1 Seminar on Catering for Learner Diversity for English Teachers at Primary Level 3 March, 2006 English Language Education Section, Curriculum Development

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Seminar on Catering for Learner Diversity for English

Teachers at Primary Level

3 March, 2006 English Language Education Section,

Curriculum Development Institute, EDB

2

What does it mean by

catering for learner diversity?

4

A is quiet in classwhile

B is talkative.

How are students different from one another?

A complains about his group

members while

B leads a group discussion.

A works hard because she

enjoys English activities while B works hard

for high marks.

A can pronounce a word quickly

by chunking the syllables while

B can finish reading a passage

quickly.

In acquiring new words, A learns through songs

whereasB learns through doing crossword

puzzles.

A has got problems with

spelling while B has difficulty

pronouncing /l/ and /r/ sounds.

A likes animals while

B likes car racing.

Learner Diversity

In face of a problem,

A frets about the problem while B tries to solve it.

3. Personality

6. Intellectual

&

Emotional

Development

7. Attitudinal

&

Social

Maturity

4. Motivation

5. Ability 1. Learning Style

2. (Learning) needs

8. Interests

5

What is the meaning of Catering for Learner Diversity?

Even out abilities and performances

Stretch the

potential of all

students

X

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What have you done to cater for learner diversity?

– Re-teaching part of a lesson? Giving extended tasks?

– Teaching students how to do assignments?

– Assigning supplementary/additional exercises to provide more practice (e.g. self-designed, adapted/ taken from resources available on the market)?

– Drilling for tests and examinations?

– Providing individual help/ coaching?

– Conferencing with students?

Are they effective?

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Catering for Learner Diversity

What? How?Why?

We believe there is a need to stretch the potentials of every student.

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Catering for Learner Diversity

Why?

We believe there is a need to stretch the potentials of every student.

How?What?Learning Targets

and Objectives:

• Language forms and functions

• Skills and strategies

• AttitudesCu

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9English Language Curriculum Framework

English Language Education Key Learning Area Curriculum Guide

(Primary 1 – Primary 6) (2004)

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9

Diagrammatic Representation of the English Language Education KLA Curriculum Framework

9 G

ener

ic S

kills

Values and A

ttitudes

Flexible and Diversified Modes ofCurriculum Planning

+Effective Learning, Teaching and Assessment

Overall Aims and Learning Targets ofEnglish Language Education

KnowledgeInterpersonal ExperienceTargets for:Key Stage 1Key Stage 2Key Stage 3Key Stage 4

Targets for:Key Stage 1Key Stage 2Key Stage 3Key Stage 4

Targets for:Key Stage 1Key Stage 2Key Stage 3Key Stage 4

Learning Objectives: Forms and FunctionsSkills and StrategiesAttitudes

Strands

English Language Education Curriculum

to use English to think and

communicate

to use English to acquire,

develop and apply

knowledge

to use English to respond and

give expression to experience

Text typesVocabularyLanguage itemsCommunicative functions

Four language skillsLanguage

development strategies

11Catering for Learner Diversity

Why? How?

• Learning and Teaching Materials

• Learning and Teaching Strategies

• Assessment for Learning

Curriculum Adaptation:

What?Learning Targets and

Objectives:

• Language forms and functions

• Skills and strategies

• Attitudes

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C.C.C. Heep Woh Primary School (PM)

Module: Food and Drink

Ms P L Lee, Candy

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Learning ObjectivesLearning Objectives

Vocabulary: food items, food groups

Collective nouns

Determiners: any, some, a lot of, plenty of, a little, too many, too much, too little

Countable nouns, Uncountable nouns

Modals: should

Text types: stories, recipes

Look at your meals!

Let’s eat right!

Traffic-light Sandwiches• Designing & presenting recipes• Extended tasks

An alien’s e-mail *

My favorite book - story structure *

Another story ending *

Party time!

