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Hong Kong TeachersHong Kong Teachers’’ Exchange Exchange
Activities to the Mainland Activities to the Mainland
(2010(2010--2011)2011)
Nurturing curriculum leaders Nurturing curriculum leaders through workplace learningthrough workplace learning
School Support Office School Support Office
SchoolSchool--based Curriculum Development (Primary) Section based Curriculum Development (Primary) Section
27 May 201127 May 2011
Objectives of the Exchange AObjectives of the Exchange Acctivities tivities
1. Nurturing curriculum leaders through learning in workplace contexts
2. Promoting the development of English Education in the Mainland through on-site collaboration and professional exchange
3. To draw on the exchange experiences to inform language teaching and learning in local primary schools
The exchange programThe exchange program
Conceptualizing exchange Conceptualizing exchange
experiences experiences May 3 May 3 -- 272766
TeachingTeaching at Mainland schoolsat Mainland schoolsApril 11April 11-- 29 29 55
PreparationPreparation for for teaching in the teaching in the
Mainland schoolsMainland schools though though homehome--
based learningbased learning
March March 7 7 –– April 8April 844
Preparation for Preparation for Mainland Mainland ETsETs visitsvisits
to Hong Kong schools and to Hong Kong schools and homehome--
based learning based learning
February 21 February 21 –– March 4March 433
Preparation for Preparation for Mainland school Mainland school
visitsvisits and and homehome--based learningbased learningJanuary 17January 17--19 and 19 and
February 16February 16--181822
OrientationsOrientations to the exchange to the exchange
program program January 3 January 3 -- 141411
Nature of activities Nature of activities DDaate te Phase Phase
Creating conditions for nurturing Creating conditions for nurturing
curriculum leaderscurriculum leaders
• Collectively question teaching routines
• Examine new conceptions of teaching and learning
• Find generative means to acknowledge and respond to differences and conflict
• Engage actively in supporting one another’s professional growth
Judith Warren Little ((2003)
Putting teacher learning in Putting teacher learning in
workplace contextworkplace context
• Teacher learning ought not be bound and delivered but rather activated
• Uncovering the practices by which teachers at work learn, construct, coordinate, and transform their practices
• To gain access to and examine practices
• To create opportunities to talk about
subject matter
students and learning
teaching
What are required of the HK What are required of the HK
teachersteachers in the exchange programin the exchange program
Knowledge
Mainland curriculum, school context, teaching and learning practices, pedagogical knowledge and theory in practice
SkillsSkills
Pedagogical skills, curriculum skills, interpersonal skills, presentation skills, mentoring skills
Attitude and DispositionsAttitude and Dispositions
•• Courage to challenge belief and Courage to challenge belief and
current practice current practice
•• Collaboration and sharing Collaboration and sharing
•• Building trust, rapport and partnershipBuilding trust, rapport and partnership
Scaffolding the learning experiences Scaffolding the learning experiences
for for HKETsHKETs
Basic premises
• Learning the experiences by being in the experiences
• Re-orientate conceptions as curriculum leaders and re-construct pedagogical practices in language teaching
2 key questions to explore2 key questions to explore
• What facets of classroom practices are made available in out-of-classroom talk and with what degree of transparency
• How does interaction open up or close down teachers’ opportunity to learn
Framing the developing program Framing the developing program ––
