CDI, EDB Dec 2018

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CDI, EDB Dec 2018

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Learner diversity is mainly reflected in students’ target language proficiency.

All students should be expected to aim for the same level of achievement.

Catering for learner diversity requires more lesson planning and more materials design.

When catering for learner diversity, attention is often

paid to the less-able students.

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To enhance teachers’ understanding of learner diversity in the development of language skills in the secondary English classroom;

To introduce the use of effective strategies to cater for learner diversity;

To discuss how to leverage technology to cater for learner diversity; and

To share school-based experience and provide ideas on

developing relevant learning, teaching and assessment

activities/materials to cater for learner diversity

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Catering for Learner Diversity

Catering for Learner Diversity Series: Effective Strategies for Accommodating the Diverse Needs of Students in the

Secondary English Classroom

Catering for Learner Diversity Series: Adopting e-Learning to Cater for Students with Special Educational Needs in the Junior Secondary English Classroom

Catering for Learner Diversity Series: Stretching the Potentials of Advanced Learners in the Secondary English Language

Classroom

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Parental support

Learning style

Interest Motivation

Learning pace

Ability

World knowledge

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Teaching a roomful of learners

in

over the with the

and expecting good results…

This scenario

and it never will…

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Students:

learn at different rates;

need different degrees of difficulty;

have different interests;

learn in different ways; and

need different support

systems.

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Part 1: Overview of differentiated instruction (DI)

Part 2: Application

Part 3: School experience sharing

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Teachers can differentiate

according to students’

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• Current

knowledge,

understanding, and skill level a student has related to a particular sequence of learning

Readiness

• What a

student enjoys learning about, thinking

about and doing

Interest

• A student’s preferred mode of learning

Learning Profile

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To appropriately challenge all learners

Consideration:

Experience with the topic

Knowledge, understanding and skills of the topic

Overgeneralisation about the topic

Misunderstanding of the topic

General communication, thinking and reasoning skills

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To enhance learning effectiveness

Consideration:

Learning styles

Visual

Kinesthetic

Auditory

Group orientation

Intra-personal

Inter-personal

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To motivate students to learn

Consideration:

Passions

Hobbies

ECA or sports

Favourite TV shows

Favourite music

Friends

Electives they take

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Teachers can differentiate

according to students’

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Content refers to what students need to learn.

All students should be given access to the same core content.

Teachers can adapt the content’s complexity to cater for students’ needs.

Content Interest

Readiness

Learning Profile

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How are the two sets of text different from each other?

Organisation

Abstractness

Density of information

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In what ways can I ?

What options do I have when I share ideas/create tasks for students?

In what ways can I

?

How can I encourage a wide range of complex thinking?

What modes of expression can I offer/teach students?

best serve the goals of this lesson/unit?

How do I ensure the approaches I select serve the students well?

How can I point the way to increase the quality of the student work?

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Activities in which the student engages to make sense of or master the content.

Providing varied options at different levels of difficulty or based on differing student interests

Varying pacing and teacher’s support according to readiness

Allowing for working alone, in partners, triads, and small groups (flexible grouping)

Allowing choices in strategies for processing

information, expressing results of processing and

monitoring and reflecting on the process

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Respectful tasks are:

Purposeful and relevant

Aligned with the learning outcomes

Equally engaging

Fair in terms of expectations

Challenging

Always Teaches up

Never

Waters

Down

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Instructional tasks are designed to challenge students at different levels of readiness: low, middle, and high levels.

-

Although the students should master the same

content or core skills, the means by which they do so vary.

-

The activities assigned to the low, middle, and high

groups often differ in complexity, depth of information,

or level of abstraction.

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Answer the

question in the pyramid.

If you cannot answer the

question, write

another question

to replace it.

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Create Evaluate

Analyse Apply

Understand Remember

Do you think that continued investment in spaceflight development is positive?

How would you describe the

author’s attitude to the topic of the article?

How different is our approach to the development of spaceflight in the past compared to how we will approach it in the future?

How supportive is NASA of space tourism?

When was the first manned spaceflight?

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Group 1 Group 2 Group 3 This group will work

at the knowledge/

comprehension level.

1. Where…?

2. What…?

3. Which…?

4. When…?

This group will work at the analysis level.

1. Make two lists…

2. Create a Venn diagram to compare and contrast…

3. Explain to your group members why…

This group will work on the synthesis/

evaluation levels.

1. Tell the story from the point of view of…

2. Which text is more successful in

creating…? Why?

3. Work out a better way to solve the problem…

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Things in Common Differences - Same topic/skill - Complexity

- Whole class activities - Pace - Some activities in the lesson

may be the same

- Level of Support

All Tiers

- Build understanding - Challenge students

- Be interesting and engaging

- Be respectful

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b) What do these four industry experts agree on as the future direction of Hong Kong design work?

3a) Complete the following table by indicating what the four experts from the design industry say about the direction that Hong Kong design work should take. One has been done for you as an example.