Food hunt in fridges & cupboards

Helping Piggy & Teddy to eat right

Knowing about good & bad food

Surveying, evaluating & improving meals

Reading and responding to Traffic-light Sandwiches

I

II

III

Food and Drink

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Learning and Teaching MaterialsLearning and Teaching Materials

• Divide/ condense units of learning into manageable components

• Adapt coursebook materials(amount, range, sequence, varieties, graphics)

• Design extended tasks/materials to draw on and expand learners’ existing knowledge and skills

• Include specific guidelines to focus attention on concepts

Curriculum Adaptation

Cu

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How?

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Textbook materials

e.g. Is/Are there any...?

Yes, there is/are some ______.

No, there isn’t/aren’t any ______.

Cupboard

Food items

Fridge

Food items

Find out what is in the cupboard and the fridge.

Learning and Teaching Materials

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Supermarket

A: Is/Are there any _____

in the _____ section?

B: Yes, there is/are some

____.

No, there isn’t/aren’t

any ____.

Food Hunt in Fridges & CupboardsFood Hunt in Fridges & Cupboards=

Cupboard and Fridge

A: Is/Are there any _____?

B: Yes, there is/are some

____.

No, there isn’t/aren’t

any ____.

+

Adaptations made to textbook materials

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Food Hunt in Fridges & CupboardsFood Hunt in Fridges & Cupboards

A: Are there any tomatoes and carrots in your fridge?B: Yes, there are some tomatoes, but there aren’t any carrots.A: We need some carrots. We don’t need any ______.

Food for party• tomatoes and carrots• cheese and ham• biscuits• noodles• juice and chocolate milk

Shopping list• • ...• ...


Party Time!

some carrots

Meaningful context

Information gap

Hands-on activities

19Learning and Teaching Materials

Eat a little

Eat some

Eat a lot of/ plenty of

Eat most

Target language items introduced

Names of food groups introduced

Textbook materials supplemented

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Describing and evaluating own diets over a week

a lot of too many

plenty of too much

some too little

a little


Helping Teddy & Piggy to eat right!Helping Teddy & Piggy to eat right!=

Describing own diets

a lot of

plenty of

some

a little

+

Adaptations made to textbook materials

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Helping Teddy and Piggy to eat rightHelping Teddy and Piggy to eat right

Teddy Piggy

&


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chocolate milk

chocolate

chocolate cakeTwo cartons ofTwo pieces of

Two bars of

Breakfast too much + chocolatetoo much + sweet food

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large pepperoni pizza

Coke

cucumberFour slices of

orangeAn

A

Two cans of

Lunch Vocabulary recycled and extended

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double cheeseburger

crisps

cream soda

A

A packet of

A can of

Tea

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double cheeseburgers

milk

jumbo hotdogsTwo

A jug of

Two

Dinner

boiled vegetablesA plate of

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Piggy eats _______ dairy food.Piggy eats _______ sweet food.Piggy eats _______

cheeseburgers.

Piggy eats _______ vegetables.Piggy eats _______ fruit.

Is it a healthy diet?

28Breakfast Lunch

Tea Dinner

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Piggy eats _______ dairy food.Piggy eats _______ sweet food.Piggy eats _______ cheeseburgers.

Piggy eats _______ vegetables.

Piggy eats _______fruit.a little

a lot of

some

AMOUNT

Plenty ofPlenty of

A lot ofA lot of

SomeSome

A littleA little

too many cheeseburgers.

too little fruit.

a lot of plenty oftoo much dairy food.too much sweet food.

Is it a healthy diet?It is an unhealthy It is an unhealthy diet.diet.

Representing graphically the differences in quantities

Structuring presentation to highlight concept

Highlighting the target language items

30Uncountable Uncountable

nounsnounsCountable Countable

nounsnouns

Piggy eats Piggy eats too muchtoo much::• chocolate• sweet food

Piggy drinks Piggy drinks too too muchmuch::

• milk

Piggy eats too Piggy eats too little:little:

• fruit

Piggy eats Piggy eats too manytoo many::• cheeseburgers• hotdogs

Using colour and layout to compare and contrast

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Helping Teddy and Piggy to Eat RightHelping Teddy and Piggy to Eat Right

Homework for consolidation


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Specific guidelines focus attention on application of food pyramid

Box helps students decide whether the item is a countable or uncountable noun

33Learning and Teaching Materials

My Meal Record

Breakfast Lunch Dinner

Food/Drinks

Day 1

Food/Drinks

Day 2

Too little

Too much/ Too many

Just Right

Fat, oil, salts & sweets

Meat, poultry, fish, Eggs

Dairy products

Fruits

Vegetables

Grains & cereals

Water

Look at your meals! Let’s eat right! How healthy is my diet?

