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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