able to do. The principle behind
  these descriptors is that they describe what
  typical candidates can do, not what they cannot
  do. In other words, they describe performance in
  positive rather than negative terms. ?
• Source HKEAA, 2009

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What does each level mean?
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Learning paces and attainments
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NSS Geography
Level descriptors and differentiated learning
tasks

• Using level descriptors to differentiate the
  curriculum, learning tasks and expected outcomes

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Standards-referenced Reporting
Level Level descriptors Level descriptors Level descriptors Level descriptors
5 making extensive use of geographical terminology explain complex spatial and ecological relationships and processes apply knowledge to unfamiliar geographical contexts demonstrate evaluative, inferential and problem-solving skills
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1 describe in a simple and straightforward manner describe simple Geographical ideas and concepts Identify similar places, environments and simple processes express simple ideas and arguments
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Everyday language ? geographical terminology
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Identify simple concepts ? explain complex
processes
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Identify familiar places ? apply knowledge to
unfamiliar contexts
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express simple arguments ? give critiques of
geographical knowledge
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• Principles for designing assignments which cater
  for learner diversity

Sharing of a school-based project conducted in
Feb, 2011
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Chinese
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Differentiating input for writing
High
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Differentiating input for writing
Average
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Differentiating input for writing
Low
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Using hint boxes
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Using graphic organizers
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Inserting Q/A between paragraphs of long texts
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Using visual stimuli
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Using comic strips
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Using structured writing space
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Using mind-map to develop ideas
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Using mind-map to develop ideas
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Using animal icons to group materials under the
same unit
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English
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Multi media input
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Vocabulary building through researching on the
Internet
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Using a mind map to organize ideas
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Polishing a mind map

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Use of Q/A to promote sentence writing
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Turning sentences into a text (an oral
presentation)
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Peer assessment

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Illustrating a text with graphics / drawings

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Different levels of questioning
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Mathematics
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Visual Cues
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Making use of everyday experience
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Allowing choices
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Individualizing and tracking learning progress
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Designing revision booklet
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Graded exercises
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Liberal Studies
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Extracting and reorganizing information from
textbooks
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Allowing different expectations
Low
High
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Step-by-step instructionsRe-organization ?
Critique
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Step-by-step instructionsRe-organization ?
Critique
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Providing stick-on questions
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Differentiated materials and Chinese herbs cabinet
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Our final words for thought
Poon, F. Lin, A (2011) Creating a School
Program to Cater to Learner Diversity A Dialogue
between a School Administrator and an
Academic Social Justice Language Teacher
Education, Multilingual Matters.
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• Thank You