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Suggested Strategies. At the Curriculum LevelAt the Panel LevelAt the Classroom LevelAt the Individual Level. Background. Teaching and Learning:Uniform teaching resources (textbook and class readers)Uniform assignments (Grammar Practice, Pre-task Workbook, Reading and Writing Skill Book)Unifor
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1. Catering for inter-class diversity Presenters:
Kwok Wing Ki Judy
Senior School Development Officer
Wu Wai Po
Leung Sai Cheung
Canton Road Government Primary School
2. Suggested Strategies At the Curriculum Level
At the Panel Level
At the Classroom Level
At the Individual Level
3. Background Teaching and Learning:
Uniform teaching resources (textbook and class readers)
Uniform assignments (Grammar Practice, Pre-task Workbook, Reading and Writing Skill Book)
Uniform assessment tools (tests and exams)
Uniform teaching schedule
4. What is learning?
6. At the Curriculum Level
7. Express Class: add-on strategy
8. Teaching strategy used: Teacher read aloud, followed by comprehension worksheets
Purposes:
enrich students vocabulary;
arouse students interest in the topic;
cultivate interest in reading;
practise reading skill;
increase students knowledge of the world (reading to learn)
9. Implications of Differentiation Strategy Concept of core/non-core ? compulsory/
optional
Less teaching time will be spent on non-core elements than core elements
Worksheets & supplementary exercise will be adapted accordingly
Less weighting in test/exam on non-core elements
Core elements: higher expectations in test/exam
10. Non-express Class: differentiation strategy
15. Why should teachers concern about the number of words taught in each unit?
16. How to choose active vocabulary
17. How to choose active vocabulary?
18. Reminders on using outcome-based approach to choose active vocabulary
19. At the Panel Level: Common Lesson Preparation Time
Use the framework to work out the scheme of work (from P1-6)
Assessment policy
Assign certain % to cater for average & low achievers
More weighing on core elements than on non-core elements
20. Theoretical Approaches for Grammar Teaching
21. Curriculum Guide (2004) Inductive/Discovery Approach According to the age of the learners and their cognitive development, teachers may decide to introduce a small number of useful and not overly complex grammar rules and terms to help them develop a conscious understanding of the language forms they are using
(continued)
22.
It is important from time to time that learners are given an opportunity to discover language patterns and rules for themselves. (p. 163)
Curriculum Guide (2004) on Inductive/Discovery Approach
23. Implication on Teaching and Learning Teaching:
Grammar rules
Grammar terms
Learning:
Learners needs
Learning styles
24. At the Classroom Level P.3 Classes, teaching focus (simple past tense and time markers)
Express & Non-express class: a mix of both approaches, a matter of emphasis
Discovery approach Vs discovery approach
Express Class: More inductive/discovery approach than deductive approach
Non-express Class: More deductive approach than inductive approach
25. P.3 Express Class Teaching Procedures
26. P.3 Express Class Teaching Procedures
27. A Summary of Text
28. A Summary of Text
29. Text for individual group members
30. Text for individual group members
31. P.3 Non-express Class Teaching Procedures
32. Teaching Procedures
33. Text for Group 1
34. Modifications done to cater for different abilities
35. At the Individual Level
36. References:
