5 / 6 March 201 3 ( Tue / Wed ) 09:30 – 17:00 (PM Session) English Language Education Section

1. Using the Learning Progression Framework to Enhance English Language Learning, Teaching and Assessment at the Secondary Level 5 / 6 March 2013 (Tue / Wed) 09:30 – 17:00 (PM Session) English Language Education Section Curriculum Development Institute Education Bureau

2. By the end of the afternoon session… You will have learnt about: • the structure of the LPF for Writing and Speaking • how the LPF can help in • analysing task requirements • setting appropriate assessment criteria for Writing and Speaking performance • facilitating assessment for learning, particularly providing quality feedback for Writing and Speaking

3. Using the LPFto Enhance the Learning and Teaching ofthe Productive Skills (I)

4. The Components of the LPF for Writing

5. Activity 12 With reference to the design and organisation of the following writing programme in a secondary school, discuss in groups: • the rationale underlying the design; and • how similar the design and organisation is to that of the • writing programme in your school.

6. provide opportunities to produce a good range of content (i.e. information, ideas, personal experiences and opinions) as specified in the Learning Outcomes; and cover a variety of writing purposes (as stated in the IS, KS and ES) and text types as specified in the Pointers. The LPF for Writing - Content To develop students’ writing skills, it is better for both the JS and SS writing programmes to:

7. Use of the LPF – Analysing Task Requirements for Writing

8. What should we do to help our students make the most of the writing programme? Teachers’ Concerns What are the teaching strategies we could use? What are the strategies that our students could learn to approach writing tasks?

9. Procedures Leading to the Development of the First Draft 4. Developing the First Draft through Shared Writing or Independently

10. 1. Highlighting Keywords Your teacher has asked you towrite an article about weekend activitiesfor the school magazine. Suggest ways your schoolmates can make good use of their time and give reasons for your suggestions. What about? Audience? Text type? Why? Source: Territory-wide System Assessment, 2011 (Secondary 3, English Language, Writing 9EW2)

11. 2. Drawing a mind map You may use some of the ideas from the following mind map and/or your own ideas in your writing. Write about 150 words for the article.

12. 3. Structuring the Text A article What? Why? - purpose • Introduction Body Paragraph examples? Body Paragraph Activities? reasons? Body Paragraph • Closing Conclusion

13. Activity 13 You have received two drafts of the article written by two students. With reference to the task requirements derived from the LPF for writing, discuss the following: 3.How could teachers bring about improvements to both drafts?

14. Student A’s First Draft Source: Territory-wide System Assessment, 2011: Report on the Basic Competencies of Students in Chinese Language, English Language and Mathematics, Key Stages 1-3 (HKEAA, 2011: p.266)

15. Student B’s First Draft Source: Territory-wide System Assessment, 2011: Report on the Basic Competencies of Students in Chinese Language, English Language and Mathematics, Key Stages 1-3 (HKEAA, 2011: p.277)

16. Using the LPF for Writing to Provide Constructive Feedback A sample writing task of an average S3 learner (L4-5) • Refer to the LPF for Writing to review own expectation of learner performance • Use the LPF as a common language to describe learners’ performance and progress Writing about weekend activities LPF: Content LPF: Organisation LPF: Language & Style Make informed decision on feedback focus LPF for Writing - Content L5 “Write a range of simple texts to describe, recount, record, explain and propose with some supporting details.” My feedback for the average learners should focus more on expanding the content. Most learners have met the basic requirements of the writing task. How should I help them progress? Teacher’s comments: To enrich the content, you can add some supporting details to the weekend activities, e.g. voluntary work (How? When? Where? Why?) Source: Territory-wide System Assessment, 2011: Report on the Basic Competencies of learners in Chinese Language, English Language and Mathematics, Key Stages 1-3 (HKEAA, 2011: p.266)

17. How? When? Where? Why? Examples? How could teachers bring about improvements to both drafts? Activity 13: Teaching writing skills: Developing elaborating skills Student A’s First Draft Enhancing elaboration of ideas sign up as a member of different charity bodies weekends, during school holidays homes for the elderly, schools, beaches, parks an opportunity to give and share, increase exposure helping the minority primary students with their school work, visiting homes for the elderly, walking the homeless dogs…

18. How could teachers bring about improvements to both drafts? Activity 14b: Teaching writing skills: Usingawareness raising activity In groups, • read the text provided and think about how the sentences/ideas relate to each other; and • choose the best answer from the options for each numbered sentence. The first one has been done for you as an example.