Experts from the design industry

Hong Kong design work…

George Sowden (Paragraphs 5-9)

Should reflect merging local value

John Au

(Paragraphs 11-13)

Should reflect changes in the identity that is a result of the coming of 1997

Jennings Ku

(Paragraphs 14-16)

Should reflect an individual character (that is the result of

synergy between countries and culture) David Hillman

(Paragraphs 33-34)

Should reflect Hong Kong’s own style

(Accept any answer that is similar in meaning) They agree that Hong Kong design should reflect its unique identity.

Text: The Jury’s Still out on the Work of Local Designers

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You are a reporter for your school magazine.

You were at your class Christmas party last week.

Write an article describing the Christmas party.

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-

What are the learning objectives?

* making elaborations

* organisation

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How to differentiate the lessons?

* picture dictation

* organisational pattern

Planning a differentiated

writing lesson

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Task:

Study the instructional strategies and discuss:

-

the purposes they serve

-

whether they can be applied in your class(es).

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Multiple Intelligences Tasks

Jigsaw Activities

Design tasks that appeal to multiple intelligences

- musical-rhythmic - visual-spatial - verbal-linguistics - logical-mathematical - bodily-kinesthetic - interpersonal

- intrapersonal

Allow students to choose one or more to work on.

Jigsaw is a cooperative learning strategy in which the class is divided into small groups

consisting of five to six students.

This strategy allows everyone in the class to learn all the content relevant to the subject, as

opposed to just the piece they are responsible for.

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KWL Charts Varied Organisers

Columns: "What I Know," "What I Want to Know," and "What I

Learned"

Can be used at the beginning of a unit to assess students'

background knowledge and

interest in the topic, or it can be used at various points throughout the unit to assess student

progress

Provide 2-3 organisers of differing complexity.

For example, students needing more guidance may be given an organiser with blanks for them to fill in. Students ready for more independence may be given an incomplete organiser that requires them to fill in blanks as well as

adding detail. More advanced

students may be given only a basic framework for the organiser which they complete on their own.

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Reading Buddies

GRASP (Guided Reading and Summarising Procedure)

Pair each student with another of a different reading level (low with medium, medium with high) for partner reading and discussion

Students read the text and try to remember as many important facts as possible

Students categorise, or organise the list

Students write a summary using their personal notes

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Scaffolding & Modelling Think-Tac-Toe

Identify specific levels of complexity within the

development of a particular skill. Match students, by ability, with the appropriate level of skill. The goal is to have each

student move up at least one level.

Demonstrate how to improve students’ writing through

thinking-aloud and/or questioning

Nine commands or questions, arranged like a tic-tac-toe

board. Students choose three to complete, creating a row vertically, horizontally, or diagonally.

Student choice allows for

differentiation by interest and/or learning style. Think-tac-toe

boards for different levels of

readiness can also be created and given to different groups of

students.

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Tiered Activities 3-2-1

3-4 different activities of

different levels of complexity and difficulty, but with a

common goal or end

result. For example, different groups of students may be learning how to use different language items and structures of different levels of difficulty, but all with the intention of learning about giving advice.

Can be used after reading, at the end of class, or toward the end

3 facts the students learned from a reading

2 questions they had as they read

1 thing that they found

interesting

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Make a video documentary Write a song Give a presentation Write books Develop web pages Develop games Conduct a debate Write a photo essay Present a radio drama

Product

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Draw a picture of a problem in the story. Then briefly

describe what the problem is and how the characters solve

the problem.

Write a letter to one of the characters in your book and give

him/her advice on how to his/her problem.

Think about a

new problem for one of the characters and tell how it

is solved.

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RAFT is a way to encourage students to ..

assume a ROLE

consider their AUDIENCE, while

examining a TOPIC from their chosen perspective, and

writing in a particular FORMAT

All of the above can serve as motivators by giving students choice, appealing to their interests and learning profiles, and adapting to their readiness levels.

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The ROLE of writer, speaker, artist, historian, reporter, eyewitness, etc

An AUDIENCE of fellow writers, students, citizens, characters, etc

Through a FORMAT that is

written, spoken, drawn, acted, etc.

A TOPIC related to curriculum content in greater depth

R A F T

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Role of a writer:

You can decide who (or what) you will be. Will you be writing as an old tree or a plastic bag? How about a person or a turtle continually exposed to pollution?

Audience:

To whom are you writing? Are you writing to a specific person? To your friend? To the government? To the general public?

Format:

What form will your writing take? Will you write a letter, a speech, a dialogue, an article, a diary?

Topic:

What is your topic? What is the purpose of the writing? To plead, request, argue or convince?

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Role Audience Format Topic

A plastic bag Public Story An adventure of a plastic bag

A Sea Turtle Self Blog entry An lucky day

Journalist Public Feature article How environmental pollution affects Hong Kong

Legislative Councillor

Other

Councillors

Speech/

Debate

That plastic bags should be completely banned in Hong Kong

Environmental Problem

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Benefits:

 Multimodal

 Interactive

 Providing varied support

 Customisable

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Study the textbook unit and plan a lesson / lessons for a secondary class. You may like to consider the following:

the needs, interest, learning styles of your students

the learning targets and objectives

the instructional strategies that you may like to use

You can adapt, add or remove materials as you wish. You may also like to vary the product to suit the needs of your students.

Task: Planning a differentiated lesson

Figure

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References

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