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English Language Education Section Curriculum Development Institute Education Bureau Using Differentiated Instruction to Cater for Learner Diversity in.

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Presentation on theme: "English Language Education Section Curriculum Development Institute Education Bureau Using Differentiated Instruction to Cater for Learner Diversity in."— Presentation transcript:

1 English Language Education Section Curriculum Development Institute Education Bureau Using Differentiated Instruction to Cater for Learner Diversity in the English Classroom (New) Using Differentiated Instruction to Cater for Learner Diversity in the English Classroom (New) 29 Oct 2013

2 2:00 – 2:10 PM Registration 2:10 – 3:00 PM Introduction to the Differentiated Instruction Framework 3:00 – 3:15 PM Demonstration: Making use of DI framework to Cater for Learner Diversity 3:15 – 3:30 PM Hands-on session (I): Discussion 3:30 – 3:45 PM Break 3:45 – 4:00 PM Hands-on session (II): Sharing Time 4:00 – 5:00 PM Sharing on the Seed Project experience Rundown of Today’s Programme 2

3 Catering for Learner Diversity WHAT is the current situation/school context? WHY do you attend the workshop? WHAT are the existing measures to address the issue? 3

4 Discuss in groups, 1.study the textbook materials; 2.identify the strengths and problems if any; and 3.share school-based practices to make adaptations to textbook materials, e.g. context of the reading text, pre-tasks (language practices), the main task. Activity 1 (10 minutes) 4

5 The framework in planning the curriculum and designing learning tasks Differentiated Instruction

6 Content Unit plan Coherence making across units to ensure progressive development of language skills Curriculum Planning Textbook E-learning resources Authentic resources Resource Management Achievable goals for different learners Suitable challenge for all students Setting Learning Goals 6

7 Process Visual Auditory Kinesthetic Learning Style Explicit teaching of learning strategies Providing more language input, e.g. vocabulary, structures, organisation Flexible Grouping Allowing students to explore the structures of texts and language Providing greater flexibility to demonstrate their performance Promoting Assessment for/as learning Mixed ability Same ability According to interest/gender/ learning style Providing scaffolding Ongoing assessment and adjustment Making reflection on own learning Giving challenges 7

8 Visual Learn best by seeing Kinesthetic Learn best by doing Auditory Learn best by hearing Catering for students’ diverse learning needs and styles -Pictures and images -Diagrams -Power Point -Writing on the board -Pictures and images -Diagrams -Power Point -Writing on the board -Hands-on: Field tours -Role play -Life examples -Practice: trial and error -Hands-on: Field tours -Role play -Life examples -Practice: trial and error -Talk about it -Ask questions -Answers their own questions -Presentations -Group work -Talk about it -Ask questions -Answers their own questions -Presentations -Group work 8

9 9 When Is Small Group Instruction Effective? EffectiveIneffective Using assessment data to plan instruction and group students Teaching targeted small groups Using flexible grouping Matching instructional materials to student ability Tailoring instruction to address student needs Using only whole class instruction only Using small groups that never change Using the same reading text with all the students Using the same independent assignments for the entire class

10 10 Flexible Grouping  Whole Group  Small Group (Same Ability)  Small Group (Mixed Ability)  Pairs/Partners  One-on-One  Engages teachers and students in shared learning experiences  Allows inclusion of every student  Adjusts pacing and instruction to meet specific needs  Maximizes opportunities for students to express what they know and to receive feedback  Adjusts pacing and instruction to meet specific needs  Maximizes opportunities for students to express what they know and to receive feedback  Allows students to share ideas with group members  Encourages peer learning  Allows students to practise in pairs  Encourages peer tutoring  Allows students to practise in pairs  Encourages peer tutoring  Meets individual needs  Allows for more intensive instruction

11 For teacher’s reference Identifying learners ’ strengths and weaknesses in order to enhance learning and teaching For teacher’s reference Identifying learners ’ strengths and weaknesses in order to enhance learning and teaching For students’ reflection Providing opportunities for students to reflect on their learning For students’ reflection Providing opportunities for students to reflect on their learning Why assessing? Assessment for Learning Assessment as Learning Mainly learners and teachers Mainly learners Whom to inform? Providing quality feedback for learners, which entails timely support and enrichment, and helping teachers review the learning objectives, lesson plans and teaching strategies Developing students’ metacognitive strategies metacognitive strategies Providing opportunities for students to take charge of their own learning Developing students’ metacognitive strategies metacognitive strategies Providing opportunities for students to take charge of their own learning What to focus? Promoting Assessment for / as learning to help students reflect on their learning Where am I going? Where am I now? How do I close the gap?

12 Products How each student applies what she or he has learnt in the lesson to create a final product, or to show his or her acquired skill. Open-ended task/questions Different modes of assessment Learning Portfolio Providing individual and group work Products 12

13 Demonstration: Travel Advice Differentiated Instruction Learning and Teaching Materials Unit plan Learning and Teaching Strategies 1.Teaching the structure of different text types explicitly 2.Catering for different learning styles 3.Appropriate scaffolding and greater flexibility for students 4.Assessment for/as learning Learning and Teaching Strategies 1.Teaching the structure of different text types explicitly 2.Catering for different learning styles 3.Appropriate scaffolding and greater flexibility for students 4.Assessment for/as learning Open-ended writing task Open-ended writing task 13

14 Travel advice Reading  Writing Travel advice Reading  Writing Unit Plan Input Modelling Guided writing Independent writing Using jigsaw reading to help students understand the cycling tour Introducing the text type features of a blog Guiding students to generate ideas and work in groups Students worked independently 14

15 Designing open-ended task using the RAFT model R ole A member of the cycling tour A udience Parents or friends of the participants F ormat A blog T opic More able broke … missed … lost … bad weather… Average lost… broke… Remedial bad weather … 15

16 In groups,  Analyse the textbook resources  Make suggestions on ways to adapt the learning and teaching resources that suit the needs and interests of students with different abilities  Design tasks and L&T activities using the Differentiated Instruction framework to provide appropriate scaffolding and give challenges to students in learning English Activity 2 Hands-on session (15 minutes) 16

17 Break 17

18  Make suggestions on ways to adapt the learning and teaching resources  Design tasks and activities using the Differentiated Instruction framework to - cater for different learning styles - provide appropriate scaffolding for average students - give challenges to the more able students 18

19 Sharing on Seed Project Experience By Ching Chung Hau Po Woon Primary School (Grace Wong & Kitman Leung)

20 Objectives of the “Seed” Project (I)  Adopting the framework of differentiated instructions in planning the curriculum and designing learning tasks for KS2 students  Incorporating effective learning and teaching strategies to cater for students’ diverse learning needs and styles  Integrating textbook materials with e-learning and authentic resources to enrich the school-based English Language curriculum  Using effective strategies to provide appropriate scaffolding and challenges to students of different interests and abilities in learning English 20

21 Objectives of the “Seed” Project (II)  Developing strategies in giving constructive feedback and designing self-assessment tools  Promoting a collaborative culture and enhancing professional development through co-planning, sharing of tryout experiences and peer lesson observations  Raising students’ motivation and confidence in reading and writing a variety of text types  Enhancing students’ creativity and critical thinking skills through integrated learning tasks  Developing students’ information and reference skills for learning English 21

22 School Background Our school … - situated in Tung Chung Our teachers … - energetic, open-minded, hard-working - ready to accept new ideas and make innovative changes Our students … ₋obedient and polite ₋have little family support ₋have little confidence in using English 22

23 In , our school … joined the SEED Project – 'Effective Use of Learning and Teaching Resources to Cater for Learner Diversity in the Learning of English at Primary Level’ developed 3 units of work conducted 3 tryouts Planning 23

