Enhancing the Effectiveness of Learning and Teaching of English Language in a Small Class Context...
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Enhancing the Effectiveness of Learning and Teaching of English Language in a Small Class Context Katie Wong Hong Kong Student Aid Society Primary School Date: 8th March, 2013
Enhancing the Effectiveness of Learning and Teaching of English Language in a Small Class Context Katie Wong Hong Kong Student Aid Society Primary School
Enhancing the Effectiveness of Learning and Teaching of English
Language in a Small Class Context Katie Wong Hong Kong Student Aid
Society Primary School Date: 8th March, 2013
Slide 2
Rundown Background Sharing of the Six Principles Sharing of a
unit
Slide 3
Background in Small Class Teaching Joined a 3-year scheme of
SCT since 2005. A committee regarding to SCT has been set up. Our
English teachers joined the learning circle organized by EDB for
more than 3 years. In April, 2006, two English teachers joined a
tour to Shanghai organized by EDB. They observed the implementation
of SCT in primary schools in Shanghai. Since 2009-2010, the English
Panel Chair has been invited as a Seconded Teacher under EDB School
Support Partner (Seconded Teacher) Scheme. She has provided
professional support (English Language in SCT context) for more
than 14 primary schools in Hong Kong.
Slide 4
Enhancing the Effectiveness of Learning and Teaching of English
Language in a Small Class Context
Slide 5
Diagrammatic Representation of English Language Education KLA
Curriculum Framework English Language Education Curriculum Strands
KnowledgeInterpersonalExperience 9 Generic Skills Values and
Attitudes Flexible and diversified modes of curriculum planning +
Effective learning, teaching and assessment Overall Aims and
Learning Targets of English Language Education
Slide 6
4Cs Critical Thinking Learners draw out meaning from data,
argue and make their own judgement Communication Communication
Learners interact with people and express their ideas effectively
Collaboration Learners engage effectively in tasks and teamwork,
and benefit from collaborative relationships Creativity Learners
produce original ideas and solve problems appropriate to the
context The Generic Skills Galton, 2011
Slide 7
Six Principles to guide improvements in practice Clear
statement of learning objectives Extended questioning during whole
class discussion More active pupil participation Increased
cooperation between pupils by working in pairs and groups Less use
of corrective and more informing feedback More use of the
assessment for learning approach Whenever possible exploration
precedes instruction and examples are situated in contexts that are
meaningful to the pupils
Slide 8
Learning Objectives Take into account pupils prior knowledge /
understanding. Learning objectives are concrete, easy to measure
and evaluate. Involve the development of pupils academic knowledge
and social skills. At the beginning of the lesson, the teacher
tells the pupils what they are going to learn. At the end of the
lesson, the teacher reviews the learning key points with
pupils.
Slide 9
Some key action words when specifying learning objectives Low
level (transmission): to recall, define, identify, state,
recognise, name, list, measure Medium level (application): to use,
show, perform, explain, illustrate, predict, interpret Higher level
(understanding): to classify, design, organise, compose, discover,
summarise, conclude, separate Galton, 2011
Slide 10
Evaluating ( ) Creating ( ) Analyzing ( ) Understanding ( )
Applying ( ) Remembering ( ) Both basic-level thinking and
higher-order thinking are important. plan, produce judge, decide
organize, differentiate, classify, conclude, use, solve, compare,
summarize Blooms Taxonomy (Revised) Anderson & Krathwohl
(2001)
Slide 11
Some key questions when specifying learning objectives Have I
not only described the activity but also its purpose? Have I
described the purposes in terms of expected pupil behaviour using
action words? Have I linked the stated objectives to appropriate
use of teaching methods? In general the higher the level the less
direct instruction and the greater use of teaching strategies based
on the six principles. Galton, 2011
Slide 12
Six Principles to guide improvements in practice Clear
statement of learning objectives Extended questioning during whole
class discussion More active pupil participation Increased
cooperation between pupils by working in pairs and groups Less use
of corrective and more informing feedback More use of the
assessment for learning approach Whenever possible exploration
precedes instruction and examples are situated in contexts that are
meaningful to the pupils
Slide 13
Sufficient Wait Time for pupils to respond. Hold back answers
to encourage more pupil responses Encouraging pupil discussion to
enhance interactions among pupils. (e.g. use of cooperative
learning structures to enhance students thinking, e.g.
