Making use of smaller class size to facilitate better teaching and learning

1. Making use of smaller class size to facilitate better teaching and learning Wo Che Lutheran School

2. Why Way forward What How well Holistic Planning How Why Way forward What How well Holistic Planning How

3. improve the quality of teaching and learning Objectives Schools should make use of the provided to create additional resources more time and space to through a reduction of class size. LegCo Panel on Education

4. Do we have specific SCT strategies? What are they? Will SCT create more administrative work? worries and concerns The public expects better teaching with smaller class sizes. But how? Do we need to adjust our curriculum for SCT? In what way?

5. Creation of Space • reduction of class size • provision of additional manpower • free periods • decrease in marking workload • more space in the classroom

6. 3-year SCT pilot study School’s background

7. P5 level grouping 5HA 5HB 20 18 5H 5F 5L 38 38 24

8. more classroom space smaller class size

9. Curriculum Managing resources Professional capacity building Teaching and learning Holistic Planning

10. Financial Human Outside support Time Physical Managing resources

11. Human one additional teacher • financial management • co-ordination and liaison • utilization of resources SCT committee vice-principal PSMCD panel head vice-panel head teacher(s) one additional teaching assistant • arrangement on cross class grouping • data analysis • self-evaluation and reflection mechanism • teachers’ professional development

12. CEG,.. SCT decrease in marking workload Financial Time

13. Outside support Extra-curricular activities Physical

14. Vertical Horizontal Improving the existing curriculum

15. TSA analysis Vertical Planning making a balanced curriculum

16. using textbooks flexibly 1st term Be a good citizen structuring the lessons systematically 2nd term Helping the police catering for learnerdiversity Horizontal planning

17. Structuring the lessons systematically learning and teaching objectives assessment methods skills and strategies tasks and activities language arts andtext types language forms and functions

18. Using language arts and a variety of text types films songs news headlines role-play scripts

19. Varying the reading input less able group more able & average ability group differentiation of vocabulary used

20. Varying the reading input more able & average ability group varying the length of the text less able group

21. Varying the reading input less able group more able & average ability group varying the difficulty

22. Differentiating the tasks to cater for students’ multiple intelligences visual linguistic interpersonal musical

23. Varying the learning output more able & average ability group less able group What kind of voluntary services are you interested in? Setting different levels of questions direct-lifting questions higher-order thinking questions Varying the support and guidance given

24. more able & averageability group Varying the formative assessment in terms of level of difficulty and number of questions higher-order thinking questions less able group

25. Results of formative assessment mark class

26. Problems encountered by students lack of speaking skills weak vocabulary

27. Increasing the depth and breadth of vocabulary teaching identifying the vocabulary building skills to be taught identifying core and additional vocabulary to be taught using vocabulary activities to apply the vocabulary learnt increasing students’ exposure to the vocabulary infusing vocabulary teaching into daily lessons

30. shoplift ing

31. shoplifting / shoplift / a shoplifter

32. derivation

33. photos news posters

34. Brainstorming - Crimes Types Action People Tools Places Using different activities to allow students’ to apply the vocabulary learnt

35. Infusing daily vocabulary building activities into each lesson

36. Maximizing the use of physical space building a language-rich environment

37. Using co-operative activities to develop students’ speaking skills presenting a police report reporting a crime acting out a TV interview role-playing a bank robbery

38. allow students to generate ideas and express their opinions freely through activities Using co-operative activities to develop students’ speaking skills presenting a police report

39. Using co-operative activities to develop students’ speaking skills reporting a crime provide more guidance and support to students

40. increase interaction among students Using co-operative activities to develop students’ speaking skills acting out a TV interview

41. use peer assessment to reflect on student learning stretch the more able learners provide constructive feedback Using co-operative activities to develop students’ speaking skills role-playing a bank robbery

42. sharing of other schools’ experiences internal panel meeting sharing Professional capacity building lesson observation co-planning with teachers

43. Impact on teaching and learning

44. 5HA Reading skills

45. 5HB Reading skills

46. Speaking skills 5HA

47. 5HB Speaking skills

48. Impact on teachers allowing more wait time to students paying more attention to individual student’s needs establishing a closer relationship with students providing more student to student interaction building up a print-rich environment

49. Way Forward equip P5 teachers as core leaders to lead teachers of other levels P5 SCT

50. Will small class teaching necessarily bring about better teaching and learning?