Curriculum Leadership Series – Ongoing Renewal of the School Curriculum (English Panel Chairpersons)

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Curriculum Leadership Series –

Ongoing Renewal of the School Curriculum (English Panel Chairpersons)

December 2018

English Language Education Section Curriculum Development Institute

Education Bureau

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OBJECTIVES

• To introduce the major updates of the English Language Education Key Learning Area Curriculum Guide (ELE KLACG) (2017)

• To explore the roles of an EPC as a curriculum leader in planning and implementing the school English Language curriculum under the major updates

• To share good practices on planning and implementing the school English Language curriculum

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TODAY’S PROGRAMME

2:00 - 3:45

p.m.

Part I

• Ongoing renewal of the school curriculum

• The roles of an EPC as a curriculum leader

• Major updates of the English Language Education Key

Learning Area Curriculum Guide (Primary 1 – Secondary 6) (2017)

3:45 - 4:00

p.m. Break

4:00 - 5:00

p.m. Part II

• Sharing of good practices

Fanling Assembly of God Church Primary School

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Ongoing Renewal of the School Curriculum

Respond to local, regional

and global contextual

changes

Build on existing

strengths and practices of

schools

Curriculum enhancement

to benefit

student

learning

(5)

BECG (2002) / SSCG (2009) (2009)

8 KLA Curriculum Guides (2002)

Various Subject Curriculum Guides Learning to Learn Report (2001)

SECG 2017 (S1-S6)

(2017)

KLA Curriculum Guides

&

Subject curriculum guides/

supplements

BECG 2014 (P1-P6)

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Ongoing Renewal of the

School Curriculum

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(CDC, 2002) (P1 – S3)

(CDC, 2004) (CDC, 1999) (CDC & HKEAA, 2007)

9 years

(CDC, 2017) (P1 – S6)

ELE KLACG

12 years

(CDC, 2004) (CDC, 2018)

Draft (CDC & HKEAA, 2007) with updates in 2015

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Updating of the ELE KLACG

http://www.edb.gov.hk/en/curriculum-development/kla/eng-edu/curriculum-documents.html

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Roles of a Curriculum Leader

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Activity 1

What are the roles of an EPC as a curriculum leader?

1. Watch a video.

2. Pay attention to the roles of a curriculum leader introduced.

3. Discuss with a partner after watching the video:

(a) Which role do you find most challenging?

(b) Are there other roles which an EPC assumes?

https://www.powtoon.com/m/bTZfmVgJqXr/1/p

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ACTIVITY 1

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Which role do you find most challenging?

Curriculum

Specialist Resource

Provider Team Builder Learner Mentor Culture

Builder

Can you think of other roles which an EPC assumes?

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Roles of an English Panel Chairperson in Planning a School English Language Curriculum

10 What are the

major concerns in your School Development

Plan?

What is the latest development of

the English Language curriculum?

What are the needs, interests

and abilities of your students?

What are the learning experiences of

students?

How teachers in the panel can be

supported in discharging their

respective roles?

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In groups,

(1) study the curriculum plan; and

(2) comment on the strengths and weaknesses of the plan

Activity 2

Reviewing a school English

language curriculum

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 Task-based 12

approach

 Familiar topics

 Sufficient input for learning

L&T resources

Lack of authentic materials & e-

resources

Assessment

 Mostly form-focused exercises

Opportunities for use in meaningful contexts?

Variety of text types

 Print

 Narratives More non- print texts?

More information

texts?

Cater for learner diversity

Allow flexibility in

output?

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Updating of the

English Language Education Curriculum Guide (P1-S6)

(ELE KLACG)

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Major Updates of the ELE KLACG (P1-S6)

Integrative Use of Generic Skills

e-Learning & Information Literacy

Values Education Literacy Development

Reading across the Curriculum Learning and Teaching of Text Grammar

ELE KLACG (P1-S6)(2017)

Extending from Assessment for Learning to Assessment as Learning

Catering for the Needs of SEN and Gifted Students in the Mainstream English Classroom

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60% of English lesson time

40% of English

lesson time

English Language Curriculum Guide (Primary 1-6) (CDC, 2004)

Components of a School English Language

Curriculum at the Primary Level

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Literacy Development in the English Classroom

Lifelong learning

Challenges in the 21st century

The ability to read and write effectively Literacy Development in the English Classroom

