Seminar on Catering for Learner Diversity for English Teachers at Primary Level

10 March, 2006 English Language Education Section, Curriculum Development Institute, EDB

What does it mean by

catering for learner diversity?

How are students different from one another?

Learner Diversity

A is quiet in class 3. Personality while B is talkative.

A can pronounce a word quickly by chunking the 5. Ability syllables while B can finish reading a passage quickly.

6.In Intellectual face of

a problem, & A frets about Emotional the problem while B tries Development to solve it.
In acquiring new words, A learns through songs 1.whereas Learning Style B learns through doing crossword puzzles.

7. complains Attitudinal A about his group & members while Social B leads a group Maturity discussion.

A works hard because she enjoys English 4. Motivation activities while B works hard for high marks.

A has got problems with 2.spelling (Learning) while B has needs difficulty pronouncing /l/ and /r/ sounds.

A likes animals 8. Interests while B likes car racing.

What is the meaning of Catering for Learner Diversity?

X Even out abilities and performances

Stretch the potential of all students

What have you done to cater for learner diversity?

Re-teaching part of a lesson? Giving extended tasks? Teaching students how to do assignments? Assigning supplementary/additional exercises to provide more practice (e.g. self-designed, adapted/ taken from resources available on the market)? Drilling for tests and examinations? Providing individual help/ coaching? Conferencing with students?

Are they effective?

Catering for Learner Diversity

Why?
We believe there is a need to stretch the potentials of every student.

What?

How?

Catering for Learner Diversity Why?

We believe there is a need to stretch the potentials of every student. Curriculum Framework

What?
Learning Targets and Objectives: Language forms and functions Skills and strategies Attitudes

How?

Catering for Learner Diversity

Why?
Curriculum Framework We believe there is a need to stretch the potentials of every student.

What?
Learning Targets and Objectives:

How?
Intervention & Enrichment

Curriculum Adaptation: Learning and Teaching Materials Learning and Teaching Strategies Assessment for Learning

Language forms and functions

Skills and strategies Attitudes

Enrichment Programme

The Enrichment Programme is

designed to extend the more able learners through different activities conducted during or after class time, inside or outside the school premises.
From p.101 of the English Language Curriculum Guide (Primary 1-6) (CDC, 2004)

Intervention Programme

The Intervention Programme is

a short, focused programme which provides timely support for learners who have exhibited difficulties in learning English.
From p.100 of the English Language Curriculum Guide (Primary 1-6) (CDC, 2004)

Short, Focused & Timely

Additional opportunities Additional time Focused learning

Planning an Intervention Programme

1. 2. 3. 4.

Data Collection Identification of Learning Problems Identification of Causes of Problems Identification of Teaching Focus & Designing Tasks/Activities 5. Assessment for Learning

How?
Curriculum Adaptation Learning and Teaching Materials
Divide/ condense units of learning into manageable components Adapt coursebook materials (amount, range, sequence, varieties, graphics) Design extended tasks/materials to draw on and expand learners existing knowledge and skills Include specific guidelines to focus attention on concepts

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Curriculum Framework

How?
Curriculum Adaptation Learning and Teaching Strategies Assess retention of previous learning and adjust strategies Structure teacher demonstration before participation Apply effective questioning techniques

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Curriculum Framework

How?
Curriculum Adaptation Learning and Teaching Strategies Assess retention of previous learning and adjust strategies Structure teacher demonstration before participation Apply effective questioning techniques

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Curriculum Framework

How?
Curriculum Adaptation Assessment for learning Assessment for learning Assessment of learning
For accountability Reporting learners attainment against the learners targets and objectives Including questions of different difficulty levels in summative assessment papers to cater for different learners

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Curriculum Framework

What to focus

For improvement Identifying learners strengths and weaknesses Setting different targets for different learners Acknowledging pupils efforts and achievements Providing quality feedback for learners, which entails timely support and enrichment, and helping teachers review the learning objectives, lesson plans and teaching strategies

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What have you done to cater for learner diversity?

Re-teaching part of a lesson? Giving extended tasks? Teaching students how to do assignments? Assigning supplementary/additional exercises to provide more practice (e.g. self-designed, adapted/ taken from resources available on the market)? Drilling for tests and examinations? Providing individual help/ coaching? Conferencing with students?

How will you modify the way you cater for learner diversity?

References
Brualdi, Amy C. Multiple Intelligences: Gardners Theory. ERIC, 1996. ED 410 226. Dickinson, Dee. Technology that Enhances Multiple Intelligences. URL: http://www.america-tomorrow.com/ati/mi1.htm (13 Oct. 2004). Central Health Education Unit, Department of Health http://www.cheu.gov.hk/eng/info/exercise_04.htm Curriculum Development Council. English Language Education Key Learning Area Curriculum Guide (Primary 1-Prmary 6) 2004 Gregory, G.H. & Chapman, C. (2002). Differentiated instructional Strategies. California: Corwin Press, INC. Heacox, D. (2002). Differentiating Instruction in the Regular Classroom. MN: Free Spirit Publishing Inc. Reid, J.M. (ed). Understanding Learning Styles in the Second Language Classroom. Prentice-Hall, Inc.: New Jersey, 1998.

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Further Reading
Gardner, H. (1983). Frames of Mind. New York: Basic Books Inc.

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Gardner, H., & Hatch, T. (1989). Multiple intelligences go to school: Educational implications of the theory of multiple intelligences. Educational Researcher, 18(8), 4-9. Curriculum Development Institute, Education and Manpower Bureau. Interim Report on Study on Strategies to Cope with Individual Differences in Academic Abilities of Primary School Pupils () URL: http://cd1.edb.hkedcity.net/cd/id/index_en.html (2 Dec, 2005)

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Thank You