Think-Pair-Share Classroom setting help pupils answer questions
more effectively (provide a language-rich environment) How should
we ask questions?
Slide 14
What questions do we ask? A balanced of open-ended and closed
questions. Provide sufficient open-ended questions to let pupils
explore concepts and have discussions Pupils prior knowledge is
taken into account Scaffolding through questioning Plan core
question to provide lesson structure Use processing questions to
deal with unexpected answers. Good sequence of questions (both
lower and higher level questions) that allows students to proceed
towards higher-order thinking.
Slide 15
Other possible ways to design questions that can enhance
high-order thinking 6-W thinking skills Timeline Compare and
Contrast Attributes Listing 6 Hats Thinking Skills Consequences and
Sequel Forced Connection Consider All Factors Other Peoples Point
of View Guess and Match Examine Both Sides Alternative Ways Predict
All Consequences
Slide 16
Six Principles to guide improvements in practice Clear
statement of learning objectives Extended questioning during whole
class discussion More active pupil participation Increased
cooperation between pupils by working in pairs and groups Less use
of corrective and more informing feedback More use of the
assessment for learning approach Whenever possible exploration
precedes instruction and examples are situated in contexts that are
meaningful to the pupils
Slide 17
Pupil Participation Enough interactions between teacher and
pupils. Boost pupil participation during class discussion, e.g.
encouraging them to meet and greet each other at the start of the
lesson Print rich environment Seating arrangement
In a horseshoe shape Galton, 2011 When doing whole-class
teaching
Slide 23
Or as a double Horseshoe if less space! Galton, 2011
Slide 24
Slide 25
Six Principles to guide improvements in practice Clear
statement of learning objectives Extended questioning during whole
class discussion More active pupil participation Increased
cooperation between pupils by working in pairs and groups Less use
of corrective and more informing feedback More use of the
assessment for learning approach Whenever possible exploration
precedes instruction and examples are situated in contexts that are
meaningful to the pupils
Slide 26
Pair/Group Work Rules for group work need to be established and
reinforce. The tasks are challenging enough. The tasks are
educational and in response to the learning objectives. The tasks
provide pupils with opportunities for individual accountability and
interdependence in the group. There is a debriefing session in
which evaluation criteria are set for pupils to evaluate their
effort so that they can make improvement for next task. Provide
sufficient time to finish the group work
Slide 27
Rules for group work We take turns. We share materials. We ask
for help. We use quiet voices. We use names. We encourage others.
We share ideas. We celebrate success. We listen carefully. We
communicate clearly. We wait patiently. We accept differences.
Slide 28
Listening Looks LikeSounds Like - making eye contact - nodding
- leaning toward speaker - one person talking - quiet - Um OK - Are
you saying ? Example 1 Listen carefully
Slide 29
Example 2 Praise each other - - - - - - -
Slide 30
Suggested Group Reflection Sheet 1. Did you help each other? 2.
Did you speak softly? 3. Did you take turns to speak?
Slide 31
Slide 32
Slide 33
The Attainments Self-Reflection Form EVALUATING INTERACTION Did
I? MarAprMayJun 1. speak in English 2. listen to others 3. take
turns 4. speak clearly
Slide 34
Six Principles to guide improvements in practice Clear
statement of learning objectives Extended questioning during whole
class discussion More active pupil participation Increased
cooperation between pupils by working in pairs and groups Less use
of corrective and more informing feedback More use of the
assessment for learning approach Whenever possible exploration
precedes instruction and examples are situated in contexts that are
meaningful to the pupils
Slide 35
Effect of Feedback RankEffect provide cues (What do you think
might happen if?) 1stbig ask for explanation (How did you get that
answer?) 2ndbig praise effort (That was a good try.) 3rdbig praise
correct answer (Thats correct! Well done.) 4thmedium correct answer
(You need to add these two numbers.) 5thsmall Galton, 2010
Slide 36
Feedback More informing, less corrective Praises pupils on
results as well as efforts. T gives opportunity for pupils to find
their own errors and correct them. T gives opportunity for pupils
to reflect on how they worked out the answer.
