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Can change be systematic ?. How much can we plan ?. 如 何 有 系 統 地 策 劃 全 校 參 與 照 顧 學 習 差 異 的 工 作. Why does it matter when everyone is facing THE standardized public exam?. What does this “ magic ” phrase mean?. 潘啟祥副校長 香港紅 卍 字會大埔 卍 慈中學 6/ 0 7/201 2. Catering for Learner Diversity = - PowerPoint PPT Presentation
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如 何 有 系 統 地 策 劃
全 校 參 與 照 顧 學 習 差 異 的 工 作
Can change be systematic?How much can we plan?
What does this “magic” phrase mean?
Why does it matter when everyone is facing THE standardized public exam?
潘啟祥副校長香港紅卍字會大埔卍慈中學
6/07/2012
Catering for Learner Diversity =
Differentiation
Why differentiate?Can we differentiate?
What to differentiate?How to differentiate?
HKDSE & Differentiation
The Opportunities for Curriculum Differentiation brought forth by HKDSE
From norm-referencedTo Standards-referenced
Clearer Indicators for different standards
Teachers can help students to set their own personal goals on each subject
Different attainment levels of HKDSE
standards-referenced reporting
In the HKDSE, standards-referenced reporting will be adopted to report
candidates' assessment results. For each of the five levels, a set of writt
en descriptors will be developed that describe what the typical candidat
e performing at this level is able to do. The principle behind these descri
ptors is that they describe what typical candidates can do, not what they
cannot do. In other words, they describe performance in positive rather t
han negative terms. 。
Source: HKEAA, 2009
What does each level mean ?
Learning paces and attainments
差異 (Diversity) 與選擇 (Choice)
• 學習量 (Amount)• 學習速度 (Pace)• 學習模式( VAK )• 思維層次 (Cognitive Levels)• 學習成果 (Learning Outcomes)• 溝通能力 (Modes of Communication)• 專注力 (Attention Span)• 情緒 (Emotion & Mood)• 興趣 (Interest)
From Abstract Inclusive Values to
Concrete Inclusive Practices: Our Journey
Setting the tone for change
To develop a WSA to catering for individual differences
Toeing the line on school change”
Raising Awareness : Class based action research project (1)
Awareness Raising : Class based action research project (2)
From awareness to Action: Filming of LD strategies
Strategies include:
Heterogeneous grouping, ability grouping, cooperative learning, peer assessment, questioning techniques, graded worksheets, computer-assisted learning, individual instruction….
From Action to Sharing: Staff development activity
10 teachers were invited to share their practices (illustrated with a short video ) with other teachers
「照顧學習差異」的策略• 課堂教學
– 分組活動– 課堂活動多元化– 互動教學– 提問技巧– 調適工作紙– 運用資訊科技– 多元評核
分流模式優點:• 鼓勵能力較佳的學生
培養自學精神• 騰出時間給低能力組
別作個別指導 • 同組學生較易達到預
期學習目標• 同組學生之間易於溝
通
缺點:• 標籤效應• 分流的準確度• 學生感覺不公
混合模式優點:• 學習能力稍高的學生
為成績稍遜的學生提供協助(小導師)
• 鼓勵朋輩互相學習• 減少標籤效應
缺點:• 老師未能兼顧各組內
能力稍遜的學生• 不同能力學生之間的
協作問題• 能力稍遜的學生養成
倚賴的習慣
課堂活動多元化• 以配合學生的各種興趣,使不同能力的學生也
能參與課堂學習– 討論– 寫作– 繪畫– 解決難題– 繪製概念圖– 使用圖書館– 視聽教材– 資訊科技
互動教學• 非單向式教學,增加學生課堂參與機會及
投入感• 口頭滙報• 發問時間• 角色扮演• 示範 / 實踐
提問技巧• 按學生能力,提問不同層次的問題
– 能力稍遜的學生:• 資料性• 基礎運算
– 能力較高的學生:• 解難• 推論• 創意• 批判
• 按教學內容,逐步提升問題層次
From Practice to Evaluation: Lesson observation
Criteria for assessment
1) Learning objectives are clearly stated
2) Classroom routines are well-established
3) Diversified learning / teaching activities are provided
4) Different learning styles are addressed
5) Students with different abilities are catered for
6) Timely and effective feedbacks are provided
Enhancing teaching effectiveness Conceptual framework of the development of differentiated
curriculum and teaching strategies
Goal Setting (specific, measurable, time-targeted objectives)
Awareness raising (context, relevance)
Experimentation(low-stake, focus on sharing good practice, celebration
of success)
Implementation (well-defined needs, procedures and outcomes)
Evaluation (focus, feedback)
Strategies to cater for learner diversity in HKRSS
NSS Geography
