Jerry Jerry Chui Chui Ka Yin Fok Yuen Yuen Ting · Preparing teaching materials. y. Sharing...
Transcript of Jerry Jerry Chui Chui Ka Yin Fok Yuen Yuen Ting · Preparing teaching materials. y. Sharing...
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JerryJerry ChuiChui Ka YinKa YinKatherine Katherine FokFok YuenYuen TingTing
Carmel Divine Grace Foundation Secondary SchoolCarmel Divine Grace Foundation Secondary School
Carmel Divine Grace Foundation Secondary School
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Overview 1.
Department Policy
2.
Casesa. S.1 Language Arts Packageb. S.4 NSS Curriculum
3.
The way forward
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CLP to facilitate PIE
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EvolutionIntroduction of Language Arts elementsCollaborative package designS.6 & 7 close/strong collaboration
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Department PolicyOne CLP lesson has been allocated for each form per cycle.Form coordinator keeps a record of decisions made in the session.Each form should meet at least once per package (about 3 cycles).
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Department Policy (con’t)Planning:‐
Devising SOWs
‐
Package designImplementation:‐
Lesson design/peer observation/post observation
discussion‐
Students’
learning
Evaluation:‐
Students’
learning difficulties remedies
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Carmel Divine Grace Foundation Secondary School
Carmel Divine Grace Foundation Secondary School
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OverviewWhat we did in CLP periodsModification of package designConcluding remarks
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What we did in CLP periodsBrainstorming and devising teaching strategiesPreparing teaching materialsSharing experience Informing student learningRevising and refining teaching strategies
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Learning Objectives (05-06)
Identify and describe the physical appearance and personalities of people in written and spoken texts
Task 1(05-06)
Develop a character sketch describing four people in a school with illustration
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Input Output
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Learning Objectives (05-06)
Identify and describe the physical appearance and personalities of people in written texts
Identify elements in short stories/novels
Task 2(05-06)
Write a short story set in school with interesting and well-described characters.
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CLP – planningFactors to consider
The curriculumRe-design!
Ability of studentsTime constraints
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Learning Objectives (09-10)
Identify and describe the physical appearance and personalities of people in written and spoken texts
Task 1(09-10)
Write a bio-poem /simile poem
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Learning Objectives (09-10)
Identify and describe the physical appearance and personalities of people in written texts
Identify elements in short stories/novels
Task 2(09-10)
Write a short story set in school with interesting and well-described characters.
Carmel Divine Grace Foundation Secondary School
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CLP – devising strategiesCommon ground for Task 1 & 2
Identify and describe physical appearance and personalitiesInput-output cycle
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Input Output (task)Vocabulary about appearance
Describing appearance of people (photos)
Excerpt from The Twits
Describing Mr and Mrs Twits
The Headmonster poem
Describing an imaginary principal
Video excerpt from Matilda
Describing Matilda, Miss Honey and Miss Trunchbull
Writing taskCarmel Divine Grace Foundation Secondary School
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CLP – preparing materialsMaterials for a bio-poem/simile poem
HandoutsPowerpoint slides
SharingSharing
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CLP – informing learning progress and celebrating achievements
Experience sharingRecognition and celebration
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Teaching strategies most suitable for your students
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CLP – planning Task 20808--0909 0909--1010
Elite students Reading 4 books in groups of 4
Reading 4 books in groups of 4
Less capable students
Reading 4 books in groups of 4
Reading the same book
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Backgroundinformation
Front cover and back
cover
Pick a page
Pre-reading
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SettingCharactersConflictResolutionThemeValue
While-reading
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Post-reading
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Post-reading
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Less capable studentsUnable to identify the personality of the characters in a novelUse appropriate language to illustrate the personality of the characters vividly
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CLP – adjusting teaching strategiesOffer more assistance to less able students
Allocate more in-class reading time Select-a-scenePerform a skid
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Setting:Ryan, Michael, A.J. and Andrea saw
the sign promoting the TV Turnoff Week
in the hallway on their way to the
music class.
Task 2 – writing a short story
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Character:• Andrea
Personalities shown:
• Arrogant• Obnoxious
Task 2 – writing a short story
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Part A: Dialogue:Ryan : Oh no! Say it’s not true.Michael : I’ll die without TV! TV Turnoff Week
is the worst week of the year!AJ : It’s the worst week in the history
of the world.Ryan : What are we going to do all week
without TV?Michael : I might go crazy.AJ : Guys, this is the end of the world
as we know it.Andrea : Oh, you boys are silly. TV is for silly
dumbheads anyway. I never watch TV. I’d rather spend time singing or playing a musical instrument.
Task 2 – writing a short story
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Part B: Language style:
1. Oh no!
2. I might go crazy.
3. Guys, …
4. Oh, you boys are silly.
Task 2 – writing a short story
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Part C: Vocabulary
Vocabulary Meaning
1. Dumbhead
(n.) Stupid people
Task 2 – writing a short story
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CLP – Yet to be done!Evaluating the effectiveness of learning and teaching of Task 2Refining teaching strategiesMaking suggestions for next year’s S1 teachers
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Concluding RemarksCLP facilitates
brainstorming ideas for package designtackling any difficulties during implementationevaluating teaching and learning
Planning
Implementation
Evaluation
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1st Term: We are faced with…New curriculum
SBA (Reading is important)Electives (Drama, Social Issues & Short Stories: some are new to teachers)Lesson preparation timeUse of textbooks vs. learning tasks (Time constraint)
New studentsDiversePassive
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Collaborativ e Lesson
Planning
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Identify Students’ Learning NeedsStrengths
self‐motivatedwilling to participate in classgood at writing
Weaknessesunwilling to reading newspapers or bookspoor self‐confidencepoor speaking skills
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New Curriculum: SBA (Reading)School‐based reading schemeReading portfolioSBA tasks
Planning
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New Curriculum: SBA (Reading)Student Learning
Improved reading strategiesFamiliar with SBA tasks and requirementsBetter and more interaction shown
Constant reviewsStudents’ workloadScheme modified (requirements)
EvaluationCarmel Divine Grace Foundation Secondary School
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New Curriculum: ElectivesDrama student handbook designedLesson plansPeer observation
Planning
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New Curriculum: ElectivesStudent Learning
More confident in speaking/acting in front of othersWeaker students also enjoyed the lessonsImproved speaking (fluency/response)
Constant ReviewsRevised Drama student handbook
EvaluationCarmel Divine Grace Foundation Secondary School
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New Textbooks: Lesson PreparationLesson planningSharing of ideas/practices
Planning
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New Textbooks: Lesson PreparationStudent Learning
Enjoyed the lessons with a variety of activitiesBetter use of textbooks
Constant ReviewsUse of textbooks in 10/11
EvaluationCarmel Divine Grace Foundation Secondary School
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“New” studentsDiverse
tailor‐made materials for different classessplit class arrangements
PassiveSelf‐exploration tasksInteresting, authentic materialsMore learning experiences
Planning
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“New” studentsStudent Learning
Materials suitable for students’ needsGreat improvement in 4 skillsMore confidence, especially lower‐achieversStudents enjoy the lessons
Constant ReviewRegrouping of students in split class
EvaluationCarmel Divine Grace Foundation Secondary School
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Well‐designed teaching packagesImproved student learningTeachers more confidence
Strong collaborative culture
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CLP next yearTo be conducted at least twice per packageMainly focus on lesson planning and classroom activitiesPeer observation integrated in CLP(Pre while Post)
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Carmel Divine Grace Foundation Secondary School