19. Student B’s First Draft How could teachers bring about improvements to both drafts? Activity 14: Teaching writing skills Enhancing coherence, e.g. ‘have you ever thought of…?’ introducing alternatives ‘First’, ‘Second’ Sequencing suggestions ‘like’ introducing examples ‘also’ enhancing reinforcement of ideas

20. Using the LPF for Writing to Provide Constructive Feedback by staying indoor or going outdoor A sample writing task of a more able S3 learner (L5-6) • Read the LPF for the overall learning progression for writing skills LPF: Content LPF: Organisation Writing about weekend activities LPF: Language & Style Give specific feedback to cater to learner diversity LPF for Writing - Organisation L6 “Arrange ideas within and across paragraphs using different means (e.g. summarising…) to show a generally clear focus” I can guide this student to organise ideas using different means. How can I provide more challenges for the more able learners to progress? Teacher’s comments: To enhance organisation of ideas, summarise the different kinds of activities such as outdoor (para 3-4) and indoor activities (para 5-6) and state them in separate para. Source: Territory-wide System Assessment, 2011: Report on the Basic Competencies of Students in Chinese Language, English Language and Mathematics, Key Stages 1-3 (HKEAA, 2011: p.277)

21. Activity 15: Providing Feedback How could teachers bring about improvements to bothdrafts? • Refer to Student B’s draft and the two feedback sheets. • Compare the generic and task-specific feedback sheets. • Which feedback sheet is more useful in providing feedback • on Student B’s performance? • What would you do to maximise students’ participation in • the review process?

22. Features of Quality Feedback

23. Assessment for Learning Strategies Using a process approach to the learning and teaching of writing skills and building in review time for timely feedback and reflection Identifying students’ needs and varying the teaching strategies Focusing on the instructional rather than correctional aspects of feedback Mark Less and Achieve More

24. Steps in Using the LPF to Enhance Students’ Writing Skills 1. Provide opportunities to engage Ss in a range of tasks that cover a variety of purposes and text types in the school’s writing programme. 2. Identify the requirements for each task in terms of the three domains in the LPF. 3. Develop a task-specific feedback sheet and set assessment criteria based on the task requirements. 4. Help Ss develop strategies to approach the writing tasks, e.g. highlighting keywords, drawing a mind map, structuring the text. Ask Ss to complete the first draft independently. OR Help Ss develop the first draft through appropriate teaching strategies, e.g. shared writing. 6. Guide Ss to improve the first draft through shared writing, using a feedback sheet or conducting a discussion.

25. Using the LPFto Enhance the Learning and Teaching ofthe Productive Skills (II)

26. Pointers Learning Outcomes Organised into Categories Levels Skills • Students at • this level can, • for example, • ………… • ………… • ………… • ………… Content, organisation & communication strategies Speaking Language Writing Pronunciation, stress, rhythm & intonation Reading Underlying principles Listening The Components of the LPF for Speaking

27. Progression of Learning Outcomes for Speaking Content, organisation and communication strategies • The outcome statements show the progression in terms of : • Complexityof information and ideas • Familiarity of topics • Organisation of information and ideas • Range of communication strategies Level 7 Organising, presenting and exchanging information, ideas, personal experiences and opinionson familiar and less familiar topics with elaboration clearly, and using a range of communication strategies Level 4 Organising, presenting and exchanging simple information, ideas, personal experiences and opinionson familiar topics quite clearly, and using formulaic expressions to facilitate communication Level 2 Providing and exchanging some simple information, ideas and personal experienceson familiar topics quite clearly, relying at times on non-verbal expressions

28. The LPF for Speaking – Content, Organisation and Communication Strategies The Content, Organisation and Communication Strategies domain suggests that the progressive development of students’ speaking skills can be ensured by: providing opportunities to produce a good range of content (i.e. information, ideas, personal experiences and opinions) as specified in the Learning Outcomes; covering a variety of speaking purposes (as stated in the IS, KS and ES) and text types as specified in the Pointers; raising the awareness of the relationships between text organisation and speaking purposes; and emphasising the importance of both verbal and non-verbal communication strategies.

29. Progression of Learning Outcomes for Speaking Language • The outcome statements show the progression in terms of : • Language forms and functions used at different levels of speaking • Vocabulary • Grammar structures etc. Level 7 Using a range of language forms and functions generally appropriately and accurately Level 4 Using simple language forms and functions quite appropriately and accurately Level 2 Using some simple language forms and functions quite appropriately

30. Progression of Learning Outcomes for Speaking Pronunciation, stress, rhythm and intonation • The outcome statements show the progression in terms of : • Accuracyin pronunciation • Appropriate use of stress, rhythm & intonation Level 2 Pronouncing most simple wordsand imitating appropriate stress, rhythm and intonation quite accurately Level 7 Speaking English accurately and fluently, and with generally appropriate stress, rhythm and intonation Level 4 Speaking simple English quite accurately, and showing an awareness of stress, rhythm and intonation

31. Activity 16 In groups, with reference to the Content, Organisation and Communication Strategies domain of the LPF for Speaking, brainstorm a list of speaking activities that can be conducted to provide Ss with the opportunities to produce a good range of content and to cover a range of speaking purposes. Write your list in the box below. Discuss how to incorporate these speaking activities into your school-based English Language curriculum.