Promoting Literacy across the Curriculum

(LaC)

Promoting Reading across the Curriculum (RaC)

Communicative Functions for General Purposes

Rhetorical Functions for Academic

Purposes

Equipping Students with New Literacy Skills

Multi- modal

texts

16 Processing & creating

multimodal texts - audio

- visual - gestural - spatial - linguistic

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Junior Secondary

• Exposure to a wide range of text types (both print and non- print)

• Introduce elements of Language Arts

• Extensive reading and viewing

Senior Secondary

• Exposure to a wider range of more complex text (both print and non- print)

• Elective modules

(Language Arts & Non- Language Arts)

Reading Journey across Key Stages Primary

• Exposure to a range of text types (both print and non-print)`

• Incorporation of Reading Workshops into the School-based English Language Curriculum

Using real books with a variety of text types

Using non-print reading resources

Connecting students’ reading and writing experiences

Promoting Reading across the Curriculum

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Text Types

Examples of Text Types for Key Stage 1 Additional Examples of Text Types for Key Stage 2

Advertisements

Cartoons and comics

Captions

Cards

Charts

Conversations

Coupons

Diaries

Directions

Fables and fairy tales

Forms

Illustrations

Instructions

Labels

Leaflets

Lists

Menus

Notes and messages

Notices

Personal descriptions

Personal letters

Personal recounts

Picture dictionaries

Poems

Postcards

Posters

Product information

Rhymes

Riddles

Rules

Signs

Songs

Stories

Tables

Timetables

Accounts

Announcements

Autobiographies

Biographies

Blogs

Brochures

Catalogues

Children’s encyclopaedias

Dictionaries

Directories

Discussions

Emails

Explanations of how and why

Formal letters

Informational reports

Jokes

Journals

Maps and legends

Myths

News reports

Pamphlets

Plays

Procedures

Questionnaires

Recipes

Telephone conversations

Tongue twisters

Weather reports

Web pages

English Language Education Key Learning Area Curriculum Guide (Primary 1 – Secondary 6) (CDC, 2017) (Draft) 18

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Digital Multimodal Texts

(e.g. Interactive books, audio books)

Animations and/or audio files with narrations (reading texts provided)

Technological features (e.g. interactive tools, embedded video clips, built-in dictionary, interactive activities)

Basic interactions which allow students to have more control in the reading process

Examples:

E-books platforms

Free apps for tablets

Non-print paired books of related themes

Naxos Spoken Word Library (HK Public Library)

Free audio books online

http://lightupyourbrain.com/stories/

Using Non-print Reading Resources

Interactive books with technological features

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Longman Express 5A Unit 5 20

Teaching the structure of different text types explicitly and

Providing opportunities for application

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Enhancing the

implementation of

READING Workshops

 Ensuring progressive development of reading skills

 Providing opportunities for students to develop their creativity and critical thinking skills

 Introducing the features of different text types explicitly

From Reading to Writing

Connecting students’

READING and

WRITING experiences

 Making alignment between the GE programme and Reading Workshops to design writing tasks with meaningful contexts

 Exposing students to readers to enrich their writing ideas and language used

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Self-assessment checklist Setting

Who: Stanley

When: Crazy Hair Day Where: Bald Eagle School

What: He mixed up the activity schedule

Writing about the most unforgettable day

Connect Reading and Writing experiences:

providing appropriate input (reading/viewing)

stimulating students’ writing interest

helping students to connect the story to their own life experience

borrowing ideas and language items from the e-book to do the recount

helping students to reflect on the lesson learnt

nurturing positive values and attitudes

Graphic organiser

Useful phrases and text structures

Level: Lower Primary

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Major Updates of the ELE KLACG (P1-S6)

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Integrative Use of Generic Skills

e-Learning & Information Literacy

Values Education Literacy Development

Reading across the Curriculum Learning and Teaching of Text Grammar

ELE KLACG (P1-S6)(2017)

Extending from Assessment for Learning to Assessment as Learning

Catering for the Needs of SEN and Gifted Students in the Mainstream English Classroom

(24)

Grammar in Context or Text Grammar?