structured learning and situated learning structured learning and situated learning
Phase 1 Phase 1
Orientations to the exchange program Orientations to the exchange program --
at macro level: document studies at macro level: document studies
at micro level : experience sharing at micro level : experience sharing
and reflecting and reflecting
Phase 2 Phase 2
Situational analysis: preparing for the Situational analysis: preparing for the
work plan for Mainland school visitwork plan for Mainland school visit
Phase 3 & 4 Phase 3 & 4
HomeHome--based learning: going through based learning: going through
simulated teaching and learning simulated teaching and learning
contextscontexts
Phase 5 Phase 5
Mentoring, coaching, collaborating, Mentoring, coaching, collaborating, experimenting, teaching and experimenting, teaching and reflectingreflecting
Phase 6 Phase 6
Group reflection, conceptualization Group reflection, conceptualization and representation of learning and representation of learning experiencesexperiences
Unfolding the exchange experiences Unfolding the exchange experiences
English Language Teaching English Language Teaching && Learning Learning
in Mainland Chinain Mainland China
aan officern officer’’s perspectives perspectivess
Teacher learning in workplace contextTeacher learning in workplace context
Part 1
Building a community of learner
Part 2 Part 2
Leading Leading changeschanges in language teaching and in language teaching and
learninglearning
English Language Teaching and English Language Teaching and
Learning in Mainland China:Learning in Mainland China:
an officeran officer’’s perspectives perspectivess
The National English Language CurriculumThe National English Language Curriculum::
Curriculum content & organisationCurriculum content & organisation《《《《《《《《義務教育英語課程標準義務教育英語課程標準義務教育英語課程標準義務教育英語課程標準義務教育英語課程標準義務教育英語課程標準義務教育英語課程標準義務教育英語課程標準》》》》》》》》
情感情感情感情感態度態度態度態度
情感情感情感情感態度態度態度態度
語言語言語言語言
技能技能技能技能
語言語言語言語言
技能技能技能技能語言語言語言語言知識知識知識知識
語言語言語言語言知識知識知識知識
學習學習學習學習策略策略策略策略
學習學習學習學習策略策略策略策略
文化文化文化文化意識意識意識意識
文化文化文化文化意識意識意識意識
Language Development Strategies
Values & attitudes
Cultural awareness
Knowledge
Skills Integrative language use
綜合語言綜合語言綜合語言綜合語言運用能力運用能力運用能力運用能力
課程目標等級課程目標等級課程目標等級課程目標等級課程目標等級課程目標等級課程目標等級課程目標等級
九級九級九級九級九級九級九級九級 外語特色學校學生高中畢業等級外語特色學校學生高中畢業等級外語特色學校學生高中畢業等級外語特色學校學生高中畢業等級外語特色學校學生高中畢業等級外語特色學校學生高中畢業等級外語特色學校學生高中畢業等級外語特色學校學生高中畢業等級
八級八級八級八級八級八級八級八級 高中畢業等級高中畢業等級高中畢業等級高中畢業等級高中畢業等級高中畢業等級高中畢業等級高中畢業等級
七級七級七級七級七級七級七級七級
六級六級六級六級六級六級六級六級
五級五級五級五級五級五級五級五級 初中畢業等級初中畢業等級初中畢業等級初中畢業等級初中畢業等級初中畢業等級初中畢業等級初中畢業等級
四級四級四級四級四級四級四級四級
三級三級三級三級三級三級三級三級
二級二級二級二級二級二級二級二級 小學畢業等級小學畢業等級小學畢業等級小學畢業等級小學畢業等級小學畢業等級小學畢業等級小學畢業等級
一級一級一級一級一級一級一級一級 三年級起點三年級起點三年級起點三年級起點三年級起點三年級起點三年級起點三年級起點
級別級別級別級別 目目目目 標標標標 總總總總 體體體體 描描描描 述述述述
一級
對英語有好奇心,喜歡聽他人說英語說英語說英語說英語。能根據教師的簡
單指令做遊戲、做動作、做事情 (如塗顏色、連線)。能
做簡單的角色扮演角色扮演角色扮演角色扮演。能唱簡單的英文歌曲唱簡單的英文歌曲唱簡單的英文歌曲唱簡單的英文歌曲,,,,說簡單的英說簡單的英說簡單的英說簡單的英
語歌謠語歌謠語歌謠語歌謠。能在圖片的幫助下聽懂和讀懂簡單的小故事聽懂和讀懂簡單的小故事聽懂和讀懂簡單的小故事聽懂和讀懂簡單的小故事。
能交流簡單的個人資訊,表達簡單的情感和感覺。能書書書書
寫寫寫寫字母和單詞。對英語學習中接觸的外國文化習俗感興
趣。
二級
對英語學習有持續的興趣和愛好。能用簡單的英語互致互致互致互致
問候問候問候問候、、、、交換有關個人交換有關個人交換有關個人交換有關個人、、、、家庭和朋友的簡單資訊家庭和朋友的簡單資訊家庭和朋友的簡單資訊家庭和朋友的簡單資訊。能根據
所學內容表演表演表演表演小對話或歌謠。能在圖片的幫助下聽懂、
讀懂並講述簡單的故事。能根據圖片或提示寫簡單的句
子。在學習中樂於參與、積極合作、主動請教。樂於瞭
解異國文化、習俗。
課程目標等級課程目標等級課程目標等級課程目標等級課程目標等級課程目標等級課程目標等級課程目標等級
The National English Language CurriculumThe National English Language Curriculum::
Principles and rationalesPrinciples and rationales
…從學生的學習興趣、生活經驗和認
知水準出發,宣導體驗、實踐、參
與、合作與交流的學習方式 和任務
型的教學途徑,發展學生的綜合語言
運用能力,使語言學習的過程成為學
生形成積極的情感態度、主動思維和
大膽實踐、提高跨文化意識和形成自
主學習能力的過程
(英語英語英語英語
課程標準課程標準課程標準課程標準)
Independent
learning
Values &
Attitudes
Process
Integrative
language use
Task-based
approach
Experiential
learning
Student
centered
The The English CurriculumEnglish CurriculumMainland
• One textbook:
Sole
