YEAR-END SHARING

COLLABORATIVE RESEARCH & DEVELOPMENT

(“SEED”) PROJECT FOR 2017 – 2018 YEAR-END SHARING

ENGLISH LANGUAGE EDUCATION SECTION CURRICULUM DEVELOPMENT INSTITUTE

EDUCATION BUREAU 7 SEPTEMBER 2018

RUNDOWN OF TODAY’S PROGRAMME

2

Time Programme

2:30 -2:45 pm Seed Project 2017/18 -- A Recapitulation (English Language Education Section, CDI) 2:45 – 3:30 pm Project school sharing (I)

KWWC Li Ping Memorial School

3:30 – 3:45 pm Break

3:45 – 4:15 pm Project school sharing (II)

North Point Methodist Primary School

4:15 – 4:30 pm Way forward

(English Language Education Section, CDI)

To understand students’ English Language learning experiences at kindergarten

To improve the design of P1/P2 school- based English Language curriculum

To explore effective strategies to build up students’ confidence in reading and speaking

To develop/enhance teachers’ assessment literacy through conducting a variety of assessment activities

Objectives:

Title: Catering for Learner Diversity and Enhancing the Learning

Effectiveness in English Language Learning at KS1

PROJECT SCHOOL SHARING (I)

KWWC LI PING MEMORIAL SCHOOL

SCHOOL BACKGROUND

• AN AIDED SCHOOL LOCATED IN HO MAN TIN

• TWELVE CLASSES, WITH 258 STUDENTS IN THE WHOLE SCHOOL

• 41 STUDENTS IN TWO CLASSES OF P.1, ABOUT 20% ARE SEN

• SOME STUDENTS ARE NEW IMMIGRANTS.

• STUDENTS HAVE LITTLE FAMILY SUPPORT.

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THE PROJECT DESIGN

P1

• No. of tryout lessons: 14

• Topic: Know more about the animals

• Focuses:

 Using multimodal texts and IT to facilitate learning and teaching

 Adopting different modes of assessment to assess students’ speaking skills

P1

• No. of tryout lessons: 10

• Topic: How to be a friend

• Focuses:

 Developing reading skills through an

information text and a poster

 Promoting values education through the learning and teaching of reading

Catering for Learner Diversity and Enhancing the Learning Effectiveness in English Language Learning at KS1

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Teaching Plan (First Tryout)

End Task Context

L & T Activities

Focuses

- Using multimodal texts and IT to facilitate learning and teaching - Adopting different modes of

assessment in assessing students’

speaking skills

Topic: Know more about the animals Target 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

- Jigsaw reading & colour-coding - Reading a story and learning the

text features

- Grammar games and practices - Making audio recordings using an

app

- Writing a description

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Strategies to cater for learner

diversity

Providing different support in learning

activities and tasks (e.g. use of multimodal texts)

Making use of a range of learning activities that incorporate different

modes of representation

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

learning autonomy and allow them to learn at

their own pace

Adopting different modes of assessment to

cater to the needs of different students

Providing students with the flexibility

to vary the output in the same learning task

Strategies adopted to cater for learner diversity (First Tryout)

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PROVIDING DIFFERENT SUPPORT IN LEARNING ACTIVITIES AND TASKS

Use of multimodal texts

Making use of songs on YouTube to:

- check students’ prior knowledge about the topic

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

vocabulary and language structures

https://www.youtube.com/watch?v=

GoSq-yZcJ-4

Making use of visual aids to consolidate the learning of the target vocabulary items:

- posting them on the board for easy reference

- quick reference for

revision at the beginning of lessons

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

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

instructions (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 instructions.

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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

Mini-speaking task Final speaking 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 they like and made an audio recording to describe the animal using the target structures.