32. Use of the LPF – Analysing Task Requirements for Speaking

33. Activity 16 Task: You are going to give a two-minute talk about your favourite film / TV programme in front of your classmates. You can use ideas from the mind map provided or your own ideas. You do not have to include all the points in the mind map.

34. Analysing the Speaking Task Instruction You are going to give a two-minutetalkabout your favourite film / TV programme in front of your classmates. You can use ideas from the mind map provided or your own ideas. You do not have to include all the points in the mind map. Text Type –Organisation & Oral Communication Strategies What? Why?

35. Mind Map for the Presentation Task costumes special effects Other aspects music ? My favourite film/ TV programme ? people making the film storyline actors/actresses director ending what happens

36. Suggestions on Giving Feedback Questioning Asking Ss open-ended questions about their learning, their understanding of the learning intentions, their strengths, weaknesses and challenges encountered Describing Describing what happens in a non-judgmental way Advising Giving advice or making suggestions Evaluating Assessing Ss’ strengths and weaknesses and communicating the results with reference to the assessment criteria for further improvement

37. Assessment for Learning Strategies for Activity 16 Maximising students’ participation in the review process by providing opportunities to discuss and deciding on the assessment criteria Providing students’ model to generate discussion and to deepen their understanding of the assessment criteria Using different means to provide feedback, e.g. feedback forms, discussion and/or ICT

38. Using the LPF for Speaking to Promote Self-directed Learning A sample speaking task for S5 students: Discussing teenagers’ overweight problems and solutions • Refer to the LPF for Speaking to review teaching content • Provide support for the development of strategies to promote learner independence LPF: Language & Style Good job! All have given your opinions on the weight problems. What did you do well? How can you improve your discussion skills further? LPF: Pronunciation LPF: Content, Organisation and Communication Strategies Yes, I’ve covered many of the causes, but not the solutions! Group discussion Discuss the causes of teenagers’ overweight problems and suggest ways to solve them. Effective use of communication strategies is what they need! I’ll let them practise responding to others’ opinions in a discussion. They’ve already given a lot of opinions. How can I contribute further?

39. Using the LPF for Speaking to Promote Self-directed Learning • Inform and equip students with the necessary skills through teacher’s demonstration and extra practice LPF for Speaking – Content, Organisation and Communication Stratigies L6 “…contribute to discussions on familiar topics… seeking further information, acknowledging and encouragingothers’ contributions as appropriate” LPF: Language & Style LPF: Pronunciation LPF: Content, Organisation and Communication Strategies  Seeking further information from others is one of the discussion strategies! Jane, you could have said to John “You think most teenagers don’t like to exercise. Can you give us some reasons?” L6 Group discussion Discuss the causes of teenagers’ overweight problems and suggest ways to solve them. A useful discussion strategy! Now I know how to contribute further to others’ ideas.

40. Steps in Using the LPF to Enhance Students’ Speaking Skills Provide a variety of speaking activities, e.g. interactive activities, readers’ theatres, reading aloud, drama Conduct explicit teaching of oral communication strategies in context Provide exposure to good speaking models Identify the task requirements in terms of the three domains in the LPF Develop the assessment criteria based on the task requirements and the learning intentions Provide opportunities for peer feedback using different means

41. Assessment for Learning Strategies Assessment for learning strategies: Sharing the learning intentions at the beginning of a lesson and revisiting them from time to time and/or at the end of the lesson to give students a clear focus of learning Breaking learning into stages (e.g. process writing, awareness raising activities, breaking a challenging task into manageable parts) to build in review time for timely feedback Teacher’s modelling/demonstration

42. Round-up The use of the LPF shifts the focus from the content to its outcomes, which places emphasis on learners provides a common “language” and “tool” for teachers to use in the learning, teaching and assessment process explains what is expected of students in terms of: where are they now? (existing strengths and weaknesses) where are they going? (goals) where to next? (“feed forward”)

43. School Assessment Practices Assessment for Learning (informs learning and teaching)

44. Using the LPF to Enhance Learning and Teaching LPF