Slide 37
Corrective Feedback vs Informing Feedback Corrective Feedback -
Showing where pupils went wrong and then providing the right
answer. Informing Feedback -Helping pupils to spot their own
mistakes or questioning pupils about the appropriateness of the
methods chosen, so that they could improve their work.
Slide 38
Six Principles to guide improvements in practice Clear
statement of learning objectives Extended questioning during whole
class discussion More active pupil participation Increased
cooperation between pupils by working in pairs and groups Less use
of corrective and more informing feedback More use of the
assessment for learning approach Whenever possible exploration
precedes instruction and examples are situated in contexts that are
meaningful to the pupils
Slide 39
Key questions in the use of the assessment for learning
approach Were the forms of classroom organisation sufficiently
flexible to allow groups of pupils with similar learning needs to
come together? Was much of the formative assessment based on what
pupils said and did rather than what they wrote? Did I build these
oral assessments into a pupil profile? Galton, 2011
Slide 40
Assessment for Learning Timely feedback Not only assessing the
result but also the process. Not only pen and paper assessment, but
also what pupils said and did. Evidence to reflect the
effectiveness of pupils learning as well as teachers teaching. For
adjusting teaching contents/strategies.
Slide 41
System that help pupils to do self- assessment do/dont need
help: the traffic light cards Use red to show that you have
problems. Use yellow to show that you are getting help from others.
Use green to show that you feel comfortable with that you can do.
Galton, 2011
Slide 42
Assessment for learning approach Assessment for learning makes
use of formative assessment in order diagnose pupils learning
difficulties and thereby provide the required teaching to remedy
these deficiencies. At its lowest it employs techniques such as
traffic light to sort pupils into groups for attention. At its best
it is personalised and caters for individual needs. Galton,
2013
Slide 43
Six Principles CURRICULUM LEARNING OBJECTIVES PEDAGOGY PUPIL
PARTICIPATION PAIR/GROUP WORK QUESTIONING FEEDBACK ASSESSMENT
ASSESSMENT FOR LEARNING
Slide 44
Level: Primary 2 Module : Places and activities Reader : Cat
and Dog at School No. of periods : 12 lessons (35 minutes/ lesson)
Synopsis: Cat and Dog are classmates. Dog behaves well but Cat
behaves badly. They finally come to a conclusion that they need to
set some rules to help Cat behaves at school.
Slide 45
Cat and Dog at School Functions / Structures : 1.Use proper
nouns to refer to places. This is our music room. 2. Use
interrogative adverb Where to ask about location Where do we sing
songs? 3. Use the interrogative pronoun What to find out specific
information about a person, object or event. What do we do in the
music room? 4. Use the simple present tense to describe habitual
actions. We sing in the music room. 5. Use adjectives to show
position. The music room is on the third floor. 6. Use the modals
must and mustnt to express obligations and prohibitions. We must
follow the rules. We mustnt run in the library.
Slide 46
Module Places and Activities Unit Cat and Dog at School Task 1
Facilities at school Task 2 School rules
Slide 47
Cat and Dog at School Generic Skills: 1.Critical thinking
skills - evaluate others behaviour, and identify appropriate and
inappropriate behaviour 2. Self-management skills learn to behave
well at school Values and Attitudes: 1.Self-discipline
2.Responsible 3.with a desire to learn 4.co-operative The learning
objectives involve the development of pupils academic knowledge and
social (interpersonal and communication) skills.
Slide 48
Task description Task 1: Open Day is coming. The pupils are
responsible for taking the guests to walk around the school campus.
Pupils need to introduce different school facilities to the guest.
e.g. This is the music room. It is on the first floor. We sing in
the music room.
Slide 49
Task description Task 2: Since there will be pupils from the
kindergartens visiting the school on the Open Day, pupils need to
make some signs and rules to tell the kindergarten pupils what
could and couldnt be done in the rooms. e.g. We mustnt eat in the
library. We must keep quiet in the library. Tasks are situated in
contexts which are meaningful for the pupils.
