Seminar on Catering for Learner Diversity for English Teachers at Primary Level

1. Seminar on Catering for Learner Diversity for English Teachers at Primary Level 3 March, 2006 English Language Education Section, Curriculum Development Institute, EDB

2. What does it mean by catering for learner diversity?

4. Learner Diversity In face of a problem, A frets about the problem while B tries to solve it. 6. Intellectual 7. Attitudinal & & 4. Motivation Emotional Social Development Maturity 5. Ability 1. Learning Style 2. (Learning) needs 8. Interests How are students different from one another? A complains about his group members while B leads a group discussion. A works hard because she enjoys English activities while B works hard for high marks. 3. Personality A is quiet in class while B is talkative. A can pronounce a word quickly by chunking the syllables while B can finish reading a passage quickly. In acquiring new words, A learns through songs whereas B learns through doing crossword puzzles. A has got problems with spelling while B has difficulty pronouncing /l/ and /r/ sounds. A likes animals while B likes car racing.

5. X Even out abilities and performances Stretch the potential of all students  What is the meaning of Catering for Learner Diversity?

6. What have you done to cater for learner diversity? • Re-teaching part of a lesson? Giving extended tasks? • Teaching students how to do assignments? • Assigning supplementary/additional exercises to provide more practice (e.g. self-designed, adapted/ taken from resources available on the market)? • Drilling for tests and examinations? • Providing individual help/ coaching? • Conferencing with students? Are they effective?

7. Catering for Learner Diversity Why? What? How? We believe there is a need to stretch the potentials of every student.

8. What? Curriculum Framework • Learning Targets and Objectives: • Language forms and functions • Skills and strategies • Attitudes Catering for Learner Diversity How? Why? We believe there is a need to stretch the potentials of every student.

9. English Language Education Key Learning Area Curriculum Guide (Primary 1 – Primary 6) (2004) English Language Curriculum Framework

10. to use English to respond and give expression to experience to use English to think and communicate to use English to acquire, develop and apply knowledge • Text types • Vocabulary • Language items • Communicative functions • Four language skills • Language development strategies

11. What? How? Curriculum Framework • Learning Targets and Objectives: • Language forms and functions • Skills and strategies • Attitudes Curriculum Adaptation: • Learning and Teaching Materials • Learning and Teaching Strategies • Assessment for Learning Catering for Learner Diversity Why?

12. C.C.C. Heep Woh Primary School (PM) Module: Food and Drink Ms P L Lee, Candy

13. Party time! Food hunt in fridges & cupboards Helping Piggy & Teddy to eat right Knowing about good & bad food I Look at your meals! Let’s eat right! Surveying, evaluating & improving meals II • Traffic-light Sandwiches • Designing & presenting recipes • Extended tasks • An alien’s e-mail * • My favorite book - story structure * • Another story ending * Reading and responding to Traffic-light Sandwiches III Food and Drink Learning Objectives Vocabulary: food items, food groups Collective nouns Determiners: any, some, a lot of, plenty of, a little, too many, too much, too little Countable nouns, Uncountable nouns Modals: should Text types: stories, recipes

14. How? Curriculum Adaptation Curriculum Framework • Learning and Teaching Materials • Divide/ condense units of learning into manageable components • Adapt coursebook materials(amount, range, sequence, varieties, graphics) • Design extended tasks/materials to draw on and expand learners’ existing knowledge and skills • Include specific guidelines to focus attention on concepts

15. Learning and Teaching Materials Textbook materials e.g. Is/Are there any...? Yes, there is/are some ______. No, there isn’t/aren’t any ______. Cupboard Food items Fridge Food items Find out what is in the cupboard and the fridge.

16. Cupboard and Fridge A: Is/Are there any _____? B: Yes, there is/are some ____. No, there isn’t/aren’t any ____. + = Food Hunt in Fridges & Cupboards Learning and Teaching Materials Adaptations made to textbook materials Supermarket A: Is/Are there any _____ in the _____ section? B: Yes, there is/are some ____. No, there isn’t/aren’t any ____.

17. Information gap Meaningful context • Food for party • tomatoes and carrots • cheese and ham • biscuits • noodles • juice and chocolate milk  • Shopping list • ... • ... Hands-on activities Learning and Teaching Materials Food Hunt in Fridges & Cupboards Party Time! some carrots A: Are there any tomatoes and carrots in your fridge? B: Yes, there are some tomatoes, but there aren’t any carrots. A: We need some carrots. We don’t need any ______.

18. Names of food groups introduced Textbook materials supplemented Eat a little Target language items introduced Eat some Eat a lot of/ plenty of Eat most Learning and Teaching Materials

19. Describing and evaluating own diets over a week Describing own diets + a lot of plenty of some a little a lot of too many plenty of too much some too little a little = Helping Teddy & Piggy to eat right! Learning and Teaching Materials Adaptations made to textbook materials

20. & Learning and Teaching Materials Helping Teddy and Piggy to eat right Piggy Teddy

21. chocolate cake chocolate milk chocolate Breakfast too much + chocolate too much + sweet food Two pieces of Two cartons of Two bars of

22. cucumber Coke orange large pepperoni pizza Lunch Vocabulary recycled and extended Four slices of Two cans of An A

23. crisps double cheeseburger cream soda Tea A packet of A A can of

24. Two jumbo hotdogs milk A plate of double cheeseburgers boiled vegetables Dinner A jug of Two

25. Is it a healthy diet? Piggy eats _______ dairy food. Piggy eats _______ sweet food. Piggy eats _______ cheeseburgers. Piggy eats _______ vegetables. Piggy eats _______ fruit.

