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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

Overview 1.

Department Policy

2.

Casesa. S.1 Language Arts Packageb. S.4 NSS Curriculum

3.

The way forward


CLP to facilitate PIE


EvolutionIntroduction of Language Arts elementsCollaborative package designS.6 & 7 close/strong collaboration


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).


Department Policy (con’t)Planning:‐

Devising SOWs

‐

Package designImplementation:‐

Lesson design/peer observation/post observation

discussion‐

Students’

learning

Evaluation:‐

Students’

learning difficulties remedies


OverviewWhat we did in CLP periodsModification of package designConcluding remarks


What we did in CLP periodsBrainstorming and devising teaching strategiesPreparing teaching materialsSharing experience Informing student learningRevising and refining teaching strategies


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


Input Output



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.


CLP – planningFactors to consider

The curriculumRe-design!

Ability of studentsTime constraints



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



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.


CLP – devising strategiesCommon ground for Task 1 & 2

Identify and describe physical appearance and personalitiesInput-output cycle


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

CLP – preparing materialsMaterials for a bio-poem/simile poem

HandoutsPowerpoint slides

SharingSharing


CLP – informing learning progress and celebrating achievements

Experience sharingRecognition and celebration


Teaching strategies most suitable for your students


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


Backgroundinformation

Front cover and back

cover

Pick a page

Pre-reading


SettingCharactersConflictResolutionThemeValue

While-reading


Post-reading


Less capable studentsUnable to identify the personality of the characters in a novelUse appropriate language to illustrate the personality of the characters vividly


CLP – adjusting teaching strategiesOffer more assistance to less able students

Allocate more in-class reading time Select-a-scenePerform a skid


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


Character:• Andrea

Personalities shown:

• Arrogant• Obnoxious



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.



Part B: Language style:

1. Oh no!

2. I might go crazy.

3. Guys, …

4. Oh, you boys are silly.



Part C: Vocabulary

Vocabulary Meaning

1. Dumbhead

(n.) Stupid people



CLP – Yet to be done!Evaluating the effectiveness of learning and teaching of Task 2Refining teaching strategiesMaking suggestions for next year’s S1 teachers


Concluding RemarksCLP facilitates

brainstorming ideas for package designtackling any difficulties during implementationevaluating teaching and learning

Planning

Implementation

Evaluation


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


Collaborativ e Lesson

Planning


Identify Students’ Learning NeedsStrengths

self‐motivatedwilling to participate in classgood at writing

Weaknessesunwilling to reading newspapers or bookspoor self‐confidencepoor speaking skills


New Curriculum: SBA (Reading)School‐based reading schemeReading portfolioSBA tasks

Planning


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

New Curriculum: ElectivesDrama student handbook designedLesson plansPeer observation

Planning


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


New Textbooks: Lesson PreparationLesson planningSharing of ideas/practices

Planning


New Textbooks: Lesson PreparationStudent Learning

Enjoyed the lessons with a variety of activitiesBetter use of textbooks

Constant ReviewsUse of textbooks in 10/11


“New” studentsDiverse

tailor‐made materials for different classessplit class arrangements

PassiveSelf‐exploration tasksInteresting, authentic materialsMore learning experiences

Planning


“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


Well‐designed teaching packagesImproved student learningTeachers more confidence

Strong collaborative culture

Carmel Divine Grace Foundation Secondary SchoolCarmel Divine Grace Foundation Secondary School

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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