Grammar in

Context Complementary

Concepts Text Grammar

• beyond the sentence level

• grammar items typical of a particular text type

• how grammar contributes to the coherence & the structure of a text

• how to apply grammar knowledge to create texts of different text types

• the link between form and function and how grammar makes meaning and varies in different contexts

• how contexts shape the choice of

language used

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• Automatising the grammar rule and using it naturally

Automatising Structuring and

Restructuring

• Structuring the grammar rule in mind

• Restructuring it and applying it in new contexts

Reasoning &

Hypothesising

• Hypothesising the grammar rule

Noticing

• Noticing the specific language patterns in texts

Hedge, T. (2000) Teaching and learning in the language classroom . Oxford University Press.

Inductive/

Discovery Approach

Process of Learning Grammar

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You are a classmate of Peppa Pig. Your school held the Sports Day last week.

You and your classmates enjoyed it very much. Peppa Pig has become so keen on sports that she decides to join a relay race in the Inter-school Sports Day next month. However, only two of her classmates are going to join the race with her. She needs one more team member.

Help Peppa Pig choose ONE member for her team and write a description about the new team member by explaining why he/she should be chosen.

Module: Happy Days Unit: Sports Days

Example

Level: Upper Primary

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Exposure

Viewing/reading different texts,

including a blog entry in the textbook and a video clip to gain some exposure to the target language

items/structures (i.e.

adjectives, comparative and superlative

adjectives) and learn the vocabulary items about sports

Notic in g a nd Pr a c tice

 Identifying and categorising the

forms/patterns of the target language

items/structures

 Practising the target language

items/structures in an information gap activity about identifying the winners of the Sports Day

Structuring

 Choosing ONE animal from the four given to be Peppa Pig’s new team member

 Writing a description about the new team member and explaining the reasons for

choosing him/her by using the target language

items/structures

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Exposure

Viewing/reading different texts,

including a blog entry in the textbook and a video clip to gain some exposure to the target language

items/structures (i.e.

adjectives, comparative and superlative

adjectives) and learn the vocabulary items about sports

Noticin g a nd Pra ctic e

 Identifying and

categorising the

forms/patterns of the target language

items/structures

 Practising the target language

items/structures in an information gap activity about identifying the winners of the Sports Day

Structuring

 Choosing ONE animal from the four given to be Peppa Pig’s new team member

 Writing a description about the new team member and explaining the reasons for

choosing him/her by using the target language

items/structures

Learning and teaching grammar at text level (illustrating how grammar makes meaning beyond sentence level in

different contexts)

Using multimodal

learning and teaching aids and materials

Providing opportunities for students to practise and reinforce the form of the target grammar items

Raising students’

awareness of the

forms/patterns and the connections between form and meaning

Applying the

understandingof the use of the target language items and structures in another context

Providing students with the autonomyto

complete the task

(29)

Major Updates of the ELE KLACG (P1-S6)

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Integrative Use of Generic Skills

e-Learning & Information Literacy

Values Education Literacy Development

Reading across the Curriculum Learning and Teaching of Text Grammar

ELE KLACG (P1-S6)(2017)

Extending from Assessment for Learning to Assessment as Learning

Catering for the Needs of SEN and Gifted Students in the Mainstream English Classroom

(30)

The relationships between

learning, teaching and assessment

Learning-teaching- assessment Cycle

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English Language Education Key Learning Area Curriculum Guide (Primary 1 – Secondary 6) (CDC, 2017), p.84

Three complementary assessment concepts

Learner Independence

Assessment as Learning (AaL)

AaLengages students in reflecting on and monitoring their progress of learning through strengthening their roles and responsibilities in relation to their learning.

Students are actively involved in regulating the learning process, evaluating their own performance against the learning goals, and planning for the next step in learning.

Assessment for Learning (AfL)

AfLintegrates assessment into learning and teaching. It assists studentsto understand what they are learning, what they have attained, and what is expected of them, and helps teachers collect evidence of students’ learning so that teachers can provide students with timely feedback and refine their teaching strategies.

Assessment of Learning (AoL)

AoL describes the level students have attained in learning and shows what they know and can do over a period of time. It gives an overview of the previous learning of students and is mainly used for reporting purposes.

FormativeSummative

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PLANNING/

IMPLEMENTING THE L-T-A

CYCLE

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Setting learning objectives

Analysing and using the assessment

data effectively

Designing tasks to help

students achieve the

learning objectives Providing

opportunities for students to

demonstrate what they have

learnt

(33)

Aim for a balanced and comprehensive coverage

Take the following into consideration:

- what students can do currently;

- what we should expect our students to be able to do next?