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End task: A School Zoo

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Adopting different modes of assessment to cater to the needs of different students

• Making use of formative assessment (mini speaking tasks) to: - assess students’ speaking skills

- allow students to demonstrate their learning and understanding of the target language items in mini speaking tasks

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Making use of assessment rubrics to help identify students’ weaknesses and provide clear and constructive feedback

Adopting different modes of assessment to cater to the needs of different students

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Teaching Plan (Second Tryout)

Topic: How to be a friend

Target language items: present continuous tense, adjectives to describe people

Learning and teaching activities:

• Listening to a song on YouTube

• Reading an information text

• Reading a poster and playing a puzzle game to learn the text features

• Designing a poster to introduce yourself

Context

L & T Activities

End Task

Focuses

- Teaching of reading skills through an information text and a poster

- Promoting values education through the learning and teaching of reading

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USING AN INFORMATION TEXT AND A POSTER TO DEVELOP READING SKILLS & PROMOTE VALUES EDUCATION

Introducing book concepts (e.g. title, author, pictures, picture glossary)

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Teaching the concept about friends (Types of friends, what friends do together, loving and helping our friends

- Teachers focused students’ attention on the picture on p.5 and had them make predictions and confirm their predictions by reading the lines.

- Based on the pictures and the lines, teachers guided students to make suggestions about the other activities the children do together to consolidate the vocabulary items learnt in the textbook.

USING AN INFORMATION TEXT AND A POSTER TO DEVELOP READING SKILLS & PROMOTE VALUES EDUCATION

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Teaching the features of a poster (title, captions, pictures, colours, font size)

Teaching the concept about friends (loving and helping our friends) using the picture in the poster

USING AN INFORMATION TEXT AND A POSTER TO DEVELOP READING SKILLS & PROMOTE VALUES EDUCATION

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Strategies to cater for learner

diversity

Providing different support in learning

activities and tasks (e.g. use of multimodal texts)

Making use of a range of learning activities that incorporate different

modes of representation

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

learning autonomy and allow them to learn at

their own pace

Adopting different modes of assessment to

cater to the needs of different students

Providing students with the flexibility

to vary the output in the same learning task

Strategies adopted to cater for learner diversity (Second Tryout)

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Providing different support in learning activities and tasks

MULTIMODAL INPUT - SONGS ABOUT FRIENDS

Introducing the unfamiliar word “hug” by using photos of students hugging their mum/dad

Introducing the unfamiliar phrase “group hug” by using actions

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

Playing the puzzle game to raise students’

awareness about the features of a poster

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PROVIDING STUDENTS WITH THE FLEXIBILITY TO VARY THE OUTPUT IN THE SAME LEARNING TASK

Providing guidelines and the necessary support in completing a task but flexibility in producing the final product

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23

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IMPACT ON STUDENTS’ LEARNING

 INCORPORATING A VARIETY OF LEARNING ACTIVITIES IN LESSONS

 USING IT TO FACILITATE ENGLISH LEARNING

 LEARNING AND TEACHING OF VOCABULARY AND GRAMMAR IN CONTEXT

 ADOPTING DIFFERENT MODES OF ASSESSMENT

ELE: 除左聽左首歌仲有咩活動？有個 活動係老師講 “I like this horse”，

你地就要搵番幅圖畫出黎 S: 記得，好好玩呀

ELE: 點解呀？

S: 因為我地搵唔到既時候可以一齊搵

可以玩唱歌，仲可以走黎走去。

On learning activities On the use of IT

錄音，因為可以錄喺 iPad度番屋企聽番 我鍾意，因為愈錄

愈唔難，可以練習 好多次

ELE: 如果平時叫你出黎講野，你有冇 得NG再黎過

S: 有時會讀錯左

ELE: 如果用iPad錄呢，咁會點呀?

S: 再錄一次

ELE: 你覺得咁樣會唔會夠膽左啲講英文？

啲遊戲好好玩 S: 會

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TEACHER REFLECTIONS

• NO FORMATIVE OR SUMMATIVE ASSESSMENT IN THE 1

TERM FOR P1 STUDENTS SO MORE FLEXIBILITY FOR TRYING DIFFERENT

LEARNING ACTIVITIES

• USE DIFFERENT SONGS TO INCREASE LEARNING MOTIVATION

• USE VIDEOS TO ATTRACT STUDENTS TO LEARN NEW CONCEPTS

• USE DIFFERENT ACTIVITIES (E.G. VOCABULARY GAMES, JIGSAW READING, COLOUR-CODING, PUZZLE GAME) TO HELP STUDENTS LEARN VOCABULARY AND GRAMMAR ITEMS

