English Language Improvement, Spanish Language Class,(07!11!2014)
English language Quality school improvement project (QSiP)
Transcript of English language Quality school improvement project (QSiP)
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T R A C K I N G S T U D E N T ’ S L E A R N I N G T H R O U G H C O M P R E H E N S I V E E N H A N C E M E N T
O F A S S E S S M E N T L I T E R A C Y ( Q S I P – C E A L )
B U D D H I S T H U N G S E A N C H A U M E M O R I A L C O L L E G E
M I S S R O S Y T S A N GM I S S C A T H Y C H I K
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BUDDHIST HUNG SEAN CHAU MEMORIAL COLLEGE
• School type: Aided co-ed school
• Banding: Band 2
• Medium of Instruction: Chinese
• Students’ English level: weak to medium
Students have limited vocabulary and the weakest students struggle
with spelling of basic words. Students are also very weak in
grammar and few are keen readers of English books.
Students are generally positive towards learning and are eager to
seek advancement.
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THE CHANGES MADE TO
CLASSROOM TEACHING
AND DESIGN OF LEARNING
MATERIALS
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READING SKILLS
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PAPER 1 READING: FOCUS ON FOUR TARGET SKILLS
A step-by-step guide to demonstrate the use of inferencing
skills
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PAPER 1 READING: FOCUS ON FOUR TARGET SKILLS
In the past Now:
Teachers tailor-made
questions to create
opportunities for students
to practice. 1. Pronounce referencing
2. Vocabulary inferencing
3. Writer’s attitude
4. Purpose of writing
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More individual think
time and question
prompts should be
given, especially to
weak learners
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Repeated skill-based drilling exercises
can be boring to higher achievers, so
we can…
ask students to set
questions on the four
skills themselves to boost
student involvement.
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VOCABULARY TEACHING
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VOCABULARY: CORE, RECOGNIZED AND GOOD-TO-KNOW VOCABULARY LISTIn the past:
All jumbled + given
Now: Categorized + learners’ responsibility
Core + Recognized words + Good-to-know
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THIS YEAR, WE REVISED IT INTO EVEN MORE STUDENT-FRIENDLY VERSIONS
A parts of speech table for
core vocabulary item + parts
of speech practice questions
Prepare students for
SUMMARY CLOZE questions
in HKDSE
(The importance of Backward
Planning!!)
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TO PREPARE STUDENTS FOR ASSESSMENTS AND CATER FOR WEAKER STUDENTS
A synonym / antonym
column to fill in together and
teachers can use these
synonyms and antonyms to
set questions in assessments
Categorize the vocabulary for
weaker students
(Stronger students can be
asked to do it themselves)
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THE CHANGES MADE
TO THE TEST / EXAM
PAPERS
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ALIGN TEACHING WITH ASSESSMENTS
•2 points in mind:
1. Align teaching with internal assessment
2. Align teaching and internal assessment with
external assessment (DSE)
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VOCABULARY: MAKE THEM SPELL!16-17 S2 Vocabulary Quiz 17-18 S2 Vocabulary Quiz
In the past:
• Word choices given
• No spelling needed
Now:
• First letter of each
word given
• Spelling is a MUST!
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VOCABULARY: MAKE THEM SPELL!
• 2017-18 UT
• 2016-17 Term 2 Exam• 2017-18 Term 2 Exam
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Set papers which are
easy for students to pass
difficult to get a high
mark
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EFFECTIVENESS?
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MARKERS’ COMMENTS
2017- 18 Term 1 Uniform Test
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UT RESULTS: STUDENTS’ AVERAGE MARKS IN VOCABULARY SECTIONEVEN THE WEAKER GROUPS COULD DO IT
Group 1
(PIF: 99)
Group 2
(PIF: 95)
Group 3
(PIF:45)
Average mark 7/16 11/16 10/16
Percentage passed: 43% 74% 79%
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EXAM MARKERS’ COMMENTS
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STUDENTS’ WORK IN PAPER 2 SHOW IMPROVEMENT –USE OF THEME-RELATED VOCABULARY
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DIFFICULTIES
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• Both teachers and students are
adapting to the new modes of
teaching and assessment. More
practices are needed.
• Don’t be discouraged by
unsatisfactory performance. Turn it
into constructive feedback.
• Keep exploring what could be done
to improve the situation.
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Reflecting on the student performance,
we will continue to explore and
experiment assessment strategies that
cater for the diversity of our
students’ abilities .
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2. AWARD PROCESS MARKS2017-18: STILL EXPLORING
Term TestInferencing questions
Students’ answers
Result: only 1% of students in the form
answered it correctly
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AWARDING PROCESS MARKS2018-19: SLOWLY GETTING THE GIST
2018-19 UT and
Exam papers
Award process
marks to show that
we VALUE every
single point they
manage to get
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FOR LESS ABLE LEARNERS
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How to find out main ideas and
the purpose of writing
Teacher demonstrates how to
work out the answers.
Teacher illustrates the think
aloud process to guide ss to
construct knowledge.
Display the thinking process on
the blackboard, not the screen.
Show! Don’t Tell!School-based
handouts written
to guide students
understand the
reading skills
step-by-step.,
aiming to
communicate the
learning targets
with students
using student-
friendly language.
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Teacher modelling and thinking aloud
Guide students to note
down the skills of getting
the answer right.
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I N S I G H T S G A I N E D
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P R O M O T E B A C K W A R D P L A N N I N G
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CURRICULUM RESTRUCTURING 2018-19
Target
reading
skills
for
each
module
in S1-S3
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Target
sentence
structures
in S1-S3
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Target
grammar
items in
S1-S3
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ENHANCING CONTENT VALIDITY AND VERTICAL PROGRESSION OF THE TEACHING AND TESTING OF TARGET GRAMMAR ITEMS
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Target
writing
genres in
S1-S2
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Target
writing
genres in
S3
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RESTRUCTURING TOOK US SOME TIME BUT…
It has become a Department Policy, which means every teacher
knows clearly WHAT to teach and WHAT + HOW to assess, so it…
saves teachers’ time on discussing what to teach, and
they can focus on HOW to teach
saves time on arguing WHAT and HOW to assess,
teachers can spend time analysing whether the questions
are content-valid
Teachers can improve in both
teaching and assessment design!
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D E S I G N D I F F E R E N TM AT E R I A L S F O R
U P P E R A N D LO W E R D I V I S I O N S
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MAKE SPELLING OF VOCABUL ARY
ITEMS A MUST
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P R O V I D E O P P O R T U N I T I E S F O R K N O W L E D G E
A P P L I C A T I O N , A C C U M U L A T I O N A N D
R E C Y C L E .
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A S S E S S T H E W H AT ( C O N T E N T )
A N D T H E H O W ( S K I L L S ) Y O U H A V E TA U G H T
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MAKE DATA-DRIVEN
DECISIONS
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REVIEW OF UNIFORM TEST 1 (OCT 2018)
The result of UT1 after
our S1-3 restructuring
began was not all bright
and encouraging…
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MEMO TO TEACHERS ON THE SETTING OF TERM 1 EXAM (JAN 2019)
Sit down in a meeting to
discuss the reasons and
analyse the papers
Constructively think about
WHAT to do and HOW
to do it
Learn from mistakes and
keep improving
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F I N A L S T E P SS U S T A I N T H E P R A C T I C E
+R E F I N E T H E P R A C T I C E
+S P R E A D I T O U T T O O T H E R
F O R M S
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S4 TARGET READING SKILLS EXERCISES
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S4 TARGET SKILLS FOCUS IN ASSESSMENTS
2017-18 S4
Term 1Examination