26. Breakfast Lunch Tea Dinner

27. Is it a healthy diet? AMOUNT Plenty of A lot of Some A little Piggy eats_______dairy food. Piggy eats_______sweet food. Piggy eats_______cheeseburgers. a lot of too many cheeseburgers. Highlighting the target language items some Piggy eats _______ vegetables. Structuring presentation to highlight concept Representing graphically the differences in quantities Piggy eats _______fruit. too little fruit. a little It is an unhealthy diet. plenty of too much dairy food. a lot of too much sweet food.

28. Uncountable nouns Countable nouns Piggy eats too much: • chocolate • sweet food Piggy drinks too much: • milk Piggy eats too little: • fruit Piggy eats too many: • cheeseburgers • hotdogs Using colour and layout to compare and contrast

29. Learning and Teaching Materials Helping Teddy and Piggy to Eat Right Homework for consolidation

30. Specific guidelines focus attention on application of food pyramid Box helps students decide whether the item is a countable or uncountable noun

31. Too little Too much/ Too many Just Right Fat, oil, salts & sweets Meat, poultry, fish, Eggs Dairy products Fruits Vegetables Grains & cereals Water Learning and Teaching Materials How healthy is my diet? Look at your meals! Let’s eat right! My Meal Record

32. Breakfast Lunch Dinner Too little Too much/ Too many Just right Fat, oil, salts & sweets Fat, oil, salts & sweets A little salt, oil A little salt, oilSome candies A little salt, oil Meat, poultry, fish, eggs Meat, poultry, fish, eggs 6 pieces of pork chop 8 chicken wings Some fish Dairy products Some soya milk Dairy products Fruit Fruit Half an apple Vegetables Vegetables Some carrots Some cabbage Grains & cereals Grains & cereals 1 bowl of congee 1 bowl of rice 1 bowl of rice Water Water 1 glass 1 glass Learning and Teaching Materials Look at your meals! Let’s eat right! How healthy is my diet? My Meal Record Provide appropriate scaffolding

33. How? Curriculum Adaptation Curriculum Framework • Learning and Teaching Materials • Divide/ condense units of learning into manageable components • Adapt coursebook materials(amount, range, sequence, varieties, graphics) • Design extended tasks/materials to draw on and expand learners’ existing knowledge and skills • Include specific guidelines to focus attention on concepts

34. CHALLENGE My Favorite Book- Story Structure Setting (where and when) Character(s) Problem(s) Event(s) Solution Choose one of your favourite stories. Look for the characters, setting and problem in the Beginning. Describe briefly the events that solve the problem in the Middle. Include the solution in the End. Learners apply knowledge to deepen understanding

35. CHALLENGE My Favorite Book- Story Structure

36. Another Story Ending forTraffic-light Sandwiches Read the new solution to Felix and Flora’s problem and complete the Ending

37. How? Curriculum Framework Curriculum Adaptation • Learning and Teaching Strategies • Assess retention of previous learning and adjust strategies • Structure teacher demonstration before participation • Apply effective questioning techniques

38. Party time! Food Hunt in Fridges & Cupboards Helping Piggy & Teddy to eat right Knowing about good & bad food I Look at your meals! Let’s eat right! Surveying, evaluating & improving meals II • Traffic-light Sandwiches • Designing & presenting recipes • Extended tasks • An alien’s e-mail * • My favorite book - Story Structure * • Another Story Ending * Reading and responding to Traffic-light Sandwiches III Food and Drink Learning Objectives Vocabulary: food items, food groups Collective nouns Determiners: any, some, a lot of, plenty of, a little, too many, too much, too little Countable nouns, Uncountable nouns Modals: should Text types: stories, recipes

39. Learning and Teaching Strategies Reading Traffic-light Sandwiches and understanding story structure

40. Beginning Middle Setting What do we always find in stories? Characters People Time Place Problem Events Ending Solution

41. Read P. 2-10. Set questions to enable pupils to understand the characters, setting and problem of this story. Questions of Different Cognitive Complexities Synthesis Evaluation Analysis Application Comprehension Knowledge Traffic-light Sandwiches  Create it  Judge it  Examine it  Use it  Understand it  Know it

42. BEGINNING Characters Who are the main characters in the story? When did the story take place? Where were they? Setting

43. BEGINNING Who • Felix and Flora Let us think. Characters & Problem How did Felix and Flora feel? (P.8) Did Felix and Flora like Hong Kong? How do you know? (P.9, P.23) Do you think they would still go to Zorb for their holidays? Why?

44. Beginning Middle Setting What do we always find in stories? Characters People Time Place Problem Events Ending Solution

45. Events 1 2 3 4 How did Felix and Flora solve their problem? The Central Café Central Wan Chai Restaurant Tsuen Wan Tea House Yuen Long Grill

46. Let us think. What do the four events tell you about traffic-light sandwiches?

47. Knowledge & Comprehension • What kinds of transport did Felix & Flora use? • How many places did they try? • How many times did they hear the answer ‘no’? • How long did it take? Analysis • Why did they have to look for the traffic-light sandwiches? Evaluation • Do you think they should spend so much time looking for the sandwiches? Application • If they could not find the sandwiches in Central, what could they do? What do the four events tell you about traffic-light sandwiches? Structuring questions to facilitate reading for meaning

48. MESSAGE Traffic-lightsandwiches are VERY important.

49. How? Curriculum Framework Curriculum Adaptation • Learning and Teaching Strategies • Assess retention of previous learning and adjust strategies • Make clear learning intentions • Structure teacher demonstration before participation • Use easier/ more challenging examples • Apply effective questioning techniques

50. How? Curriculum Framework Curriculum Adaptation Assessment for learning