Progressing Towards “Learning to Learn 2.0”

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Progressing Towards “Learning to Learn 2.0”

October 2015

English Language Education Section

Curriculum Development Institute

Education Bureau

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To discuss the role of the English Language curriculum leaders in planning the school-based curriculum in secondary schools under

“Learning to Learn 2.0”

To provide suggestions on how to lead the English Panel and manage the resources effectively

To share experiences in curriculum planning and

resources management

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(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

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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

(2016, P1-S3)

• English Language

• Literature in English ELE KLACG (P1-S6)

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)

Task-based approach

Promoting reading to

learn

Learner- centred instruction

2002 (P1-S3 )

Cross- curricular

learning

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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

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Curriculum Planning

- Admin measures - Entry point

- Strategic integration of different focusses/

emphases

Learning &

Teaching

- Pedagogical strategies - Design of classroom

activities

Resources Management

- Selection of teaching resources

- External support

& funding - Deployment of

staff

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Curriculum Planning

- Conducting SWOT analysis

- Developing students’ literacy skills progressively

Learning &

Teaching

- Promoting reading across the

curriculum - Integrating e- learning into the English Language

Curriculum

Resources Management

- Selection of teaching resources

- External support

& funding - Deployment of

staff

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Further studies, work etc

Lifelong language learning

KS1&2

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 &

language items from the reading texts in follow-up writing activities

Consolidating the Reading and Writing Skills & Strategies Acquired

• Facilitating the application 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 Reading across the Curriculum (RaC) & using Writing across the Curriculum (WaC) activities as a follow-up

10 Holistic Curriculum

Planning

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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 & writing texts with some degree of complexity

• Understand,

interpret & 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 & writing complex texts

• Understand,

interpret, analyse

& evaluate a variety of texts Primary

• Learning topics with contexts related to their daily experience

• Exposure to a range of text types

• Reading & writing simple texts

• Understand &

construct meaning from texts

Holistic Curriculum

Planning

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• 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

• Collaborative interaction mediated by

mobile technology and application

software

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• Literacy refers to the ability to read and write effectively .

• Helping students to master the literacy skills, i.e.

reading and writing skills, leads to oral and written language development.

• Literacy developed in different KLAs provides the contexts for learners to apply their literacy skills to construct knowledge.

• Students need to be equipped with new literacy skills

to process and create multimodal texts.

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Information Literacy

Processing &

Creating Multimodal

Texts

Reading &

Writing

Generic

Skills

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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)

Multimodal texts Sound effects

Images

Written texts Spoken

language Music

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

information literacy

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Lifelong learning

Challenges in the 21^st century

The ability to read and write effectively

Literacy Development in the English Classroom

Promoting RaC

Communicative Functions for General Purposes

Rhetorical Functions for Academic

Purposes

Promoting Literacy across the Curriculum

Equipping Students with New Literacy

Skills

Holistic Curriculum

Planning

Discussion:

How is LaC or RaC done in your school?

Any achievements or difficulties?

Processing and creating

multimodal texts

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Listening

Speaking Writing

Reading

Language across

the Curriculum

– Explicit teaching of reading to be integrated with teaching the curriculum

– Strengthening reading to learn:

• the subject matter of pedagogic texts

• the associated language patterns

(Martin & Rose, 2005)

Academic content Awareness

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Academic language awareness

Raising awareness of language demands involved in reading texts

Strengthening Language across the Curriculum

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Communicative functions for general purposes

General description of characteristics/

process

The earth goes round the sun but not in a circle.

General explanation of substance

Because of its composition, steel is used to make many things.

Rhetorical functions for academic purposes

Detailed description of features/operation The Earth’s orbit around the Sun is an ellipse lying in the ecliptic plane, which means that it is not a perfect circle.

Detailed explanation of components/

properties of substance

Steel is an alloy of iron and carbon with the latter acting as a hardening agent. Because of its high tensile strength, steel is produced in the form of wire, tube, bar and sheet and used to manufacture domestic appliances, agricultural and industrial products.

Adapted from http://www.geoffcockayne.org.uk

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Academic English – grammatically complex and lexically dense

 More embedding / subordinate clauses

• The Earth's orbit around the Sun is an ellipse lying in the ecliptic plane, which means that it is not a perfect circle.

 Longer prepositional phrases

• All through the year the climate of Singapore is hot and humid with minimum average temperatures of 23 ° C and maximum of 31 ° C.

 More attributive adjectives and nominalisation

• Because of its high tensile strength, …

 More passive structures

• …, steel is produced in the form of wire, tube, bar and sheet and used to manufacture domestic appliances, agricultural and industrial products.

 More academic words than grammatical words e.g. relative humidity, orbit, tensile strength

20 Raising awareness of the language demands in reading and writing texts of

content subjects

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Conventional Literacy Practices New Literacy Practices Emphases on developing students’ ability

to:

Understand, analyse and interpret written texts (READING SKILLS)

Plan and produce structured and

coherent written texts with the accurate use of language, e.g. vocabulary and grammar (WRITING SKILLS)

With the rapid development of technology and the social media, in addition to mastering conventional literacy skills, students need to master new literacy skills to:

Decode, process and critically examine digital media or multimodal texts

Convey message through different forms (e.g. images, animation and sounds)

individually or in collaboration with others

Digital media and

multimodal texts

Printed and written texts

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My Shoes by Nima Raoofi https://www.youtube.com/watch?v=uofFHeP-9zM

How can this short film be used to enhance literacy development? What

learning objectives and activities can you think of with the use of this short film?

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Koehler and Mishra (2009)

*Formerly known as TPCK (2006)

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“How” of teaching Content Knowledge

(CK) Pedagogical

Knowledge (PK)

“What” of teaching

Pedagogical Content Knowledge (PCK) Practical knowledge that is used by teachers to guide their actions in highly contextualised classroom settings

Shulman (1986)

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Deep knowledge about the processes and practices or methods of learning and teaching

Content Knowledge

(CK) Technological

Knowledge (TK)

Pedagogical Knowledge

(PK)

A deep, essential understanding and mastery of information technology for information

processing, communication, and problem-solving

Knowledge about

the subject matter

to be learned or

taught

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An understanding of how learning and teaching can change when particular technologies are used in particular ways

Content Knowledge

(CK) Technological

Knowledge (TK)

Pedagogical Knowledge

(PK)

The transformation of subject knowledge for teaching

An understanding of the manner in which technology and content influence and constrain one another Technological Pedagogical

Knowledge (TPK) Technological Content

Knowledge (TCK)

Pedagogical Content

Knowledge (PCK)

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