Looking at students' work

1. Looking at students' work By Adela CHUNG & Doreen CHEUNG GCEPSA Kwun Tong Primary School Tel: 2343-7343

2. Improvement Implementation INSIDE the classroom (peer lesson observation -> reflection -> further adaptation) Assessment for learning through observation an/or analyzing students’ work + follow-up Why? Curriculum planning + material design

3. When? Every day? Once a term? Once a year? Too late? Too frequent? How to strike a balance?

4. How? Quantitative analysis? All parts? Selected parts only? Qualitative analysis? Both? NO prescribed mode Primary concern: Looking for patterns in students’ work and understanding why the students make mistakes (Misconception? Laziness? Carelessness? Not taught before? Lack of input? Infrequent practice / recycling? …)

5. What is the attainment target? Is it handy? Is it manageable? What is the priority? What should be the focus? What can be the effect on new learning? What NEXT? • Re-teaching / re-cycling in the next module • Careful scaffolding • Change in teaching strategies • Designing worksheets etc. Be specific, explicit and clear

6. From finding to modular planning

7. Reading Comprehension

8. P.1 1st Term Test – Part 3 (Reading Comprehension)

10. Marks distribution for Part 3 in Class 1C 21 out of 24students failed

11. P.1 1st Term Test – Part 3 (Reading Comprehension) Finding Students are very weak in comprehension. • Revisit the adjectives and parts of the body in the next module (Animals in Funnyland) • Design some reading comprehension exercises for students Follow-up

12. Revisit the adjectives and parts of the body in the next module (Animals in Funnyland)

13. P.1 1st Term Exam – Part C (Reading Comprehension)

15. Marks distribution on comprehension in Class 1C 9 out of 24students failed

16. P.1 1st Term Exam – Part C (Reading Comprehension) Finding Most learners tend to make assumption on the possible answers by reading the first sentence in each question, but fail to confirm their choice by reading the rest of the given information.

17. Follow-up More explicit teaching on this reading strategy (assume -> check -> confirm) in “Activity 2 – Animal riddles” of the nextmodule “My friend and I”

18. using powerpoint slides to demonstrate how to eliminate the possible answers Animal riddle

19. Design some worksheets to help students confirm their answers through careful checking Worksheet 1

20. Worksheet 2

21. P.1 2nd Term Test – Part B (Reading Comprehension)

24. Marks distribution on comprehension in Class 1C 13 out of 26 students failed

25. P.1 2nd Term Test – Part B (Reading Comprehension) Finding • Most students use “a” instead of “an” for “elephant” • In general, improvement is shown in comprehending longer texts and eliminating the possible answers. In the 1st term test, most students simply gave up and did not attempt at all.

26. Follow-up Teacher helps students revisit the reading skills in “Activity 4 – fruit riddles” of the module “How powerful I am” through: • the use of PowerPoint slides (to show the steps of working out the answers by elimination) • designing a worksheet to help students work out the answers of the fruit riddles by elimination. • emphasizing the use of “a/an” when presenting the fruit riddles (e.g. an apple, an orange)

27. Guided Writing

28. P.1 1st Term Test – Part 4A (Guided Writing)

30. Marks distribution for Part 4 in Class 1C 11 out of 24students failed

31. P.1 1st Term Test – Part 4A (Guided Writing) Finding Most students fail to describe the objects with the use of adjectives Follow-up • More emphasis on writing in the next module “Funnyland” • More classroom activities on writing (group work)

32. P.1 1st Term Exam – Part I (Guided Writing)

35. Marks distribution for Part I in Class 1C Marks 3 out of 24 students failed 24

36. P.1 1st Term Exam – Part I (Guided Writing) Finding Most students can write according to the model given. Some students forget the article though it is given in the model. Follow-up • More writing activities in the next module “My friend and I” • 2. More emphases on the following in the classroom activities: • Pair work • Self corrections

37. Follow-up after teaching

40. P.1 2nd Term Test – Part D (Guided Writing)

45. Marks distribution for Part D in Class 1C No. of students Marks 13 out of 24 students failed

46. P.1 2nd Term Test – Part D (Guided Writing) Most students make mistakes in subject-verb agreement and fail to use plural nouns Finding Follow-up Students will revisit subject-verb agreement and the use of plural in next module “How powerful I am!”

47. Discussion time

48. What are students’ problems in learning? How can students learn better?

49. Parts E & G of 2nd Term Test