24 organise workshops for teachers administrative arrangement i.e. peer observation offer different kinds of support e.g. co-teaching, co-planning, etc. build on colleagues’ strengths What we did… 24

25 Unit Plan – Teaching grammar in context Theme: Surprise Party Language Focus: Present Perfect Tense Set the scene: Today is my dog, BiBi’s birthday, what have I done for my dog? Practise the language focus in an authentic situation: Grammar Practice: more able  more challenging Extension Activity: For more able class

26 Integrating e-learning resources into the unit plan Self-directed learning - e-dictionary - Practices - Games Teaching - e-book - Websites (e.g. WLTS, PEERS, One-stop portal) - Movie clip

27 Learning and Teaching Strategy: 1. Catering for different learning styles Learning and Teaching Strategy: 1. Catering for different learning styles Visual Using graphic organiser Using pictures / visual aids Watching video clip Kinaesthetic Group Activity Auditory Group Discussion Presentation 27

28 Direct explanation Modelling Group writing Independent writing Explaining the storyline to students Demonstrating how to write a story using the creative story map Guiding students on working in groups Students worked independently Open-ended Task 1 st tryout: A Surprise Party Reading  Writing 1 st tryout: A Surprise Party Reading  Writing 28

29 Longman Express 5A Unit 5 Learning and Teaching Strategy: 2. Teaching the structure of different text types explicitly Learning and Teaching Strategy: 2. Teaching the structure of different text types explicitly 29

30 Learning and Teaching Strategy: 3. Appropriate scaffolding and greater flexibility for students Learning and Teaching Strategy: 3. Appropriate scaffolding and greater flexibility for students Open-ended Task: Creative story writing about a special party Lost the present / no present picnic

31 Giving feedback / Peer assessment (Lesson 12) Individual work: Peer assessment Peer assessment Constructive feedback Learning and Teaching Strategy: 4. Assessment for learning Learning and Teaching Strategy: 4. Assessment for learning Checklist: The points are summed up from what we taught in the lessons and simplified from the writing tips printed on the writing worksheet To get students be more familiar with the requirements of the writing Roles of teacher:Roles of students: -Identifying students’ strengths and weaknesses -Providing constructive feedback -Making reflection on their own learning, especially the writing skills -Making improvement based on feedback from teachers and peers

32 more motivated to learn English because of the interesting topics and resources, as well as the meaningful tasks more positive attitudes towards English writing and speaking activities making use of e-learning resources both inside and outside the classroom Learning attitude using the target language forms and functions in writing and speaking tasks using the story map that comprises the 5 elements to write and present a story Learning outcome making use of graphic organisers in vocabulary learning and writing making use of framework/structures to generate and organise ideas Having greater awareness of using different learning strategies, e.g. note-taking, high-lighting keywords Language development strategies Impact on students

33 Helping the less able students achieve the learning objectives Stretching the ability of the more able students Designing task specific assessment rubrics Reinforcing peer assessment through modelling and constructive feedback Integrating different resources into the lessons Making use of the e- resources and tools in the L&T process Making a clear connection between pre-tasks and the main task Introducing learning strategies explicitly to students Unit Plan L&T resources L&T effectiveness Assessment for learning Impact on teachers

34 Way forward Teachers Students Curriculum Forming teacher network to facilitate professional development Sharing teaching resources among schools of similar needs Helping students to reflect on their learning through self/peer assessment Helping students to develop metacognitive learning strategies Further enhancing the materials development at KS2 Exploring strategies to cater for learner diversity at KS1

35 Networking activities in Year Oct 2013 Workshop on Using Differentiated Instruction to Cater for Learner Diversity in the English Classroom 13 Dec 2013 Networking activity 1: Professional sharing on learning and teaching strategies (e.g. e-learning, catering for LD) Mar 2014 Networking activity 2: Professional sharing on assessment for/of learning

36 Thank you Look forward to meeting you in networking activities!!


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