Slide 50
Procedures of the tasks
Slide 51
Task 1 Vocabulary activity 3: Pelmanism (Places and activities)
Grammar activity 1: Use simple present tense to describe habitual
actions Campus tour: Complete the school floor plan Task 1: Writing
about the locations and activities in different rooms in the school
Shared reading Cat and Dog at School Phonics /sh/ Vocabulary
activities Vocabulary activity 1: Pelmanism (Places and pictures)
Vocabulary activity 2: Brainstorming activities at different places
Vocabulary activity 4: Ordinal Number Hotel
Slide 52
Task 2 Grammar activity 1: discuss what Cat must and mustnt do
at school Grammar activity 2: Write school rules for Cats school
Case studies: Discuss about the misbehaviour in the pictures and
the rules pupils ned to obey. Task 2: Designing rules and signs for
difderent places at school Shared reading Cat and Dog at School
Reading activities Reading activity 1: List out what Cat and Dog
did at school in 1st part of the story. Reading activity 2:
Sequence the events in the story. * Put up pupils work on the walls
of different places at school
Slide 53
Lesson Plan Lesson :10-11th lesson (12 lessons in total)
Duration : 70 minutes (35 minutes per lesson) Module and
Topic:Places and activities Reader: Cat and Dog at School Prior
knowledge: 1. Present tense to describe habitual actions. 2. Modal
Dont to express prohibitions. 3. Proper nouns to refer places.
Learning Objectives: 1. Use of must and mustnt to give simple
instructions and commands. 2. Identify appropriate and
inappropriate behaviour at school. 3. Take turns when they do group
work. The learning objectives are - set based on pupils prior
knowledge and understanding - concrete, easy to measure and
evaluate.
Slide 54
Daily Talk 1. Greet each other. 2. Riddles I see with my little
eyes (places) 3. Ask pupils about the places. Teacher: Where is
this place? What do we do there? What can we do there? What cant we
do there? 4. Tell pupils the purpose of the lesson. Provide a
language rich environment for language learning. Sufficient
open-ended questions to let pupils explore concepts and discussion
At the beginning of the lesson, teacher tells pupils what they are
going to learn in a simple way Extended conversation between
teacher and pupils
Slide 55
Pre-task 1.Read the book. 2.Recall pupils previous knowledge
about the content of the book. 3.Ask pupils if they would do the
same thing as Dog. 4.Use the chart wrote up in the previous lesson,
introduce the use of must and mustnt to write rules. 5.Pair work:
Think-Pair-Share (write rules for Cat). 6. Read aloud the rules. -
Initial exploration of pupils ideas - Recall pupils previous
knowledge about the book content Sufficient open-ended questions to
let pupils explore concepts and discussion. Use of pair/group work
to enhance pupil participation
Slide 56
While-task 1.With a picture, discuss the misbehaviour of some
naughty pupils in a place at school. 2. Group work: Round Robin
Demonstration Pupils take turns and point out the misbehaviour in
different scenarios. Remind pupils to take turns and say Its your
turn.. - Some initial exploration of the pupils ideas before
activity begins. Each pupil is accountable to the group to make a
contribution. Pupils were reminded about the rules. The task is put
in a context related to pupils daily experience.
Slide 57
While task (contd) 3. Group work: Each group member gets a
paper stripe. Use must and mustnt to make rules Write the rules on
the stripes. If finish earlier, write one more rule for the place.
4. Put all the stripes on Activity Sheet 3. 5. Read together to do
self-editing. (Teacher provides criteria for success to pupils.)
Give opportunity for pupils to find their own errors and correct
them. Each pupil is accountable to the group to make a
contribution.
Slide 58
Post task 1. Group presentation Pupils show the corresponding
picture and read aloud the rules they have made. Ask the class if
they agree with their classmates. 2.Conclude the lesson. 3.Tell the
pupils to fill in the self-evaluation form. Evidence is collected
to reflect the effectiveness of pupils learning. At the end of the
lesson, the teacher reviews the learning key points with pupils.
Give opportunity for pupils to reflect on how well they worked in
groups.