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The Learning

Progression Framework

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Curriculum Framework (What students are

expected to learn)

Goals

(What students can do as a result)

Learning Progression

Framework

Attainment Process

Curriculum Framework,

Learning, Teaching and Assessment,

and Learning Progression Framework (LPF)

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 Think about how we can help students achieve the target learning objectives (appropriate input, various modes, scaffolding, support…)

 Think about appropriate/effective teaching strategies

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Providing concrete

and diagnostic

feedback Incorporating

different modes

Involving different stakeholders

Providing follow-up

work Assigning

suitable amount Catering for

learner diversity Having clear

assessment objectives

Deciding on appropriate

frequency

(38)

 Make use of various assessment tasks/activities to gauge students’ performance

Share the learning intentions and task-specific success criteria with students

Observe students’ performance

 Use effective questions to elicit students’ responses

 Provide students with quality feedbackon how to improve (linked to success criteria)

Collect evidence of student learning

(39)

Oral presentations

Homework

etc.

Shared writing and Process writing

Portfolios Learning tasks and

activities

(e.g. performance tasks)

Conferencing

Questioning

Projects

Different Modes of

Assessments in Schools

Dictation

Tests / Examinations

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Sharing learning intentions and success criteria with students through the use of assessment rubrics/forms

Example

Peer assessment rubrics:

• familiarising students with the success criteria of the task (points summed up from what are taught in the lessons)

• providing opportunity for students to make reflection on their own learning

Constructive feedback:

(Teachers)

• pointing out the area for improvement

• identifying students’

strengths and weaknesses (Students)

• showing their understanding on the requirement of the task

• helping them make improvement based on feedback/comments from teachers and peers

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Upper primary

(41)

Purposes of using

assessment rubrics

Points to note in designing

assessment rubrics

Sharing the learning objectivesand assessment criteria with students

Helping students understand their strengths and weaknesses

Providing guidelines for students to make progress through

indicating the areas for improvement

helping them reflect on their learning strategies

facilitating them to self-regulate their work so as to move to the next stage of learning

Making reference to the assessment rubrics of public exam paperswhen designing school-based ones

Aligningthe rubrics with the learning objectives of the task

Setting task specific assessment criteria for each task

Making sure that students understand the criteria

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Evaluate students’ performance against the success criteria

 Identify students’ strengths and weaknesses

 Analyse the underlying causes of students’

learning difficulties

 Review teachers’ expectations on students

 Modify teaching strategies

Explore ways to help students improve

Design activities to address students’

problems

 Revise the school-based curriculum design/content

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Assessment Data

Evidence of student learning in terms of knowledge, skills and

values and attitudes

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Formative assessment throughout the learning and teaching process

Making effective use of assessment data to inform learning and teaching

Example

Teachers make use of

assessment data to evaluate students’

learning.

Students reflect on their own learning and

make improvement.

Upper primary

(45)

What is Assessment as Learning (AaL)?

To empower students to ask reflective questions and

consider a range of strategies for learning

To enhance students’

development of self- monitoring skills for their

learning process

Setting learning goals

Relating to prior knowledge

Considering a range of

learning strategies Evaluating

performancethe Making

adjustment to learning strategies, goals set, etc.

Self-reflection/

monitoring process

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Assessment as learning (AaL) focusses on students and emphasises assessment as a process of metacognition. (Earl & Katz, 2006)

(46)

STRATEGIES TO PROMOTE ASSESSMENT AS LEARNING

In order to enable students to take charge of their own learning, teachers can do the following:

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identifying expected learning outcomes

creating criteria of good practices with the students

sharing of learning intention and guiding students to set goals

teaching enabling skills (e.g. dictionary skills, research skills, phonics skills and vocabulary building strategies)

providing opportunities for students to practise the skills that need to be learned or mastered

modelling of learning strategies (e.g. the skills of self-reflection) through think-aloud

discussing sample student work and providing constructive feedback to students as they learn

using different kinds of assessment forms (e.g. KWHL Table, SWOT, PMI, Traffic Light, Feedback Sandwich) to facilitate self-reflection

guiding students to keep track of their own learning

(47)

Example

•Reader: Rude Ralph (a story)

•Reading text in textbook:

How to behave in public places (a magazine article)

Reading texts

•Board Game

•Role play

Learning teaching and activities

•Group writing

•Individual writing

Writing tasks

• To learn English and practise the target structures learnt through games/activities

• To make use of the vocabulary items and target structures learnt

• To gather information and ideas about the task in groups (peer collaboration)

• To provide scaffolding for the task To learn about:

• the use of target structures in daily contexts

• the features of a magazine article

• the meaning of signs with the help of a mind map

Adopting various modes of assessment

Adopting peer assessment

Analysing and using assessment data effectively Lower

primary

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Good Student Guide - writing about a school place and draw

a sign about it

Module topic / theme:

Be a good child

(48)

Students understood the success/assessment criteriaand evaluated the role play with reference to them.