• USE APPS TO ASSESS SPEAKING, E.G. DRAW AND TELL. STUDENTS CAN PRACTISE MANY TIMES AND THIS ENCOURAGES STUDENTS TO SPEAK ENGLISH

• USE DIFFERENT TEXT TYPES (E.G. VIDEOS, POSTER) TO INCREASE

STUDENTS’ EXPOSURE

WAY FORWARD

• WRITE DOWN KEY WORDS OR SENTENCE STRUCTURES ON THE BLACKBOARD TO FACILITATE LEARNING

• TRY TO ADOPT DIFFERENT MODES IN CONDUCTING ASSESSMENT

• VISUAL INPUT STIMULATES INTEREST IN LEARNING SO WILL CONTINUE TO MAKE USE OF SUITABLE MULTIMODAL INPUT

• COLOUR-CODING IS A GOOD METHOD TO DRAW STUDENTS’ ATTENTION BUT WILL FOCUS ON ONE TARGET LANGUAGE ITEM EACH TIME

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PROJECT SCHOOL SHARING (II)

NORTH POINT METHODIST PRIMARY SCHOOL

WINNIE YAU, JENNY CHOI, KATY CHENG, PIANO CHAN

SCHOOL BACKGROUND

 A subsidised Christian school located in North Point

 Established in 1959

 4 classes per level, including both am and pm classes

 Students are mainly from the same district

 Students are interested in learning English, some are

interested in reading

TRYOUT PLANS

1

TRYOUT

 OCT – NOV 2017

 6-8 LESSONS

 2A UNIT 2 PLEASE BEHAVE

 READER: RUDE RALPH

 STRATEGIES USED: BOARD GAME, ROLE PLAY, GROUP WRITING

2

TRYOUT

 JAN 2018

 6 LESSONS

 2A UNIT 4 MY FAVOURITE FOOD

 READER: HOW DOES THE SALAD GROW

 LEAFLET: HEALTHY SNACKS

 STRATEGIES USED: BUY-AND-SELL LEARNING ACTIVITY, READING ACROSS THE CURRICULUM (RAC)

3

TRYOUT

 APR 2018

 10 LESSONS

 2B UNIT 4 ABOUT MY FAMILY

 E-READERS: SO MANY ME’S, LISTEN TO ME, I LOVE MUD & MUD LOVES ME

 STRATEGIES USED: PEER/SELF

ASSESSMENTS, CONNECTING READING AND WRITING EXPERIENCES

• Ralph is rude, because

…

• Use the phrase in daily contexts

Rude 1.

Ralph

Please 2.

behave

Board 3.

Game

1 ^ST TRYOUT UNIT PLAN

• Features of a magazine articles

• Understand the signs with the help of a mind map

• Learning English

through games

• Practise the language learnt

SNAP SHOTS OF STUDENTS’ LEARNING

Board Game

The teacher goes through the board game with

students, including a dice, rewards, punishment and “?”

The teacher is explaining to students that for the check point with a “?”, the student had to draw a card and make a sentence about the rule.

The help card with suggested answers provides support to students. They could also ask for group members’ support.

▪ Students were very interested in playing the board game.

▪ With thorough explanation,

students were able to understand the rules and play the board

game on their own.

▪ Students needed the help card in forming sentences.

▪ Some students lost patience when it was time to form a sentence.

▪ Students tended to speak in

Cantonese when they played the board game. They should be

reminded to use the expressions introduced, e.g. “Who’s turn is it?”

“It’s your turn.” “Can you help me?”.

Teachers’ Reflection &

Observations

Students are able to play the game on their own. However, they need support in forming sentences about signs.

Role 4.

play

5. Group writing

Individual 6.

Writing

• Apply the rules in contexts

• Collaborate in groups

• Gather information and ideas in groups

• Help each other in the process

• Make use of the vocabulary and language skills learnt

• Based on the experiences in group writing

Peer-assessment

Follow-up work:

sentence building Pre-task practice:

text analysis

SNAP SHOTS OF STUDENTS’ LEARNING

Role play

1_Role play

Specific roles are assigned to students, e.g.

