District-level SBA Seminar 2007 HKCEE English Language SBA Implementation in School Experience Sharing 13 March 2006

Experience Sharing  Focus on implementation arrangements  From the perspective of a Form 4 English teacher  A practical and generally positive experience

Points to cover today 1. Scheme of Work A.ERS / SBA Lessons B.ERS Scheme C.Group Project D.Assessment 2. Resources A.For students B.For teachers 3. Preparation and Evaluation 4. Support Resources

1. Scheme of Work

1A. ERS / SBA Lessons  2 lessons per cycle  During the teaching cycles,  teachers will read and view texts with students in lessons and conduct relevant activities.  Students will learn how to respond to different kinds of texts and conduct peer assessments.  During the assessment cycles,  students who are not being examined will read in the library or take turns to have reading conferences with the Teaching Assistant.  Students are expected to visit the Library frequently and do the reading regularly at home

 Key areas covered:  Briefing on SBA  Introduction of Assessment Criteria  Presentation and group interaction skill building (integrated into the curriculum)  Appreciation of texts

Appreciation of texts Non-print fiction Print fiction Non-print non-fiction Print non- fiction

Non-print fiction – “ Shrek ”  The whole class viewed the movie together during lesson time (this allows pausing and replaying when needed)  Information and worksheets from EMB and HKEDCity were adapted and used in class Non-print fiction Print fiction Non-print non- fiction Print non- fiction

Non-print fiction – “ Shrek ”  Teacher input:  Give comments on theme, characters, plot, techniques, music, art, etc  Provide feedback to group discussions  Students output:  Complete worksheets  Write feedback in ERS Record Book  Group discussion  Demonstrative group interaction on tasks Non-print fiction Print fiction Non-print non- fiction Print non- fiction

Print fiction – 2 short stories  The short stories, “ The Necklace ” and “ Lamia ” were chosen from the materials provided by the EMB  Students read the stories and write feedback  Students complete worksheets  Students have group discussions in class Non-print fiction Print fiction Non-print non- fiction Print non- fiction

1B. ERS Scheme  Target Setting – at least 8 texts per year of different text types  ERS Record Book  Book Report Competition  ERS Survey  ERS Conference

ERS Record Book  1. For ERS books, students should follow the instructions on the Question Sheet and write the answers on the ERS Record Book.  2. For SBA materials, students should write a summary and some personal responses for each text.  3. All texts viewed or read should be clearly recorded in the ERS Record Book  The ERS Record Book will be collected 4 times a year.  Marking is not compulsory

Introductory page in the ERS Record Book

Book Report Competition  One of the writing tasks in the first term (integration with curriculum)  Class Level Competition  Form Level Competition  Display of winning entries

A winning book report entry

ERS Survey  Students fill in the number of books they read  Reading / viewing progress chart  Choose a best reader per class

ERS Progress Survey Form

Extensive reading scheme --Reading Progress of 4X ERS Survey ( st Term: 12 th Sep –8 th Feb) ERS Reading / Viewing Progress Chart

1C. Group Project Group Project  Chinese New Year Holiday Assignment  Students form groups of 4 by themselves  A list of 6 tasks are given  Students can choose any TWO tasks they like INPUT  Each group chooses a movie they like and view it together PRACTICE  Group discussion  Peer assessment OUTPUT  Peer assessment score sheet  Evaluation  Recording

1D. Assessment  Start in 2 nd term  Held during ERS lessons (double-period)  3 groups per time  Each group consists of 3-4 students  Two rounds of assessment have been scheduled:  1 st round: non-print fiction  2 nd round: print fiction ties in with teaching schedule

Assessment Schedule

Before the Assessment  A list of 3 possible tasks will be given to the students 2 days ahead  The tasks are similar to those seen by students before

Assessment  Right before the assessment, students are informed of the exact task (out of the 3 possible ones) they have to perform  The assessment is videotaped  The other 2 groups are peer assessors Students are assessed in a non-threatening but fair condition where they have a chance to do their best

After the Assessment  Students are given feedback  specific comments based on the 4 domains  good points  growth points  Scores are given on the spot and assessment forms signed  Peer feedback

2A. Resources for Students  Handbook 1  Handbook 2  ERS Record book  Peer Assessment score sheets  Notes on Book report writing, presentation and group interaction skills, etc We leverage available resources from EMB and textbook resource files

Student Handbook 1

Student Handbook 2

Peer Assessment Score sheet (adapted from HKEAA score sheets)

Notes on Book report writing

2B. Resources for Teachers  Student Handbook 1-2  Teacher reference (e.g. guiding questions, answers to worksheets, etc)  Training DVDs (provided by HKEAA)  Online resources (e.g. HKEdcity)  Score Sheet Folder (class mark list + HKEAA score sheets) We leverage available resources from EDB and textbook resource files

Teacher reference

Class Mark Sheet

3. Preparation and Evaluation  Progress Meetings  Standardisation Meetings  Assessment Preparation and Task Setting  Trial Recording + Internal Standardisation of Sample groups Meetings focus on training, building consensus among teachers and reviewing progress

Meeting 1 9 Aug 05 Aug 05 Sep05 Oct 05 Nov 05 Dec 05 Jan 06 Feb 06 Mar 06 Meeting 2 16 Sep 05 Meeting 4 24 Oct Nov 06 HKEAA Training Meeting 6 7 Feb 06 Meeting 3 28 Sep 05 Meeting 5 20 Jan 06 Meeting 7 20 Mar 06 6 Mar 06 District-level SBA Seminar View training DVD 1 and review online materials at teachers ’ own time View training DVD 2 and review online materials at teachers ’ own time Attending relevant seminars organised by tertiary institution / publishers Informal sharing / Exchange of ideas Regular but brief meetings -- teachers are given autonomy and trust under a general framework

4. Support Resources  Stocking up Books / DVDs in the school library  Help from 1 Teaching Assistant  1 Video Recorder, video tapes and DVDs  Library booked during ERS/SBA lessons  ERS Scheme in Form 1-3  ERS Conferencing

Teaching Assistant  With experience in F1-3 ERS Scheme  Mainly assist during Assessment Days  Duties:  Conducting ERS Conference  Setting up Video Recorder  Producing DVDs for the recordings of group interaction assessments  Compiling ERS Survey Progress Charts

Personal Reflections I think these are important:  Students are well-informed.  Teachers are able to collaborate, share ideas and support each other.  Teachers are willing to try and make modifications as needed (e.g. in the design of tasks, grouping arrangements, etc). We also learn along the way.  Some flexibility is maintained to suit individual class needs.

THANK YOU