A modular approach North Point Government Primary P.M. School 21 st February, 2004.
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Transcript of A modular approach North Point Government Primary P.M. School 21 st February, 2004.
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A modular approach
North Point Government Primary P.M. School
21st February, 2004
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Background50th Anniversarysmall and old school buildingP.1 – evenly divide the pupils into 4 classesP.2-6 – A, B classes with better standard, C-E classes with poor standard
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Background (cont’d)Planned to start phonics teaching first (school decision) module planning (with support from EMB)2002-2003 P.1 (5 teachers involved)2003-2004 P.1 & P.2 (10 teachers involved)
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How to do?1st step: find out the vocabulary & language focus in each unit2nd step: group several units (with related focuses) into a module (the sequence may be changed)3rd step : reconfirm the vocabulary & language focuses production level vs comprehension level
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How to do? (cont’d)Decide the final product for each moduleintegrate suitable readers/big books into the curriculumTailor make supplementary exercises & amend workbooks (need to cancel some non-suitable exercises/pages)
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How to do? (cont’d)Prepare suitable teaching aids (e.g. puppets, picture cards, sentence strips…)Decide suitable tasks for the pupils, e.g. buying & selling games, detective games, etc.Evaluate constantly. Amend flexibly. Alignment to teaching.
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Why use Small Books?Easy to handleClear and explicit flowEasy reference for evaluation
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Characteristics of our approach
All designs are pupil-centred and authenticTextbook-based but not textbook boundTask-based approachAllow learning space for pupilsComments from pupils, parents & teachers more participation of stakeholdersHigh student ownershipIntegrate readers into curriculum
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AchievementImprovement in 4 language skillsTeachers’ personal growth in teaching and curriculum planningStudents enjoy the lessonEnable peer lesson observation
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Problem EncounteredPupils have difficulties in recognizing the vocabulary and spelling
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Advantages for our schoolWe have a smart TA that helps us a lot in making the Small BooksAll colleagues are willing to cooperate & shareSupport from parents & principal
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Difficulties for our schoolTime consuming (for meetings, preparation & producing the small books)No suitable place for meetingNo teaching resources room difficult to store the teaching aids (big books…)Different streaming method in P.1 & P.2
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The End