They gavefeedback in a fair manner under teachers’ support.

Role play (performance task):

• suitable for young learnerswho may not be too advanced in writing skills development

• allow students to demonstrate their learning and understandingof the target language items learnt in a variety of ways

Adopting various modes of assessment

Sharing learning objectives and success criteria with students through the assessment rubricsto:

• deepen their understanding of the task requirements;

• actively involve students in learning; and

• facilitate peer/self-assessment.

Adopting peer assessment

(Involving different stakeholders)

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Analysing and using assessment

data effectively

Promoting Assessment for/as Learning by setting task-specific assessment criteria for students’ self-assessment (strengthening their rolesand responsibilitiesin relation

to their learning)

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 Identify students’ strengths and weaknesses

 Analysethe underlying causes of students’ learning difficulties

 Modifyteaching strategies

Explore ways to help students improve

Design activities to address students’ problems

(50)

Major Updates of the ELE KLACG (P1-S6)

Integrative Use of Generic Skills

e-Learning & Information Literacy

Values Education Literacy Development

Reading across the Curriculum Learning and Teaching of Text Grammar

ELE KLACG (P1-S6)(2017)

Extending from Assessment for Learning to Assessment as Learning

Catering for the Needs of SEN and Gifted Students in the Mainstream English Classroom

(51)

Learning styles

 Visual (learn best by seeing)

 Auditory (learn best by hearing)

 Kinesthetic (learn best by doing)

Characteristics

 interest

 learning motivation

 maturity

 gender

 personality

 aspiration

Abilities

 gifted

 special educational needs

 prior knowledge

 level of readiness

Social Economic

Cultural Backgrounds

 non-Chinese speaking (NCS) students

 newly Arrived Children (NAC)

 cross-boundary students (CBS)

 low family income

 ethnic minorities

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General Principles

• Adopt a multi-sensory approach

• Differentiate in terms of:

Content - what students need to learn or how the student will get access to the information

Process - activities in which the student engages in order to master the content

Product - work in which students demonstrate their learning

Learning Environment - the operation of the classroom

• Encourage personalised learning goals based on students’ own needs

CATERING FOR LEARNER DIVERSITY

Mainstream English classroom

EN

S G I FTED

(53)

Some Strategies to Cater for Learner Diversity

•understanding the

strengths/weaknessesand the learning backgroundof students

•Understanding the learning interests, stylesand needs of students

•designing open-ended tasks

Catering for diverse learning styles and

abilities

•adopting flexible grouping/

mixed ability grouping

•grouping students according to the purposes and

requirements of tasks

•providing opportunities for students to share and discuss in groups

Facilitating peer learning

• using questioning techniques to elicit students’ responses

• giving quality verbal and written feedback in lessons/ homework

• adopting various modes of assessment

Promoting assessment for/as learning

•motivatingstudents’ interest

•facilitating understanding and providing support

•giving immediate feedback

•engaging students in active/self- directed learning to enhance learning autonomy and allow them to learn at their own pace

Effective use of e-learning

repertoire

•providing timely support

•providing scaffoldingfor students to complete the task

•providing different modes of support in learning tasks (e.g. visual cues for visual learners)

Providing support and

scaffolding

•setting challenging yet manageable tasks for students

Giving challenges

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Mainstream English classroom

E N

S G I FTED

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Example

Topic of the unit: Know more about animals Context : We are going to build a School Zoo. The Principal would like the P1 students to tell him what animal(s) you want to keep in the zoo.

Task: Complete a map of the School Zoo by adding a drawing of the animal(s) you want to keep and a short description about the animal(s).

