Progressing Towards “Learning to Learn 2.0”

25  Download (0)

Full text

(1)

Curriculum Leadership and Management for English Language Education Key Learning Area –

Progressing Towards “Learning to Learn 2.0”

April 2016 English Language Education Section Curriculum Development Institute Education Bureau

1

(2)

 To enhance teachers’ understanding on the role of English Language curriculum leaders in planning the school-based

curriculum with reference to the “Learning to Learn 2.0” emphases;

 To provide suggestions on how to lead the English Panel to

incorporate the new emphases, in particular, the development of literacy skills; and

 To share strategies and experiences on new literacy practices and the use of information technology in the English classroom for supporting English learning and teaching (by representatives from Notre Dame College)

Objectives

2

(3)

2:00 – 2:45 Learning to Learn 2.0: Key Emphases 2:45 – 3:30 Literacy Skills Development

3:30 – 3:45 Break

3:45 – 4:45 Experience Sharing by Representatives from Notre Dame College

4:45 – 5:00 Q & A

Today’s Programme

3

(4)

Learning to Learn 2.0

4

(5)

What is Learning to Learn 2.0

• An enhanced version of “Learning to Learn”, capitalising on achievements and challenges, for further enhancement of students’

whole-person development and lifelong learning capabilities

An act to keep abreast of the global and local contextual changes as well as the latest developments in other education systems for the ultimate benefit of student learning

• More school-based curriculum initiatives building on strengths for enhancing learning and teaching

5

Ongoing Renewal of the School Curriculum

(6)

Learning to Learn 2.0

To Focus

- To f ocus on learning and teaching

effectiveness

To Deepen

- To deepen the positive impact of the

curriculum reform

To Sustain

- To sustain the quality of

learning

Rationale for Curriculum Development

6

(7)

(CDC, 2002)

(P1 – S3)

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

9 years

(CDC, 2016)

(P1 – S6)

Including

supplements for JS level

Literature in English as elective subject

ELE KLACG

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

12 years

Brief on Major Updates in English Language Education

KLA

Updating of the ELE KLACG

7

Ongoing Renewal of the School Curriculum http://www.edb.gov.hk/en/curriculum-

development/renewal/

(8)

(2016, P1-S6)

• English Language

• Literature in English ELE KLACG (P1-S6)

Task-based approach

Promoting reading to

learn

Learner- centred instruction

Cross- curricular

learning

Major Updates of the ELE KLACG (P1-S6)

Catering for Learner Diversity Catering for the Needs of Learners with SEN and Gifted Learners in the Mainstream English Classroom

Promoting Assessment for Learning

Generic Skills

Reading to Learn

IT for Interactive Learning

Moral & Civic Education

Project Learning Grammar in Context

Learning and Teaching of Text Grammar

Extending Formative Assessment from Assessment for Learning to Assessment as Learning

Integrative Use of Generic Skills

Literacy and Reading across the Curriculum

e-Learning & Information Literacy

Values Education

STEM Education (including Entrepreneurial Spirit) 8

(9)

Rationale for School-based Curriculum Renewal

To Focus

- To f ocus on

learning and teaching

effectiveness

To Deepen

- To deepen the positive

impact of the curriculum reform

To Sustain

- To sustain the quality of

learning

Discussion Focus: Identify one area of strength that needs to be sustained and deepened and one area that needs to focus more attention on for future curriculum development

in your school

9

Discussion 1

(10)

Literacy Skills Development

10

(11)

Further studies, work

etc

Lifelong language

learning

KS1&KS2

Reading Workshops

Reading to Learn

KS4

Reading Skills Writing Skills

KS3

Developing Basic Reading and Writing Skills & Strategies

• 40% of English lesson time on Reading Workshops

• Using literary & information texts to facilitate the

development of reading skills in context

• Applying the vocabulary and language items from the reading texts in follow-up writing activities

Consolidating the Reading and Writing Skills & Strategies Acquired

• Facilitating the application and consolidation of literacy skills in an integrated and creative manner

• Providing opportunities for students to reflect on, monitor and evaluate their own

reading/writing progress, and enhancing their metacognitive awareness to become

independent language learners Expanding the Repertoire of

Reading and Writing Skills &

Strategies

• Building on students’ learning experience and helping them progress further in the

development of literacy skills

• Extending students’ learning experience through promoting RaC and using WaC activities as a follow-up

Literacy Skills Development across Key Stages

Interface

11 Elective Part (2-3 modules)

(12)

Junior Secondary

• Learning topics with contexts related to their everyday life and some formal situations

• Exposure to a wide range of print and non-print texts

• Reading and writing texts with some degree of complexity

• Understand, interpret and analyse different texts

Senior Secondary

• Learning topics with contexts related to their everyday life and formal

situations

• Exposure to a widened range of text types and more complex and formal texts

• Reading and writing complex texts

• Understand,

interpret, analyse and evaluate a variety of texts Primary

• Learning topics with contexts related to their daily experience

• Exposure to a range of text types

• Reading and writing simple texts

• Understand and construct meaning from texts

Curriculum Expectations across Key Stages

Interface

12

(13)

Curriculum Leadership and Management

Curriculum Planning

• Measures for administrative support

• A suitable entry point

• Strategic integration of different focusses / emphases

Learning

&

Teaching

• Pedagogical strategies

• Design of classroom activities

Resources Management

• Selection of learning & teaching resources

• External support & funding

• Deployment of staff

Curriculum Leadership &

Management

13

(14)

Literacy Skills Development

Curriculum Planning

Learning

&

Teaching

Resources Management

Curriculum Leadership &

Management

• Developing a reading culture

• Developing a school-based reading programme to support students’ literacy skills development across levels

