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Collaborative Research & Development
(“Seed”) Project for 2012 – 2013
Effective Use of Learning and Teaching
Resources to Cater for Learner Diversity in
the Learning of English at Primary Level
English Language Education Section
Curriculum Development Institute
Education Bureau
Objectives of the project (I)


To help teachers select and make effective
use of learning and teaching resources that
suit the needs and interests of students with
different abilities
To help teachers adapt coursebook materials
and integrate selected learning and teaching
resources into their school-based curriculum
to enrich the curriculum content
Objectives of the project (II)



To help teachers enhance students’ generic skills
through the use of the learning and teaching
resources
To enhance teachers’ assessment literacy
through designing appropriate assessment tasks
and activities to inform learning and teaching
To enhance students’ motivation and interest in
learning English through exposure to different
learning and teaching materials
What is the meaning of
Catering for Learner Diversity?
X Even out
abilities and
performances
 Stretch the
potential of all
students
Various perspectives on Learning Styles
• While the Multiple Intelligences Theory
of Howard Gardner is the most popular
and readily used by teachers, there are
other ideas about learning styles, which
can also be useful to EFL/ESL teachers.
(Putintseva, 2006)
• There is no agreement on the number or
variety of learning styles…These fall into
general categories such as information
processing, personality patterns, and
social interaction patterns. (Conner,
2004)
Using Learning and Teaching Resources to
Cater for Learner Diversity
How?
Learner Diversity
• Learning and Teaching
Strategies
• Assessment for Learning
Curriculum
• Learning and Teaching
Materials
Framework
Catering for
Curriculum Adaptation:
Making use of textbooks
• Keep the learning targets and objectives of a key stage in mind and
identify the focus of each unit
• Match the textbook content against the school’s English curriculum
and make sure there is a balanced coverage of the Learning
Targets and Objectives
• Omit certain parts
• Use different parts flexibly for different groups of learners
• Adapt the activities to make them attractive to the learners
Teachers can also
• Develop their own learning and teaching materials
• Adopt a wide variety of learning resource materials
Adapted from English Language Education Curriculum KLA Curriculum Guide (P1 – S3) (2002) p.117
Curriculum Framework
Catering for Learner Diversity
Effective use of Learning & Teaching Resources
Factors to consider

Suitability of content
•Interesting and relevant to students?

Exploitability
•How can they be exploited for teaching purposes?
•What knowledge and skills can be developed?

Readability
•Are the texts too easy/difficult?
•Are they structurally too demanding?

Presentation
•Do they look authentic and attractive?
•Do pictures and diagrams help to illustrate the text effectively?
(adapted from Berardo,2006)
Curriculum Framework
Catering for Learner Diversity
Selecting learning and teaching resources
Assessment for learning
 Build in checkpoints for understanding of key concepts
 Make effective use of questions to diagnose
comprehension problems and provide timely feedback
 Observe and collect learning evidence to identify learning
difficulties
 Use different modes of assessment to identify learners’
strengths and weaknesses
Curriculum Framework
Catering for Learner Diversity
Designing Appropriate Assessment Tasks & Activities to Inform
Learning and Teaching
Project Title:
Effective Use of Learning and Teaching Resources
to Cater for Learner Diversity in the Learning of
English at Primary Level
Project Code: EE0112
Duration:
September 2012 to August 2013
Schools Participating in the Project
“Seed” Schools
“Network” Schools
Seconded Teachers
School Project
Coordinators
School Project
Coordinators
Project Teachers
Project Teachers
”Seed” Schools
“Seed” Schools are expected to:
 nominate 1 experienced and committed English teacher to
be seconded to the English Language Education Section of
CDI for a period subject to mutual agreement;
 allocate a common lesson / period of time per week/cycle
for teachers’ collaborative lesson preparation;
 set aside a period of time in the scheme of work to try out
the learning, teaching and assessment materials developed
by the seconded teacher and other project teachers of the
same school; and
 assist in the collection of evidence (by supporting
classroom observations, including video-recording a
substantial number of tryout lessons and interviewing
students/teachers) on the processes of change and impact
on pupil learning.
“Network” Schools
“Network” Schools are expected to:
 nominate teachers to participate in professional
development programmes and experience sharing
sessions; and
 try out the developed materials and activities in
their own schools.
Seconded Teachers
Seconded teachers are expected to:
 work in close collaboration with CDI officers, English
language teachers of their own schools and other “Seed”
Schools;
 assist in reviewing related literature;
 participate in professional development programmes;
 develop learning, teaching and assessment materials
with other project teachers of the same school;
 try out the developed learning, teaching and assessment
materials to promote the development of listening and
writing skills and strategies;
Seconded Teachers
Seconded teachers are expected to:
collect evidence (by supporting classroom
observations, including video-recording a substantial
number of tryout lessons and interviewing
students/teachers) on the processes of change and
impact on student learning;
assist in analysing and interpreting the data
collected; and
assist in the dissemination of tryout experiences/
good practices.
Project Proposal
[Education Bureau Circular Memorandum No. 12/2012
Staff Interflow Schemes 2012 (Appendix C)]
Send your application to:
EDB Human Resources Management Unit
4/F, East Wing, Central Government Offices
2 Tim Mei Avenue
Tamar, Hong Kong.
(Application for Staff Interflow Schemes 2012)
Deadline for Application:
15 March 2012
Enquiries
Administrative matters:
Mr Allen LAI
2892 5846
Professional matters:
Ms Barbara CHAN
2892 6571