Using level descriptors to differentiate the curriculum, learning tasks and expected outcomes
Level descriptors and differentiated learning tasks
Standards-referenced ReportingLevel Level descriptors
5 making extensive use of geographical terminology
explain complex spatial and ecological relationships and processes
apply knowledge to unfamiliar geographical contexts
demonstrate evaluative, inferential and problem-solving skills
4
3
2
1 describe in a simple and straightforward manner
describe simple
Geographical
ideas and
concepts
Identify similar
places,
environments
and simple
processes
express simple ideas and arguments
Everyday language → geographical terminology
Identify simple concepts → explain complex processes
Identify familiar places → apply knowledge to unfamiliar contexts
express simple arguments → give critiques of geographical knowledge
Principles for designing assignments which cater for learner diversity
Sharing of a school-based project conducted in Feb, 2011
ChineseChineseChineseChinese
Differentiating input for writingHigh
Differentiating input for writing Average
Differentiating input for writing Low
Using hint boxes
Chunking
Using visual stimuli
Using comic strips
Organization Tool:Using mind-map to develop ideas
Using mind-map to develop ideas
EnglishEnglishEnglishEnglish
Graded Worksheets based on Graded Worksheets based on Differentiated CurriculumDifferentiated Curriculum
Student A (Stronger)
Student B(Intermediate)
Student C(Weaker)
-more challenging and higher order thinking tasks will be given
-students have to produce more creative work
-tasks are at levels and achievable
-students can always proceed to A’s tasks (as extended tasks)
-more help is given in tasks to remove students’ barriers so that tasks are achievable for them
- Learning outcomes are expected to be similar to B’s
Three types of worksheets will be set for the three ability groups:
S1 Scheme of Work 11-12Week Units Reading Grammar Writing Speaking Listening (TP/RL)
30- 32(14Ls)Aaverage to more capable students
8 Weird science
-p64 your techno world-p66 techno quiz-p69 the inventor of modern life
-p65 past simple negative and questions-p67 question words
-p68 describe 3 most useful inventions
-p67 describing a day out-p68 expressing opinions, agreeing and disagreeing -2-minute presentation
-TP Unit 6 p35-p40-p65 questionnaire-p67 radio interview-p68 opinions about inventions
Cweak to average students
-p64 your techno world (para 1,2)-p66 techno quiz (question words)
-p65 past simple negative and questions -p67 question words (who/when/where/what)
-p68 describe a favourite invention (with p68 W2K)
-p67 describing a day out-1-2 minute presentation
-TP Unit 6 p35-p40 (selected ex)-p65 questionnaire-p67 radio interview
RResource class
-p64 your techno world (para 1,2)-p67 #7 about a day out
-p65 past simple negative and questions (selected exercises with (*) in the book & WB-p67 question words (who/when/where/what about You)-SW booklet 5
-Picture Story Too many computer games (about Ben last week)
-p67 asking about last Saturday/Sunday -1-minute presentation
-TP Unit 6 p36 matching pictures
Phonics: variant vowels-p67 radio interview
Differentiated learning objectives
Differentiated learning outcomes
For
Learners at different readiness levels
Requirements:
1. Length of the essay & presentation --- longer
2. Way of presentation --- less reliance on note cards
Requirements:
1. Shorter length2. Reading
aloud from note cards
Look similar from a distance
More visual input, structured pattern, repetition
MathematicsMathematicsMathematicsMathematics
Making use of everyday experience
Authenticity
Allowing choices
Graded exercises
不同程度的題目
中二數學科
( A)
中二數學科
( B)
調適策略:提示步驟淺化題目
Individualizing and tracking learning progress
Creating success for ALL
A student who scored 99 marks
in a Math test
Differentiated materials and Chinese herbs cabinet
How do we evaluate the effectiveness?Longitudinal analysis of Stakeholders’ survey
+ =
我們的工作
Thank You