Effective Use of e-Resources to Develop Students’ English Language Skills at the
Secondary Level
Jenny Leung
2 2
Hello!
I am Jenny Leung
BBA (Marketing; French) ; PGDE (Secondary English) ; MA in English Language Teaching ;MFA in Drama and Theatre Education
Head of 21st Century Learning Design
English & Performing Arts (Drama) Teacher
Tai Kwong Hilary College
International Faculty Member
Flipped Learning Global Initiative
Secretary
FlippEducatros@HK
Apple Distinguished Educators (Class of 2017) Flipped Learning Certified Trainer
Google Certified Trainer & Google Certified Innovator
Tel: 7073 6646
Email: missjennyhk@gmail.com
Introduction
Let’s start with the first set of slides
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4
Interpersonal
Knowledge Experience
General purposes of learning English
Source from: English Language Curriculum and Assessment Guide. (2015, November). Retrieved January 7, 2021, from https://334.edb.hkedcity.net/new/doc/chi/curriculum2015/EngLang_CAGuide_2015.pdf
Generic skills
1. Collaboration skills
2. Communication skills
3. Creativity
4. Critical thinking skills
5. Information technology skills
6. Mathematical skills
7. Problem-solving skills
8. Self-management skills
9. Self-learning skills
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Skilled
Communication
Are students required to communicate their own ideas regarding a concept or
issue?
Must their communication be supported with evidence and designed with a
particular audience in mind?
Source from: Rubrics for 21st Century Learning Activity Design. (n.d.). Retrieved January 06, 2021, from https://fcl.eun.org/tool5p2
Collaboration Are students required to share responsibility and make substantive
decisions with other people?
Is their work interdependent?
Source from: Rubrics for 21st Century Learning Activity Design. (n.d.). Retrieved January 06, 2021, from https://fcl.eun.org/tool5p2
Use of ICT for Learning
Are students passive consumers of ICT, active users, or designers of an ICT
product for an authentic audience?
Source from: Rubrics for 21st Century Learning Activity Design. (n.d.). Retrieved January 06, 2021, from https://fcl.eun.org/tool5p2
Knowledge Construction
Are students required to construct and apply knowledge?
Is that knowledge interdisciplinary?
Source from: Rubrics for 21st Century Learning Activity Design. (n.d.). Retrieved January 06, 2021, from https://fcl.eun.org/tool5p2
Real-world Problem-solving
and Innovation
Does the learning activity require solving authentic, real-world problems?
Can students’ solutions be implemented in the real world?
Exercise? Activity? Task?
Source from: Rubrics for 21st Century Learning Activity Design. (n.d.). Retrieved January 06, 2021, from https://fcl.eun.org/tool5p2
Self-Regulation
Do students plan and assess their own work, and revise their work based on
feedback?
Source from: Rubrics for 21st Century Learning Activity Design. (n.d.). Retrieved January 06, 2021, from https://fcl.eun.org/tool5p2
Ready for an
English lesson?
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Unit structure
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Task Writing Lead-in
Fun activities to arouse interest
Assessment.
Evaluation
& Review
Pre-tasks
Research
Presentation
Language input
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Writing:
● Travel blog Language focus:
● Simple past tense
● Adjectives
● Connectives
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Lead-in
Fun activities to talk about travelling Lead in to travelling around HK
Pre-tasks
Research & presentation Peer evaluation Reading a model essay
Language input: Grammar, text types & vocabulary
Task
Writing with Google doc
Evaluation & Review
Selective marking & correction with Google Form
Lead in
To introduce the topic and to arouse interest
Pre-tasks
What do students need to learn to help them
complete the final task?
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Content
Language Structure
Prerequisite of writing
Research
▸ In groups of four, choose a location in Hong Kong that you wish to explore.
▸ It can be a street, a landmark, a shopping mall, a park or theme park, etc.
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Research
▸ Prepare a short presentation and answer the following questions:
▹ What is this place?
▹ Where is it?
▹ What is so special about it that you wish to introduce this place to others?
▹ What can you do there?
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Presentation
▸ Rotation presentation (Envoy) will be done.
▸ Each presentation = 4 minutes
▸ On each of the slides, there must be
photos/videos, and no complete sentences are allowed, only key words.
▸ Peer evaluation will be done by audience.
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Other e-Resources for reading
▸ Newsela
▸ Read Theory
▸ Encyclopedia Britannica
▸ East of the Web
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Language input
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Vocabulary Grammar
Grammar teaching
Normally, we flip...
Teaching
Instructions
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I don’t flip
teaching instructions
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I flip
teaching
&
learning
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Students
LEARN first
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Deductive (traditional) approach
Teach
Practice
Assess
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Inductive (flipped) approach
Assess
Learn
Teach
Sample lesson
Preposition of place
CHECK
Checking students’
background knowledge
EXPLORE
Students will explore the
content
PRESENT
Peer sharing
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Sample lesson Relative Clause
EXPLORE
Students self-learn with
worksheets
LEARN
Students will explore the
content
PRESENT
Peer sharing
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Learning grammar with AR
Flipped video AFTER
The lesson
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Main task: Writing
Authenticity?
Review & Evaluation
Reshaping Assessment
Online assessment
What if students look up
answers on the Internet? What if students open their books?
What if students don’t do
it seriously?
What is assessment?
Assessment is the process of gathering and discussing information from multiple and diverse sources in order to develop a deep
understanding of what students know, understand, and can do with their knowledge as a result of their educational experiences; the process culminates when assessment results are used to improve subsequent learning.
(Learner-Centered Assessment on College Campuses: shifting the focus from teaching to learning by Huba and Freed 2000)
Assessment as Learning
Consolidate learning
Purpose of the assessment
1
Check understanding 2
3
Assessment under the new norm
Why do we need assessment?
What are we assessing?
What is the best tool to understand
students’ true
performance?
Assessment under the new norm
▸ Discussion / Socratic seminar
▸ Explanatory student’s videos
▸ Self-assessment & retrospective learning
▸ Simulations and labs
▸ Projects
▸ Peer review
▸ Blogs
▸ Competitions
▸ Process journal
Sources from: Ferrero, M. (2020, July 24). 10 Alternative Ideas for Online Assessment. Retrieved December 07, 2020, from https://medium.com/the-faculty/redefining-students-learning-assessment-for-online-teaching-f5cd32ac0563
Conclusion
Values & Attitudes
▸ law-abidingness
▸ empathy
▸ perseverance
▸ respect for others
▸ responsibility
▸ national identity
▸ commitment
▸ integrity
▸ care for others
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To promote positive values and attitudes that echo with the themes of My Pledge to Act (MPA):
● Cherish what we have
● Be grateful
● Be proactive
● Be optimistic
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Source from: https://www.edb.gov.hk/en/curriculum-development/kla/eng-edu/sow.html