interpretation
of Curriculum
Guide
• Standardized
internal and
external
assessment
Hong Kong
•More than 1
textbook: open
interpretation of CG
•School-based
internal assessment
and standardized
external assessment
(TSA)
Implications Implications ……
• The place of textbook in daily teaching
and learning
• Space for school-based curriculum
development
• Teachers’ capability to adapt and
modify the curriculum
Context & Curriculum Context & Curriculum
Contextual views of English learning:
�First language (Canada, New Zealand,
Singapore)
�Second language (Hong Kong)
�Foreign language (Mainland China, Japan,
Korea)
English Curriculum in MainlandEnglish Curriculum in Mainland
• The Aural-Oral Approach
(emphasize listening and speaking)
• Total Physical Response (TPR)
Join In, Book 2
Cambridge University
Press (adapted version)
P.4 students
AuralAural--Oral ApproachOral Approach
Listening Listening
Refer to Join In Book2
P.66Refer to Join In Book2
P.67
Aural-Oral Approach
Speaking
AuralAural--Oral ApproachOral Approach
Listening
Refer to Join In Book2
P.70
Refer to Join In Book2
P.71
AuralAural--Oral ApproachOral Approach
Reading
Refer to Join In Book2
P.72
Refer to Join In Book2
P.73
Total Physical Response (TPR)Total Physical Response (TPR)
Miming
You are reading a book.
You can hear a bee.
It lands on your book.
Where’s the bee?
You look under the bed.
No bee.
You climb on a wardrobe.
It’s not there.
You look behind the
curtains.
It’s not there.
It’s on your nose. Aaaaah!
You are reading a book.
You can hear a bee.
It lands on your book.
Where’s the bee?
You look under the bed.
No bee.
You climb on a wardrobe.
It’s not there.
You look behind the
curtains.
It’s not there.
It’s on your nose. Aaaaah!
Action Story
Refer to Join In Book2
P.83
Total Physical Response (TPR)Total Physical Response (TPR)
• Complete involvement of the whole
body in the learning process and in
reinforcing new vocabulary and
structures
First Stage:
(1) Teacher tells the story sentence by
sentence, miming the actions at the
same time
(2) Students watch and listen, imitate
teacher’s actions
Total Physical Response (TPR)Total Physical Response (TPR)
(3) Teacher repeats the story several times
When pupils can carry out the actions on
their own (without copying the teacher),
teacher stop and ask pupils to mime by
themselves
(4) Pupils mine the actions first in the order in
which they learnt them; then teachers says
the sentences in different orders, pupil then
mine the actions in different orders
Total Physical Response (TPR)Total Physical Response (TPR)
Second Stage:Teacher asks pupils to open the textbook, pupils listen to the CD and write correct number in the box.
Further information: www.youtube.com
Total Physical Response (TPR) - Teacher
Training film no. 8, Cambridge University Press English
Language Teaching
ImplicationsImplications……
�Enrich teachers’ repertoire of teaching
approaches (eclectic approach)
�Multi-sensory approaches: possible
alternatives for students with specific
learning difficulties
National Level
Regional Level
school Level
各地區可以根據國家課各地區可以根據國家課各地區可以根據國家課各地區可以根據國家課
程三級管理的有關政策程三級管理的有關政策程三級管理的有關政策程三級管理的有關政策
規定規定規定規定,,,,根據當地的條件根據當地的條件根據當地的條件根據當地的條件
和需要和需要和需要和需要,,,,適當調整相應適當調整相應適當調整相應適當調整相應
學段英語課程的目標學段英語課程的目標學段英語課程的目標學段英語課程的目標
(英語課程標準英語課程標準英語課程標準英語課程標準 p.6)。
English Curriculum in MainlandEnglish Curriculum in Mainland
SchoolSchool--based Curriculum Developmentbased Curriculum Development
• Textbook: lack authenticity
• Connect learning with life experience
SchoolSchool--based Curriculum Developmentbased Curriculum Development
• Balanced development of the 4 skills,
particularly reading and writing
My name is Dan. I am 8 years old. My
favourite animals are dogs. They are yellow. They are lovely. My favourite day is Saturday. I like red and blue.