• Promoting Reading / Writing across the Curriculum

• Teaching reading and writing skills explicitly

• Connecting reading and writing in the design of learning tasks

• Integrating e-Learning into the English Language classroom

• Working with the School Librarian / different subject panels to identify suitable reading texts

• Applying for funds from the school sponsoring body / alumni / Quality Education Fund (QEF)

For example:

14

(15)

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

Equipping Students with New Literacy Skills

Literacy Skills Development

Processing and creating multimodal texts

15

(16)

1) the language policy of your school

2) the school-based cross-KLA activities in promoting an English-rich environment

16

Share with your group members:

Discussion 2

Promoting Literacy across the Curriculum

(17)

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 matter of pedagogic texts

• the associated language patterns

(Martin & Rose, 2005) Academic

content awareness

+

Academic language awareness

Promoting Literacy across the Curriculum

Speaking Writing

Language across the Curriculum

Listening Reading

Reading across the Curriculum (RaC)

17

(18)

Rhetorical Functions & Language Features

Rhetorical functions Language features (e.g.) PSH

E

ME SE TE AE PE

Comparison Connectives: (KS3 – KS4)

However, on the contrary, despite, whereas

* *

Procedure Imperatives: (KS1 – KS4):

Hold the racket vertically.

* *

* * *

Recount Past tense: (KS1 – KS4)

World War II lasted from 1939 to 1945.

* * *

Explanation Connectives: (KS2 – KS4)

Due to, because, since; therefore, so, as a result

* * *

Description Adjectives: (KS1 – KS4)

Postmodern, romantic, three-dimensional Passive construction: (KS3 - KS4)

Water is pumped to the water treatment station.

* * *

Conclusion To summarise, to conclude * *

Suggestion Modal verbs: (KS2 - KS4)

Can, may, could, might, should

* *

Instructions Wh-words: (KS1 – KS4)

What is the sum of the numbers from 1 through 1000000?

Imperatives: (KS1 – KS4)

Discuss the impacts of Meiji Restoration.

* * * *

* *

Presentation of facts Present tense: (KS1 – KS4)

The Earth rotates around the Sun.

* * *

Assumption If, let, suppose: (KS2 – KS4)

The value of a gold coin is $3 200. If its value increases by 6% each year, what will be its value after 4 years?

* *

Examples

18

(19)

English for general purposes

English for academic purposes Language Content

Using the relative clause to give elaboration

Making descriptions

Promoting RaC in the English Language Curriculum

19

Theme: Living Things

A dog has a good nose that is many times more sensitive than that of a human.

…He wanted to breed bees that produced more honey…

…Within all living organisms is a chemical reaction, which produces

substances that have

to be gotten rid of…

(20)

Changing Modes of Communication

Collaborative interaction mediated by mobile technology and application software

Access to authentic information and

resources on the Internet beyond classroom

Co-construction of knowledge and instant feedback on social learning platforms, online forums and web logs

Processing and producing multimodal texts for various communicative purposes and contexts

20

Changing Modes of

Communication

(21)

New Literacy Skills

Developing students’ ability in reading, viewing, analysing and responding to digital media texts (RECEPTIVE SKILLS)

Developing students’ ability in producing multimodal texts to express ideas and convey messages using different modes of

communication (PRODUCTIVE SKILLS)

Enhancing students’ critical thinking skills, creativity and IT skills (GENERIC SKILLS) and information literacy

Generic Skills

Information Literacy Reading

and Writing

Processing and Creating Multimodal

Texts

21

(22)

Technological Knowledge

Content Knowledge Pedagogical

Knowledge

Mastery of Multimodal Literacy Skills

Equipping teachers with the TK to support students in processing and creating multimodal texts

Highlighting the function of the e- features that

• support

understanding &

interpretation of the reading text

• facilitate the transfer of multimodal literacy skills in the production of multimodal texts

Development of ideas

Understanding abstract

ideas

Speaking skills

Meaning of unfamiliar

words

Reading / Writing

The Technological Pedagogical Content Knowledge (TPACK)* Framework

Koehler and Mishra (2009)

*Formerly known as TPCK (2006) 22

(23)

Integrating e-Learning into the English Language Curriculum

• Working out the meaning of unfamiliar words, e.g. booming voice (audio clues), wearing braces (pictorial clues)

• Working out the pronunciation of

unfamiliar words, e.g. striped (audio clues, subtitles)

• Following the development of main ideas and making connection between ideas, e.g.

why isn’t “Cat” one of the Chinese zodiac (animation)

• Understanding abstract ideas, e.g. the tone , style and register of the text, e.g.

people screamed when they saw the elephant (background music, tone and emotion of the speakers)

23

(24)

I find it difficult to

understand the vocabulary; and read long texts.

Before

Impact on Students

After

I can make use of the features of the

multimodal text to guess meaning of unfamiliar words;

understand the content of the text as I can replay

different parts of the text again; and

find out the

pronunciation of words.

Reading is made easy through the use of multimodal texts

Using multimodal texts as input

24

(25)

I wouldn’t bother

reading my

composition work again or ;

asking my teacher questions about English.

Before

Impact on Students

After As my work will be posted online, I tried my best to

add interesting

elements to my work, e.g. animation;

read / read aloud my work over and over again to make sure the language is accurate;

ask my teachers about the pronunciation of words to ensure my recording

is good.

The process of creating multimodal texts

Promoting Self-directed Learning and Assessment as Learning through writing

25

Figure

Updating...

References

Related subjects :