34Learning and Teaching MaterialsLook at your meals! Let’s eat right!

Too little

Too much/ Too many

Just right


Meat, poultry, fish, eggs

Dairy products

Fruit

Vegetables

Grains & cereals

Water

My Meal Record How healthy is my diet? Breakfas

tLunch Dinne

r


Meat, poultry, fish,eggs

Dairy products

Fruit

Vegetables

Grains & cereals

Water

A little salt, oil

A little salt, oilSome

candies

A little salt, oil

Some fish

6 pieces of pork chop

8 chicken wings

Some soya milk

Half an apple

Some carrots

Some cabbage

1 bowl of congee

1 bowl of rice

1 bowl of rice

1 glass 1 glass

Provide appropriate scaffolding

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Learning and Teaching MaterialsLearning and Teaching Materials

• Divide/ condense units of learning into manageable components

• Adapt coursebook materials(amount, range, sequence, varieties, graphics)

• Design extended tasks/materials to draw on and expand learners’ existing knowledge and skills

• Include specific guidelines to focus attention on concepts


Cu

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How?

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Choose one of your favourite stories. Look for the characters, setting and problem in the Beginning. Describe briefly the events that solve the problem in the Middle. Include the solution in the End.

Setting (where and when)

Character(s)

Problem(s)

Event(s)

Solution

Learners apply knowledge to deepen understanding

CHALLENGE My Favorite Book- Story Structure

37CHALLENGE My Favorite Book- Story Structure

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Another Story Ending for Traffic-light Sandwiches

Read the new solution to Felix and Flora’s problem and complete the Ending

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Learning and Teaching StrategiesLearning and Teaching Strategies

• Assess retention of previous learning and adjust strategies

• Structure teacher demonstration before participation

• Apply effective questioning techniques


Cu

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How?

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Learning ObjectivesLearning Objectives

Vocabulary: food items, food groups

Collective nouns

Determiners: any, some, a lot of, plenty of, a little, too many, too much, too little

Countable nouns, Uncountable nouns

Modals: should

Text types: stories, recipes

Look at your meals!

Let’s eat right!

Traffic-light Sandwiches• Designing & presenting recipes• Extended tasks

An alien’s e-mail *

My favorite book - Story Structure *

Another Story Ending *

Party time!

Food Hunt in Fridges & Cupboards

Helping Piggy & Teddy to eat right

Knowing about good & bad food

Surveying, evaluating & improving meals

Reading and responding to Traffic-light Sandwiches

I

II

III

Food and Drink

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Reading Traffic-light Sandwiches

and understanding story structure

Learning and Teaching Strategies

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What do we always find in stories?

People

Characters

Time

Place

Problem

Events

Setting

Solution

Ending

Beginning

Middle

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Questions of Different Cognitive Complexities

Traffic-light SandwichesRead P. 2-10.

Set questions to enable pupils to understand the characters, setting and problem of this story.

Synthesis

Evaluation

Analysis

Application

Comprehension

Knowledge

Create it

Judge it

Examine it

Use it

Understand it

Know it

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Characters

are the main characters in the story?Who

BEGINNING

Setting

Where were they?

When did the story take place?

45BEGINNING

How did Felix and Flora feel? (P.8)

Let us think.

Who Felix and Flora

Characters & Problem

Did Felix and Flora like Hong Kong? How do you know? (P.9, P.23)

Do you think they would still go to Zorb for their holidays? Why?

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What do we always find in stories?

