+ Workshop on Catering for Learner

Workshop on

+

Catering for Learner Diversity in the

English Language Curriculum (II):

Speaking and Writing Skills

Learner

Diversity English

Speaking Writing

Dr Simon Chan & Dr Jim Chan Faculty of Education The University of Hong Kong

Short Reflection

 How do you cater for learner diversity in your speaking and writing lessons?

 What are the major challenges?

Warm-up Activity: Creative Battery Use

Aim: to get you to think outside the box!

Some principles for catering for

learner diversity in the language

classroom:

+

 Provide scaffolds for students at different levels

5

CONTEXT

TEXT PARAGRAPHS

SENTENCE WORD GROUPS

WORD SYLLABLES LETTER PATTERNS

SOUND PATTERNS

patterns within the sentence patterns

within the text

patterns within the word

+ For example…

Writing a consequential explanation^:

Context level: Teacher familiarizes the students with the writing topic/ background (through videos/ pictures/ pre- task)

Text level: Show a model consequential explanation text and analyze the structure with the students (phenomenon

effect 1 effect 2 effect 3 conclusion)

Sentence level: teach students cause-and-effect sentence patterns (i.e. X leads to Y, Y results from X…)

Word level: teach students the words used for the topic , and linking words that can show the logic of the text (i.e. First

and foremost, in addition …)

+ Core, Extended and Challenge

C

Challenge

Extended

Core

 Design differentiated materials to cater for learner diversity

+ For example…

Speaking: student presentation

Core: Get students to present what they know/ they have learnt about a topic

Extended: Get students to present what they know and ask their peers critical thinking questions on a topic

Challenge: Get students to present and debate a topic

+ Audio, Visual, and Kinesthetic

 Design teaching and learning materials to cater for different learning styles

Audio

Visual

Others?

+ Flexible Grouping

Pair

Small Group

Examination of a Teaching Sequence

Process Preparation for Speaking and Writing Tasks

Discussion 1

Read the TSA S3 Group Interaction Question below:

What do you think would be the challenges to average and low- ability students in Hong Kong?

Ideas? Grammar? Vocabulary? …

The Dance Club is organising a joint-school dance. You and two other members of the club are talking about the dance.

In your discussion, you may include:

• who can join

• when and where to hold the dance

• activities e.g. ice-breaking games, election of the dancing king and queen…

• dress code e.g. colour, style…

• anything else that you think is important

Discussion 1 (Cont’d)

• How about task completion? And fulfilling the overall purpose of the interaction as a

communicative event?

• To what extent are our students familiar with the topic ‘joint-school dance’ and the

rationale behind this activity?

• How can we help them achieve the communicative purpose of the task?

“Process Preparation” for the Speaking Task:

• What are the reasons why some people would like to participate in a joint-school dance?

Think for a minute and jot down the reasons.

• Now watch a short video and add any new reasons to your list.

• https://www.youtube.com/watch?v=E3IbY0xL LMU

• What kinds of dancing activities do you think would satisfy the above reasons (e.g. dance classes, dance competitions, dance parades)?

Reasons for Joint School Dance Activities

• Where would people do joint-school dance?

What would they wear? Watch another short video and jot down as many places and

clothing items shown as possible.

• https://www.youtube.com/watch?v=jF9MAAk 7BOA

• Can you think of any other places and clothing items that are also suitable? Add to the list.

• Complete the following mind map (on task sheet) to sum up details of a joint-school dance event that you’re most interested in joining. In your mind map, you should link as many of the above aspects as possible, e.g.

what people do at the event and the reason why you’re interested in it, and when and where it would be best held. Don’t forget to mention who can join this event!

• With the help of your mind map, share your suggestion with a partner in two minutes.

Discussion 2

• Reflect on the design of the previous stages for preparing students for the speaking task.

What do you think would be the rationale

behind each stage and how do they contribute to addressing learner diversity in the

classroom?

Some Food for Thoughts:

• Multi-modal input

• Mini-IP before GI

• Activating schemata (content + language)

• Use of graphic organisers

• Apprenticing language use

• Meaning before form

• Linking aspects to be covered

Discussion 3

• Now compare the three versions of the task sheet for the speaking task.

• How do they differ from each other?

• How could those differences allow the teacher to cater for individual differences among the students?

Some Food for Thoughts:

• Same task, varying types and amount of support

• Different ‘products’ to be expected of different students (e.g. the final graphic organiser)

• Different language input (e.g. vocab, sentence patterns)

• Different language output from the students

Now let’s go back to the teaching sequence

• Read Letters 1 and 2 and answer the questions below each text

• Then compare Letter 1 to Letter 2 and answer the subsequent questions.

• Next, complete the table summarising the main structure of Letter 2

Section Function in the text Typical language patterns (examples)

Subject To state what the letter is about A noun phrase beginning with ‘Proposal to…’

e.g. Proposal To Hold An ELT Book Fair At Your School

Introduction (first two paragraphs)

To…

Objectives

To…

Benefits

To…

Arrangements

To…

Conclusion (the last two paragraphs)

To…

Discussion 4

• Reflect on the design of the previous stages for preparing students for the writing task. To what extent were the previously discussed

strategies for catering for learner diversity applied in the preparation stages and how would you further modify the tasks to suit your own students?

A Wrap up

Catering for learner diversity by going beyond:

• setting graded tasks

• lowering task demands

• looking solely at variation in abilities

Possible dimensions to look at:

Task Text

Support (material + classroom language)