Student A: naughty student who is talking in the cinema; Students B, C & D: audience

Other groups can make a guess and present the rule together

Each group is provided with a scenario for them to discuss and conduct the role play

 Specific roles were assigned to students, e.g.

Student A was responsible to be the naughty student, which facilitated a smooth

implementation of the role-play.

 Making use of “Freeze-frame” to show a moment of action, students found the role-play

manageable.

 Students enjoyed the learning experience to role-play and make guesses.

 Students were able to understand the

assessment criteria and give feedback in a fair manner under teachers’ support.

 Although it was quite time consuming to

conduct peer assessments, it was believed that the time required could be shortened after a few more attempts.

Teachers’ Reflection &

Observations

The teacher goes through the scenario and the answer with students.

 Students tended to speak in Cantonese when they worked in groups to discuss the role-play.

 The schedule of one 35-minute lesson was found

tight to complete the role-play and peer assessment.

Students are evaluating the role play with reference to two assessment criteria.

SNAP SHOTS OF STUDENTS’ LEARNING

Group writing

▪ The learning atmosphere was good in general. Students enjoyed the writing task, as they could share information and ideas in groups.

▪ Some students might be bored or distracted when they had free time.

They can be arranged to work in pairs to allow greater participation.

▪ The time needed for the group writing task was found longer than expected, as some groups needed a longer time and more support to complete the group work.

Teachers’ Reflection &

Observations

2A Group 4

We must help water the flowers.

Follow-up worksheet

Promoting Assessment for/as learning through appreciation of good work:

2 ^ND MINI-TRYOUT UNIT PLAN

1. Bear and Deer’ Big Feast (a play)

2. Fast Food Shop (a conversation)

3. How Does your Salad

Grow (an information book) 4. Healthy Snacks (a leaflet)

Teaching materials

Learning objectives

1. A play • To introduce the target vocabulary items about food

• To expose to the target language items, e.g.

Would you like…, I’d like…, and I’d like…

too.

• To introduce the features of menus

• To highlight the text features of dramas

2. Practice 1 • To practise the target vocabulary and language structure “Would you like … or …?” through role-play

• To conduct a role-play “At a fast food shop”

3. How Does Your Salad Grow

• To read and understand the different parts of a plant and how the plants grow

• To read and find out how to make salad

• To write a recipe about making a sandwich

4. Healthy Snacks • To read and learn about healthy food items about snacks

• To read and understand why the food items are healthy

• To describe my favourite healthy snacks

5) Completing a worksheet for

consolidation Role-play

4) Conducting role-play in groups

1

3

4 5

1) Matching game: Steps of making an order at a

fast food shop

2) Briefing and revision on the food items

3) Demonstration of the role-play

2

 Students found the role-play and task-based learning activities motivating and memorable.

 They found the task-based learning activities, such as ordering food, meaningful and relevant to their life experience.

 Students found the speaking activities more manageable and engaging to them.

Teachers’ Observations

2_fast food shop

2. Sharing in pairs about their favourite food 1. Revision on the vocabulary

items about food

3. Introducing healthy snacks and classifying the snacks 4. Learning about the

snacks pyramid and designing their own one

5. Reading sample food descriptions and drafting ideas for their own writing

3_leaflet_

main meal

Snap shots of students’ learning

Leaflet

 It is good to connect students’

learning experiences in different KLAs. Students’ prior knowledge in General Studies is helpful for them to understand the information in the leaflet about food pyramid.

 Some students were able to name different kinds of snacks and locate information from the leaflet to

complete the worksheet.

 Students rely very much on the

teacher’s demonstration in drafting the writing plan and forming

sentences.

 Students tended to speak in

Cantonese when they worked with peers.

Teachers’ Reflection &

Observations

Me favourite snack (is) sandwiches. It provides high fibre. I eat (them) at recess. Dried mango is sweet.

My favourite snack is an apple. It provides vitamins and fibre. I eat it at five o’ clock every day. It is

yummy.

Me favourite snack is bread. It has (is) starchy. I eat it two hours after lunch.

The breads are very yummy.