People

Characters

Time

Place

Problem

Events

Setting

Solution

Ending

Beginning

Middle

47Events 1 2 3 4

How did Felix and Flora solve their problem?

The Central Café

The Central Café

Central

Yuen Long Grill

Yuen Long Grill

Wan Chai Restaurant

Wan Chai Restaurant

Tsuen Wan Tea House

Tsuen Wan Tea House

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What do the four events tell you about traffic-light sandwiches?

Let us think.

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Structuring questions to facilitate reading for meaning

What do the four events tell you about traffic-light sandwiches?

• What kinds of transport did Felix & Flora use?• How many places did they try?• How many times did they hear the answer ‘no’?• How long did it take?

Knowledge

& Comprehension

• Do you think they should spend so much time looking for the sandwiches?

• Why did they have to look for the traffic-light sandwiches?

Evaluation

Analysis

Application• If they could not find the sandwiches in

Central, what could they do?

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MESSAGE

Traffic-light sandwiches

are VERY important.

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Learning and Teaching StrategiesLearning and Teaching Strategies

• Assess retention of previous learning and adjust strategies

• Make clear learning intentions

• Structure teacher demonstration before participation

• Use easier/ more challenging examples

• Apply effective questioning techniques


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How?

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Assessment for learningAssessment for learningCurriculum Adaptation

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How?

Assessment for learning Assessment of learning

What to focus

For improvement

•Identifying learners’ strengths and weaknesses

•Setting different targets for different learners

•Acknowledging pupils’ efforts and achievements

•Providing quality feedback for learners, which entails timely support and enrichment, and helping teachers review the learning objectives, lesson plans and teaching strategies

For accountability

•Reporting learners’ attainment against the learners’ targets and objectives

•Including questions of different difficulty levels in summative assessment papers to cater for different learners

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What have you done to cater for learner diversity?

– Re-teaching part of a lesson? Giving extended tasks?

– Teaching students how to do assignments?

– Assigning supplementary/additional exercises to provide more practice (e.g. self-designed, adapted/ taken from resources available on the market)?

– Drilling for tests and examinations?

– Providing individual help/ coaching?

– Conferencing with students?

How will you modify the way you cater for learner diversity?

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• Brualdi, Amy C. Multiple Intelligences: Gardner’s Theory. ERIC, 1996. ED 410 226. Dickinson, Dee. “Technology that Enhances Multiple Intelligences.” URL: http://www.america-tomorrow.com/ati/mi1.htm (13 Oct. 2004).

• Curriculum Development Council. English Language Education Key Learning Area Curriculum Guide (Primary 1-Prmary 6) 2004

• Curriculum Development Council. (1999) Syllabuses for Secondary Schools English Language secondary 1-5.

• Department of Education, Science and Training, Australian Government. “Scaffolding Learning”. MyRead. URL: http://www.myread.org/scaffolding.htm (18 Nov. 2005)

• Reid, J.M. (ed). Understanding Learning Styles in the Second Language Classroom. Prentice-Hall, Inc.: New Jersey, 1998.

• Gregory, G.H. & Chapman, C. (2002). Differentiated instructional Strategies. California: Corwin Press, INC.

• Heacox, D. (2002). Differentiating Instruction in the Regular Classroom. MN: Free Spirit Publishing Inc.

References

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• Gardner, H. (1983). Frames of Mind. New York: Basic Books Inc.

• Gardner, H., & Hatch, T. (1989). Multiple intelligences go to school: Educational implications of the theory of multiple intelligences. Educational Researcher, 18(8), 4-9.

• Curriculum Development Institute, Education and Manpower Bureau. Interim Report on “Study on Strategies to Cope with Individual Differences in Academic Abilities of Primary School Pupils” (個別差異發展及研究報告系列中期報告 ) URL: http://cd1.edb.hkedcity.net/cd/id/index_en.html (2 Dec, 2005)

Further Reading

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Thank You

Documents

1 Seminar on Catering for Learner Diversity for English Teachers at Primary Level 3 March, 2006 English Language Education Section, Curriculum Development