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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 ？. 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 =

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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

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  1. 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6/07/2012

  2. Catering for Learner Diversity = Differentiation Why differentiate? Can we differentiate? What to differentiate? How to differentiate?

  3. HKDSE & Differentiation

  4. 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

  5. Different attainment levels of HKDSE

  6. 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

  7. What does each level mean？

  8. Learning paces and attainments

  9. 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)

  10. From Abstract Inclusive Values to Concrete Inclusive Practices: Our Journey

  11. Setting the tone for change To develop a WSA to catering for individual differences

  12. Toeing the line on school change”

  13. Raising Awareness ：Class based action research project (1)

  14. Awareness Raising：Class based action research project (2)

  15. 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….

  16. From Action to Sharing: Staff development activity 10 teachers were invited to share their practices (illustrated with a short video ) with other teachers

  17. 「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

  18. 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 分流模式

  19. 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 混合模式

  20. 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

  21. 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

  22. 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

  23. From Practice to Evaluation: Lesson observation • Criteria for assessment • Learning objectives are clearly stated • Classroom routines are well-established • Diversified learning / teaching activities are provided • Different learning styles are addressed • Students with different abilities are catered for • Timely and effective feedbacks are provided

  24. Enhancing teaching effectiveness Conceptual framework of the development of differentiated curriculum and teaching strategies Goal Setting Awareness raising Experimentation Implementation Evaluation (specific, measurable, time-targeted objectives) (context, relevance) (low-stake, focus on sharing good practice, celebration of success) (well-defined needs, procedures and outcomes) (focus, feedback)

  25. Strategies to cater for learner diversity in HKRSS

  26. Level descriptors and differentiated learning tasks NSS Geography Using level descriptors to differentiate the curriculum, learning tasks and expected outcomes

  27. Standards-referenced Reporting

  28. Everyday language→ geographical terminology

  29. Identify simple concepts →explain complex processes

  30. Identify familiar places →apply knowledge to unfamiliar contexts

  31. express simple arguments → give critiques of geographical knowledge

  32. Principles for designing assignments which cater for learner diversity Sharing of a school-based project conducted in Feb, 2011

  33. Chinese

  34. Differentiating input for writing High

  35. Differentiating input for writing Average

  36. Differentiating input for writing Low

  37. Using hint boxes

  38. Chunking

  39. Using visual stimuli

  40. Using comic strips

  41. Organization Tool:Using mind-map to develop ideas

  42. Using mind-map to develop ideas

  43. English

  44. Graded Worksheets based on Differentiated Curriculum Three types of worksheets will be set for the three ability groups:

  45. S1 Scheme of Work 11-12

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