Look! This is me. I am wearing a red and white T-shirt. I like it very much.
I am wearing shorts. They are blue. My birthday is in August. When is
your birthday?
Why adaptation? Interests of learners
I like Dennie
because she is very
beautiful.
I like Dennie
because I want to be
a model when I grow
up.
I like Asterix because
the man is nice.
I like Asterix because
the man is strong.
I like Asterix because
the boy is very clever.
Which book do you
like? Why?
• To respond to imaginative experience (a story)
• Free expression of ideas
SchoolSchool--based Curriculum Developmentbased Curriculum Development
English Language English Language TeachingTeaching
• Limited number of English lessons
observed
• Lesson observed across levels and with
specific focuses
• Long period of contact (6 days & 3
weeks): relationship building and
honest exchange of views
ImplicationsImplications……
Teachers’ expectations in aspects like:
• time management
• lesson as an isolated unit (integrative use
of language skills) Vs lesson as part of a
learning sequence
• purposes of English language (knowledge
strand, interpersonal strand, experience
strand)
Interpersonal Knowledge Experience
•To establish and maintain relationships
To provide or find out, interpret and use information
To respond and give expression to real and imaginative experience
•To exchange ideas & information
To explore, express and apply ideas
•To get things done To solve problems
Purposes of English languagePurposes of English language
My favourite character is Robin. He is strong because he liked doing sports.
Teacher learning and developmentTeacher learning and development
� Content knowledge
� General pedagogical knowledge
� Curriculum knowledge
� Pedagogical content knowledge
� Knowledge of learners & their characteristics
� Knowledge of educational contexts
� Knowledge of educational ends, purposes,
value and their philosophical and historical
grounds
Source: The Wisdom of Practice: Essays on Teaching, Learning, and Learning to
Teach (Jossey-Bass/Carnegie Foundation for the Advancement of Teaching) (v. 1)
by Lee S. Shulman
� Structured learning (accredited courses, in-service training courses)
�Non/Semi-structured learning (seminars, experience sharing session, workshops)
�Workplace learning (CLP meetings, co-teaching/ peer observation)課研課研課研課研(lesson research) 精品課精品課精品課精品課, 賽課賽課賽課賽課, 公開課公開課公開課公開課 (open lessons), 立體說課立體說課立體說課立體說課
�Others (舊人帶新人舊人帶新人舊人帶新人舊人帶新人/老帶青老帶青老帶青老帶青)
Teacher learning and developmentTeacher learning and development
Teacher talkTeacher talk
Teacher Ivy: Use the story context, Toby the pirate, to elicit students’ prior knowledge (vocabulary)
Teacher Betty: Use PPT flash game to elicit target vocabulary
Teacher Cathy: Ask Ss to guess animal sounds to elicit target vocabulary
• Share of teaching experience(s) in CLP/English panel : Folk
Knowledge (點子點子點子點子)
Background:
• P.4 students
• Join In (Book 2)
Unit 8: Animals
•Learned Words
(elephant, crocodile,
mice, rabbit, lion,
pig, wolf, duck, fox,
snake, hippo, cow,
sheep, dog)
• Structure of this
Lesson : Motivation
Stage (5 mins)
Teacher learning and developmentTeacher learning and developmentFeatures of the journal:• Articles submitted by
lecturers, government officials,
secondary school teachers
and primary school teachers
• Primary School teachers
(i) Combine theories with
Practices (cited references)
(ii) With reference to classroom
teaching (certain unit in the TB)
(iii) No data collection, mostly
1st hand personal experience
and observation
全國核心期刊全國核心期刊全國核心期刊全國核心期刊
中小學英語教學研究中小學英語教學研究中小學英語教學研究中小學英語教學研究
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