My favourite snack is blueberry. It provides vitamins. I eat it at three o’clock every day.

They are yummy.

My favourite snack is mango. It provides

vitamins. I eat it at two o’clock every day. It is yummy.

Me favourite snack is low fat strawberry yogurt. It provides vitamins and a little energy. I eat it at home on Saturday three hours after lunch. It is very yummy!

 Students gained ideas and vocabulary items from the leaflet to enrich their own writing, e.g. nutrition value of healthy snacks, examples of snacks.

 Students were able to use the simple present tense to write a short description about their favourite snacks and use

adjectives to describe the taste.

 Students could use the self-assessment rubrics having teachers’

explanations and demonstrations.

Teachers’ Observations

3 ^RD TRYOUT PLANS

1. Reading & Responding

to the texts

3. Reading three

e-books

4. Writing and sharing about my family

While-reading

 Introducing the four characters

 Introducing the features of an interview

 Helping students to make

inference about people’s feelings Post-reading

 Highlighting the jobs found in the reading text

 Encouraging students to respond to the reading text, e.g. Which job do you like best? Why?

2. Designing a board game

So Many Me’s

Listen to Me

I love Mud and Mud Loves me

Designing the board game by adopting rewards and punishment

Practising before playing

Playing in groups of four

Lead in – teacher’s demonstration

Students’ sharing about their own family members

Individual writing & self-assessment

1. Lead in – activating students’ prior

knowledge about describing family members

2. Students read the assigned e-books in pairs

3. Shared read the two e-books on screen in class and explain vocabulary items

4. Guide students to answer the questions related to the two books

Reading e-books using iPads

5_Post -read

4_e- book

Teachers’ observation

• The e-books can provide support for students to read extensively.

Students who are interested in reading can choose more titles freely from the e-book bank.

• Students find it motivating to read in pairs using tablets, as they can control the reading speed and read more titles when they have time.

• Students would be more focused if headphones have been

provided for them.

Students’ view

• The use of iPad in reading lessons was motivating and students hoped to have more opportunities to use iPad to read e-books in morning reading sessions.

• With the provision of read aloud and Karaoke function, the e- books are not difficult to students and they could find answers to the questions set by teachers.

Reflection

•Out of the four classes, only one class used iPad in the tryout due to the limitation of resources and technical support.

•The initiation of producing e-book could not be implemented due to time constraint. Instead of asking students to produce an e-book for sharing the good work, teachers simplified the procedures by asking students to share in groups with task-specific assessment rubric. It was still a good experience for the students to present their work in peers.

IMPACT ON STUDENTS’ LEARNING (1)

Improved learning motivation through

 engaging students to work in pairs/groups in meaningful learning activities

 noisy vs meaningful interaction

 help each other in completing the task

 need to establish routines and self-discipline to reduce the noise level

 encouraging students to interact in English

 introduce useful expressions

 remind them the importance of using English in

Student Student interaction

IMPACT ON STUDENTS’ LEARNING (2)

Improved learning effectiveness through

 coherent unit/modular planning

 the connection between pre-tasks and the main task is clear

 allows students to make reference to the pre-tasks conveniently

 connecting students’ learning experiences

 Connecting the knowledge introduced in GS with English language, e.g. food pyramid, growing plants

 Connecting reading and writing experiences, e.g. reading 3- 4 books about family members and writing about own

family members

WAY FORWARD

Teaching

Focuses Teaching Materials

Teaching Approach Catering

Learner for Diversity

KS1

• Designing a variety of learning activities to suit students’ learning styles

• Designing level appropriate learning activities

• Providing scaffolding, demonstration and different support in learning

• Leveraging the use of e-learning tools and resources

• Flexible grouping

• Pair and group work

• Textbooks

• Authentic materials, e.g.

leaflets, posters, songs, poems

• e-Learning materials, e.g. e- books, multimodal texts

• Task-based approach

• Interactive games and activities

• Connecting students’

learning experiences in other KLAs

• Relevant to students’ life experiences

• Confidence and fluency building

• Enabling skills, e.g. phonics, vocabulary building

• Different modes of assessment (peer/self)

• Language forms and communicative functions

• Values, attitudes and generic skills