Target vocabulary and language items:

 Vocabulary: types of animals, body parts

 Grammar: singular &

plural form of nouns, demonstrative pronouns

Learning and teaching activities:

 Listening to a song on YouTube

 Vocabulary games

 Reading a story (Jigsaw reading) and learning the text features

 Grammar games and practices

 Making audio

recordings using an app

 Writing a description

Providing different support through the use of multimodal texts

Making use of a range of learning activities that incorporate different modes of representation

Providing scaffolding by breaking tasks into small steps to facilitate understanding and learning

Engaging students in active learning through the use of IT to enhance learning autonomy

Lower primary

(55)

PROVIDING DIFFERENT SUPPORT THROUGH THE USE OF MULTIMODAL TEXTS

55

Making use of songs on YouTube to:

- check students’ prior knowledge about the topic

- develop reading skills (making prediction about the animals) - provide input on target

vocabulary and language structures

- cater for different learning styles (e.g. audio, visual learners)

Making use of visual aidsto consolidate the learning of the target vocabulary items:

- posting them on the board for easy reference and retention - quick reference for revision at

the beginning of lessons Making use of games to:

- increase students’ motivation - address the needs of the

kinesthetic learners

- consolidate learning of target vocabulary items in a fun way - assess students’ learning

Students played the vocabulary game in groups. They listened to the teachers’

questions (e.g. “Can I have a cat, please?”) and some descriptions about the animals(s) (e.g. “They are brown and white. They have long tails.”), and then picked the right animal card. They also tried playing the game in pairs and took turns to give descriptions.

MAKING USE OF A RANGE OF LEARNING ACTIVITIES THAT INCORPORATE DIFFERENT MODES OF REPRESENTATION

(56)

PROVIDING SCAFFOLDING BY BREAKING TASKS INTO SMALL STEPS TO FACILITATE UNDERSTANDING AND LEARNING

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Practising the target grammar structures before completing the end task

ENGAGING STUDENTS IN ACTIVE LEARNING THROUGH THE USE OF IT TO ENHANCE LEARNING AUTONOMY

Using an app (Draw and Tell) to make audio recordings in grammar practices and the end task to allow students to make multiple attempts

and do the work at their own pace when completing a task

Each student got a map of a zoo. They picked a role card from the teacher. Based on their role, they described the animals around them using the target structures:

“This is/These are (animal(s)). It is/They are (colour).

It has/They have (body parts).”

Students used Draw and Tell to draw the animal(s) they like to put in the school zoo and made an audio recording to describe the animal(s) using the target structures.

Exercises/practices in the textbook

A mini-speaking

task A worksheet

(57)

Activity 3

Finding out more about the major updates

57

1. Divide into 4 sub-groups at each table.

2. Each sub-group visits a different workstation.

3. Complete the worksheet.

4. Return to your home group and discuss:

(a) What did you do and see at the workstation?

(b) What is the intention of the activities?

(58)

Major Updates of the ELE KLACG (P1-S6)

Integrative Use of Generic Skills

e-Learning & Information Literacy

Values Education Literacy Development

Reading across the Curriculum Learning and Teaching of Text Grammar

ELE KLACG (P1-S6)(2017)

Extending from Assessment for Learning to Assessment as Learning

Catering for the Needs of SEN and Gifted Students in the Mainstream English Classroom

(59)

Reading across the curriculum (RaC) is a component within Language across the Curriculum

RaC

– reading as a fundamental mode of learning – explicit teaching of reading to be

integrated with teaching the curriculum – students learning to read

• the subject matterof pedagogic texts

• the associated language patterns

(Martin & Rose, 2005) Listening

Speaking Writing

Reading

Language across

the Curriculum

Academic content awareness

+ Academic

language awareness

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(60)

Maximise students’

exposure to text types to increase awareness of the

structures and features of different text

types

Develop students’

ability in

understanding and producing English texts for a variety

of purposes Collaborate with

teachers of other

KLAs

(61)

61

Whole-school initiative:

STEM education

ELE KLA supports the implementation of STEM education through RaC/LaC activities, e.g.

