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Using the Learning Progression Framework to Enhance English Language Learning, Teaching and Assessment in Writing and Speaking at Secondary Level

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Title: Using the Learning Progression Framework to Enhance English Language Learning, Teaching and Assessment in Writing and Speaking at Secondary Level


1
Using 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

2
Objectives 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

3
Run-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
4
By 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
5
How 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
6
Strengthening the development of the LANGUAGE
SKILLS
Practical Tips
Building in ASSESSMENT FOR LEARNING
7
What 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?
9
Introduction to the Learning Progression
Framework (LPF) for English Language
10
Curriculum Framework, Learning, Teaching and
Assessment, and Learning Progression Framework
(LPF)
Attainment
Goals
Process
Learning Progression Framework
(What students can do as a result)
10
11
Curriculum 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
12
The Growth of Students across Key Stages
Learning Outcomes








13
The Learning Progression Framework (LPF)
Learning Outcomes

Level 8

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
14
What 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

15
Structure of the LPF
Underlying Principles
Outcome Statements
16
Underlying 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)

17
Productive 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
18
Using the LPF to Enhance the Learning and
Teaching of the Writing Skills
19
The Components of the LPF for Writing
20
(No Transcript)
21
Activity 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

22
Progression 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
23
Progression 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
24
Progression 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

26
Activity 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

27
Progression 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

28
Progression 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
29
Progression 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
30
Activity 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
31
The 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.

32
Use 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
33
Teachers Concerns
What are the teaching strategies we could use?
What are the strategies that our students could
learn to approach writing tasks?
34
Procedures 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
35
1. 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)
36
2. 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.
37
3. Structuring the Text
A article
What? Why? - purpose
  • Introduction

Body Paragraph
examples?
Body Paragraph
Activities?
reasons?
Body Paragraph
  • Closing

Conclusion
38
Activity 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?
39
Student 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)
40
Student 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)
41
Written 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.
42
Student 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
43
How 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.

44
How could teachers bring about improvements to
both drafts?
Activity 4b Teaching writing skills Using
awareness raising activity (Answers)
  • 1c
  • 2a
  • 3a
  • 4a
  • 5b
  • 6a

7a 8a 9a 10b 11b 12b 13a 14a
45
Student 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
46
Activity 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?

47
Features of Quality Feedback
48
Assessment 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
49
Steps 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.

50
Using the LPF to Enhance the Learning and
Teaching of the Speaking Skills
51
The Components of the LPF for Speaking
52
(No Transcript)
53
The 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.

54
Activity 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.
55
Use 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)
56
Activity 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.
57
Analysing 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?
58
Mind Map for the Presentation Task
59
(No Transcript)
60
Video Clip of the Student Presentation
http//www.voicethread.com
61
Suggestions 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

62
Assessment 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

63
Steps 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

64
School Assessment Practices
Assessment for Learning (informs learning and
teaching)
65
Assessment 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

66
Round-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)

67
Using 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
68
Q A
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