Transcript DOLACEE in SKH Tsang Shiu Tim Secondary School

DOLACEE IN
SKH TSANG SHIU TIM SECONDARY SCHOOL
DOLACEE tutors:
Ms Tse PikYuk (English Chairperson)
Mrs. Tam Leung Yen Ying Anne (English Teacher)
RECONCEPTUALIZATION
× Common mindset:
×
×
1. English is just an academic discipline like any other
subject, independent of other disciplines.
(e.g.English proficiency does not affect the learning of
chemistry and vice-versa) (Unrelated)
2. So, English is to be learnt only in English lessons.
(Isolated)
3. Consequently, the English teacher has the sole
responsibility for teaching the language.
(teacher–centered and subject-specific)
DOLACEE enables us to understand:
(A) Language is a tool for constructing knowledge
(B) A whole-school approach to learning in English
(C) Scaffolding
(A) Language is a tool for constructing knowledge
- Teachers are empowered by DOLACEE to
teach their subjects in English.
- Students are enabled by the teachers to learn
English and learn in it.
Language (English) is a tool for learning,
thinking and representing knowledge.
(B) Whole-school approach to learning in English
- English teachers and subject teachers plan
curriculum together for guided and effective
process.
- Teachers plan curriculum across six/seven
years of schooling.
English is taught and learnt across the
curriculum.
(C) Scaffolding
Macro-scaffolding (teaching and learning cycle)
- Teacher setting curriculum goals
- Teacher planning and sequencing tasks
[e.g. Setting the context →
deconstruction + modeling →
joint construction →
independent construction]
Micro-scaffolding (task level)
- Teacher-student, student-student interaction
(teacher’s talk, questioning, interaction)
Masters (Teachers as experts)
over 6 years (NSS)
Individuals
(Colleagues,
Peers)
Institution
(Curriculum,
extra-curricular
activities)
Apprentices (Students)
• collaborative working relationship –
shared understanding of ways to support
ESL students
• Participation of ESL and non-ESL
teachers – collaboration across subjects
and within school
• collaborative learning environment –
recognizing and valuing participants’
expertise
• activity design – participants undertaking,
examining and reflecting
• new culture of classroom observation
- trial suggested strategies
- peer support
- positive sharing between young and
experienced teachers
Challenges
Solutions
Time constraint - Tight
teaching schedules
- customized schedule design with school
support
- 50 CPD hours
- Accreditation
Heavy workload
- 5 BMRs (Between Module Readings) 
reflecting critically, deeper understanding
between theories and practice
- 5 BMAs (Between Module Activities) 
process of trialling strategies
- roster
- reflect critically
- amazing presentations
- action plan – collaboration work
Challenges
Intimidating learning
environment
Solutions
- content wide-ranging and
comprehensive
- lots of highly interactive hands-on
activities
- teacher as facilitator – guiding
participants to reflect on pedagogy
- friendly and supportive atmosphere –
full of fun and laughter
Module
No of Hours
1
3
2
2.5
3
3
4
2.5
5
3
6
3
7
3
8
2.5
9
2.5
Details of
workshops
ESL students
and learning in a
second language
Language and
learning and the
role of
scaffolding
Oral language:
how the task
shapes the talk
Using oral
language:
interpreting and
producing oral
texts
Working with
written and
visual texts
Working with
written and
visual texts at
the text level
Developing
knowledge of
genre and
language at the
language level
Assessing
written texts
Programming
and wholeschool models of
support for ESL
students
Date
Time
28 Nov 08 (Fri)
(SD Day)
11:00 a.m.
9 Dec 08 (Tue)
(Exam Period)
1:40 p.m.
*teachers have
to swap lessons
on their own for
the afternoon
sessions starting
1:40pm
16 Dec 08 (Tue)
(Exam Period)
23 Dec 08 (Tue)
(Exam Period)
16 Feb 09 (Mon)
(Sports Day)
19 Mar 09 (Thu)
(before SD Day)
23 April 09
(Thu) (Prep for
Open Day)
2 June 09
(Revision Week)
9 June 09 (Exam
Period)
Venue
Room 611