- introduce STEM-related reading materials - design tasks, activities and projects to create

new things or work out innovative solutions to problems

- connect learning experiences through life-wide learning

- infuse elements that help nurture an entrepreneurial spirit

(62)

Major Concern of the school

Curriculum planning in different KLAs/subjects English Language

 Nurturing positive values and attitudesthrough reading and

identifying values, attitudes and beliefs expressed in the text

Achieving the aims of education

Life-long Learning and Whole-person

Development

Reading across the Curriculum

at the Primary Level

(63)

Reading input

Teachin g focus in English lessons

Concepts of a balanced diet

Facts about the diet of an athlete

Text types: a pamphlet, a leaflet and a profile

Language structures: the use of the simple present and simple past tense to talk about facts and past events respectively

Vocabulary about food items and nutrients

A unit about food and drink in English textbook

A pamphlet about calorie and energy

A profile of Michael Phelps

Connecting students’ learning experiences in different subjects, e.g. General Studies and Physical Education

A leaflet about meals for athletes

Task: Design a healthy menu for the

athlete you admire and give reasons

• Providing students with the

opportunity to apply and integrate the knowledge/skills learnt and

learning experiences

gained in different KLAs

Level: Upper Primary

A unit about Growth and Health in General Studies textbook

Major Concern of the School:

• Living a healthy life Example

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Major Updates of the ELE KLACG (P1-S6)

Integrative Use of Generic Skills

e-Learning & Information Literacy

Values Education Literacy Development

Reading across the Curriculum Learning and Teaching of Text Grammar

ELE KLACG (P1-S6)(2017)

Extending from Assessment for Learning to Assessment as Learning

Catering for the Needs of SEN and Gifted Students in the Mainstream English Classroom

(65)

Longman Express 5A Unit 5 65

e-Learning refers to an open and flexible learning mode involving the use of the electronic media, including the use of digital resources and communication tools to achieve the learning objectives.

“Pedagogy empowered by digital technology"

(66)

Longman Express 5A Unit 5

http://www.edb.gov.hk/attachment/en/edu-system/primary-secondary/applicable-to-primary-secondary/it-in-edu/IL_for_HK_Student_2016(Draft)_Eng_20161116.pdf 66

Information Literacy Framework for

HK Students 2016

(67)

Longman Express 5A Unit 5

67

Interacting with Multimodal Texts

Producing Multimodal Texts

Access information from a variety of sources

To develop learning, teaching and assessment activities for a unit of work:

Understand the ideas in the multimodal texts under

teachers’ guidance

Analyse and explore how messages are presented

Evaluate the messages and values embedded in the

multimodal texts

Express and create messages using different modes of communication

Pedagogy to Enhance Literacy Development

(68)

E-books, websites Starfall.com

Free Kids Books

Free Guided Reading

Epic…

Storybird Voting and

interactive tools Mentimeter

PingPong

Kahoot

Vote Everywhere

Zeetings

Socrative

Others…

Templates / graphic organisers

Read Write Think

Class Tools

Educreations

bubble.us

Coogle

Popplet

Others…

Reference Tools

Google translate Voki

Google images

Flikr

learnersdictionary .com

Wolfra-Alpha

Others…

Creative tools

Toondoo Makebeliefs

Story Jumper

Explain Everything

Puppet Pals 2

Glogster

My Little Bird Tale

(69)

Longman Express 5A Unit 5

69

(70)

Major Updates of the ELE KLACG (P1-S6)

Integrative Use of Generic Skills

e-Learning & Information Literacy

Values Education Literacy Development

Reading across the Curriculum Learning and Teaching of Text Grammar

ELE KLACG (P1-S6)(2017)

Extending from Assessment for Learning to Assessment as Learning

Catering for the Needs of SEN and Gifted Students in the Mainstream English Classroom

(71)

National Identity

Values Education

71

Integrity Perseverance

Commitment

Respect for Others

Responsibility

Care for Others

Seven Priority Values

and Attitudes Values education in different domains

Basic Law education

Life education

Media education educationSex

Human rights education

Health &

anti-drug education Environmental

education Road

safety education

Moral and Civic education

(72)

An example – What if Everybody Did That?

