Transcript QADsharingdraftNov
Factors for the Success of Catering for Students’ Learning Needs – From Rationales to Practice Franky Poon Vice Principal HKRSS Tai Po Secondary School 10 January 2012
一個令人有讀寫困難的校名 香港紅 卍 字會大埔 卍 慈中學 讀音困難 書寫困難 容易混淆： 1.
「 卍 」 與 「萬」 2.
3.
4.
「 卍 」 與 香港紅 卍 字會 與 香港紅十字會 「 卍 」 與 佛教
Setting the scene Getting to know my school My school is a place where … .
catering for learner diversity has become a necessity.
Our name card Our Mission
Our Policy
Our Assumptions (1) 3-tier intervention model for catering to learner diversity
Efforts that teachers have to make Types of Students With special educational needs With persistent social/learning difficulties Average
Our Assumption (2) Catering for diversity is a shift from selection to inclusion
S I N
Our Achievements Chief Executive’s Award for Teaching Excellence
Our School Ethos : 卓越關愛校園大獎 2010
Our Support to others: Resource school on Whole School Approach
Our critical friends
Norway, Holland, Scotland, Britain, Australia, US, Thailand and Malaysia
…
Hawkins, M. (Ed.).
Social justice language teacher education.
Bristol, UK: Multilingual Matters, p. 124-161 Our Publication
Our belief on School Change Catering for learner diversity is a capacity building process What is “ Capacity building ”？ “ Capacity building is defined as any strategy that increases the collective effectiveness of a group to raise the bar and close the gap of student learning.” Levin & Fullan (2008)
How to build capacity ？
“ Behaviour often changes before beliefs. So everything must be driven by a bias for action and learning rather than a traditional approach to endless planning before acting.” Levin & Fullan (2008)
The Prerequisites of School Improvement: Shared vision and Ownership “Shared vision and ownership are the outcomes of a quality process a precondition .” rather than Levin & Fullan (2008)
From Abstract Inclusive Values to Concrete Inclusive Practices : Our Journey
Case Study
Practice Evaluation: Lesson observation Action Sharing: Staff development activity Awareness Action: Filming of LD strategies Awareness raising: Class-based Action Research Subject/Committee Annual Program Plan 3-year School Development Plan
3-year School Development Plan Area of concerns Expected outcomes strategies To develop a WSA to catering for individual differences
Subject/Committee Annual Program Plan
Awareness raising ： Class based action research project Streaming of students Group No less than 3 ability groups should be identified Class no.
Description of each group
Group Awareness raising ： Class based action research project targets strategies Success criteria Evaluation methods Resource needed
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
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
Evaluation (focus, feedback) Implementation (well-defined needs, procedures and outcomes) Experimentation (low-stake, celebration of success) Awareness raising (context, relevance) Goal Setting (specific, measurable, time-targeted objectives)
Strategies to cater for learner diversity in HKRSS
HKDSE & Differentiated Curriculum
The Opportunities for Curriculum Differentiation brought forth by HKDSE From norm-referenced To 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 written descriptors will be developed that describe what the typical candidate performing at this level is able to do. The principle behind these descriptors is that they describe what typical candidates can do, not what they cannot do . In other words, they describe performance in positive rather than negative terms. 。 Source: HKEAA, 2009
What does each level mean ？
Learning paces and attainments
Level descriptors and differentiated learning tasks
NSS Geography
Using level descriptors to differentiate the
curriculum
,
learning tasks outcomes
and
expected
Standards-referenced Reporting Level 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
Chinese
Differentiating input for writing High
Differentiating input for writing Average
Differentiating input for writing Low
Using hint boxes
Using graphic organizers
Inserting Q/A between paragraphs of long texts
Using visual stimuli
Using comic strips
Using structured writing space
Using mind-map to develop ideas
Using mind-map to develop ideas
Using animal icons to group materials under the same unit
English
Multi media input
Vocabulary building through researching on the Internet
Using a mind map to organize ideas
Polishing a mind map
Use of Q/A to promote sentence writing
Turning sentences into a text (an oral presentation)
Peer assessment
Illustrating a text with graphics / drawings
Different levels of questioning
Mathematics
Visual Cues
Making use of everyday experience
Allowing choices
Individualizing and tracking learning progress
Designing revision booklet
Graded exercises
不同程度的題目
Liberal Studies
Extracting and reorganizing information from textbooks
Allowing different expectations Low High
Step-by-step instructions: Re-organization Critique
Step-by-step instructions: Re-organization Critique
Providing stick-on questions
Differentiated materials and Chinese herbs cabinet
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
評估調適策略
• • • • 加時應考 往特別室應考 電腦輔助應考 調適試卷
調適試卷
• “A” ：一般試卷 （包含不同程度題目， 以照顧不同能力的同學） • “ B” ：調適試卷 （內容整體較淺）
調適試卷的程序
1. 編製評估試卷調適 工作指引 2. 融合教育主任決定作答調適試卷之 學生名單 – 特殊教育需要 報告 – 學生及家長 意願 – 班主任及科任老師 建議 3. 擬卷老師提交 「試卷調適分析表」 4. 試後，各科組 檢討 調適試卷的成效 5. 各科主任 交流 調適試卷分析結果 6. 教師發展日 :分組討論調適試卷策略
試題之調適策略
1. 附加提示／解說 2. 字體放大 3. 試題及答題紙合一 4. 減少試題數目 5. 淺化題目／避免考核較抽象概念 6. 給予公式／例子 7. 更改提問方式 8. 更改題目類型／答題形式 9. 利用圖像代替文字 10. 要求完成概念圖以協助答題 11. 採用較淺／簡短的閱讀篇章 12. 撮寫（簡化）原文（如：閱讀理解）
調適策略：
淺化題目 中二數學科 （ A ） 中二數學科 （ B ）
Our final words for thought Poon, F. & Lin, A (2011) “Creating a School Program to Cater to Learner Diversity: A Dialogue between a School Administrator and an Academic” Social Justice Language Teacher Education, Multilingual Matters.
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