(Positive values: Be considerate, self-discipline, responsibility, respect for others)

Connecting learning experiences between GE Programme & Reading Workshops (P4 Modules: We can be better! / Good habits)

Prediction: Reading the page on the left and guessing the impact brought by the bad behavior

Analysing the consequences of the bad behaviour

Suggesting what should be done to correct the bad behavior

Designing a booklet about good behavior in different settings

Incorporating Values Education into the

School English Language Curriculum

(73)

Major Updates of the ELE KLACG (P1-S6)

73

Integrative Use of Generic Skills

e-Learning & Information Literacy

Values Education Literacy Development

Reading across the Curriculum Learning and Teaching of Text Grammar

ELE KLACG (P1-S6)(2017)

Extending from Assessment for Learning to Assessment as Learning

Catering for the Needs of SEN and Gifted Students in the Mainstream English Classroom

(74)

Integrative use of generic skills

Two examples of integrative use of generic skills:

-Holistic thinking skills: involving the use of critical thinking skills, problem solving skills and creativity

-Collaborative problem solving skills:

involving the use of collaboration skills, communication skills and problem solving skills

(75)

Writing Task: Producing an e-book about their dream job for display on the school Open Day

Pre-writing Task 1 Engaging students in

a jigsaw reading activity to find out

the important qualities to become

a successful person

Pre-writing Task 2

• Identifying and researching on

student’s own dream jobs

• Compare and

contrast the choices and select the best one

• Learning to use the features of the app to produce an e-book

Writing Task Producing an e- book about their

dream job for display on the

school Open Day

Integrative use of generic skills and development of new literacy

Application of new knowledge and skills Values

Education

Example

Creation of a multimodal text Level: Lower/Upper Primary

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Curriculum Leaders

Initiate curriculum changes, collaborate

with the English Panel in developing a balanced school English language

curriculum Formulate school- based assessment

policies with the English Panel in light

of the direction of school development,

the school context and students’ needs

Cultivate a reading culture by setting reading as a key task of

the school

Create a conducive language learning

environment to promote the learning

and use of English Language

Provide space and support to support the

professional development of English teachers

Manage resources to facilitate L& T of

English

76

Roles of Curriculum Leaders

in your school’s English Language Education

(77)

77

Design learning activities that

encourage students to communicate with one another

in meaningful contexts Organise English- speaking activities (e.g.

song dedication, storytelling competition,

drama) Display

English materials (e.g.

posters, students’ work,

signs) in the classroom

Speak in English inside and outside the

classroom

Creating a Conducive Language

Learning Environment

(78)

Managing Resources

Human resources:

- Appoint level coordinators to help with horizontal coordination

- Deploy the NET effectively

Learning and teaching resources:

- Build up a resource bank with teaching plans, learning tasks and resource materials developed by teachers - Introduce EDB resource packages to teachers

Management of funds and grants:

- Different grants provided by the government to focus on critical tasks

- Quality Education Fund for projects that promote effective learning

http://www.qef.org.hk/e_index.html

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E-learning English Resources EDB One-stop Portal

http://minisite.proj.hkedcity.net/edbosp-eng/eng/home.html

79

E-learning English Resources

Hong Kong Public Libraries Resource

https://www.hkpl.gov.hk/en/e-resources/

The English Language Education Section Webpage

Curriculum Documents PDPs (Slides)

References &

Resources

http://www.edb.gov.hk/ele

(80)

 Literacy Development / Values Education

RESOURCES IN SUPPORT OF THE ELE KLACG (2017)

Using Storytellingto Develop Students' Interest in Reading - A Resource Package for English Teachers (2015)

Teaching Phonicsat Primary Level (2017)

 e-Learning

ETV on “Effective Use of Multi-modal Textsin Developing Primary Students' Language Skills”

(2016)

 Cross-curricular Learning

Suggested Book Lists for Reading to Learn across the Curriculum (KS1 – KS4)

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PDPS FOR 2018/19 S.Y.

e-Learning and Information Literacy

• e-Learning Series: Media Literacy in the Junior Secondary English Classroom – Enhancing Critical Thinking Skills through the Use of Digital Texts

• e-Learning Series: Effective Use of e-Resources for Communication – Tapping into Secondary Students’ Creativity, Critical Thinking and Problem-solving Abilities

• e-Learning Series: Effective Use of Multimodal Materials in Language Arts to Enhance the Learning and Teaching of English at the Junior Secondary Level

• Incorporating e-Learning into the Learning and Teaching of Grammar at Primary Level

• Literacy Skills Development Series – Effective Use of Information Technology to Develop Literacy Skills in the Primary English Classroom

Language across the Curriculum

• Enriching and Extending Students’ Learning Experiences through Reading and Writing across the Curriculum at the Secondary Level

• Literacy Skills Development Series - Promoting Reading across the Curriculum

in the Primary English Classroom 91

Figure

Updating...

References

Related subjects :