如 何 有 系 統 地 策 劃

全 校 參 與 照 顧 學 習 差 異 的 工 作

Can change be systematic？How much can we plan？

What does this “magic” phrase mean?

Why does it matter when everyone is facing THE standardized public exam?

潘啟祥副校長香港紅卍字會大埔卍慈中學

6/07/2012

Catering for Learner Diversity =

Differentiation

Why differentiate?Can we differentiate?

What to differentiate?How to differentiate?

HKDSE & Differentiation

The Opportunities for Curriculum Differentiation brought forth by HKDSE

From norm-referencedTo Standards-referenced

Clearer Indicators for different standards

Teachers can help students to set their own personal goals on each subject

Different attainment levels of HKDSE

standards-referenced reporting

In the HKDSE, standards-referenced reporting will be adopted to report

candidates' assessment results. For each of the five levels, a set of writt

en descriptors will be developed that describe what the typical candidat

e performing at this level is able to do. The principle behind these descri

ptors is that they describe what typical candidates can do, not what they

cannot do. In other words, they describe performance in positive rather t

han negative terms. 。

Source: HKEAA, 2009

What does each level mean ？

Learning paces and attainments

差異 (Diversity) 與選擇 (Choice)

• 學習量 (Amount)• 學習速度 (Pace)• 學習模式（ VAK ）• 思維層次 (Cognitive Levels)• 學習成果 (Learning Outcomes)• 溝通能力 (Modes of Communication)• 專注力 (Attention Span)• 情緒 (Emotion & Mood)• 興趣 (Interest)

From Abstract Inclusive Values to

Concrete Inclusive Practices: Our Journey

Setting the tone for change

To develop a WSA to catering for individual differences

Toeing the line on school change”

Raising Awareness ： Class based action research project (1)

Awareness Raising ： Class based action research project (2)

From awareness to Action: Filming of LD strategies

Strategies include:

Heterogeneous grouping, ability grouping, cooperative learning, peer assessment, questioning techniques, graded worksheets, computer-assisted learning, individual instruction….

From Action to Sharing: Staff development activity

10 teachers were invited to share their practices (illustrated with a short video ) with other teachers

「照顧學習差異」的策略• 課堂教學

– 分組活動– 課堂活動多元化– 互動教學– 提問技巧– 調適工作紙– 運用資訊科技– 多元評核

分流模式優點：• 鼓勵能力較佳的學生

培養自學精神• 騰出時間給低能力組

別作個別指導 • 同組學生較易達到預

期學習目標• 同組學生之間易於溝

通

缺點：• 標籤效應• 分流的準確度• 學生感覺不公

混合模式優點：• 學習能力稍高的學生

為成績稍遜的學生提供協助（小導師）

• 鼓勵朋輩互相學習• 減少標籤效應

缺點：• 老師未能兼顧各組內

能力稍遜的學生• 不同能力學生之間的

協作問題• 能力稍遜的學生養成

倚賴的習慣

課堂活動多元化• 以配合學生的各種興趣，使不同能力的學生也

能參與課堂學習– 討論– 寫作– 繪畫– 解決難題– 繪製概念圖– 使用圖書館– 視聽教材– 資訊科技

互動教學• 非單向式教學，增加學生課堂參與機會及

投入感• 口頭滙報• 發問時間• 角色扮演• 示範 / 實踐

提問技巧• 按學生能力，提問不同層次的問題

– 能力稍遜的學生：• 資料性• 基礎運算

– 能力較高的學生：• 解難• 推論• 創意• 批判

• 按教學內容，逐步提升問題層次

From Practice to Evaluation: Lesson observation

Criteria for assessment

1) Learning objectives are clearly stated

2) Classroom routines are well-established

3) Diversified learning / teaching activities are provided

4) Different learning styles are addressed

5) Students with different abilities are catered for

6) Timely and effective feedbacks are provided

Enhancing teaching effectiveness Conceptual framework of the development of differentiated

curriculum and teaching strategies

Goal Setting (specific, measurable, time-targeted objectives)

Awareness raising (context, relevance)

Experimentation(low-stake, focus on sharing good practice, celebration

of success)

Implementation (well-defined needs, procedures and outcomes)

Evaluation (focus, feedback)

Strategies to cater for learner diversity in HKRSS

NSS Geography

Using level descriptors to differentiate the curriculum, learning tasks and expected outcomes

Level descriptors and differentiated learning tasks

Standards-referenced ReportingLevel Level descriptors

5 making extensive use of geographical terminology

explain complex spatial and ecological relationships and processes

apply knowledge to unfamiliar geographical contexts

demonstrate evaluative, inferential and problem-solving skills

4

3

2

1 describe in a simple and straightforward manner

describe simple

Geographical

ideas and

concepts

Identify similar

places,

environments

and simple

processes

express simple ideas and arguments

Everyday language → geographical terminology

Identify simple concepts → explain complex processes

Identify familiar places → apply knowledge to unfamiliar contexts

express simple arguments → give critiques of geographical knowledge

Principles for designing assignments which cater for learner diversity

Sharing of a school-based project conducted in Feb, 2011

ChineseChineseChineseChinese

Differentiating input for writingHigh

Differentiating input for writing Average

Differentiating input for writing Low

Using hint boxes

Chunking

Using visual stimuli

Using comic strips

Organization Tool:Using mind-map to develop ideas

Using mind-map to develop ideas

EnglishEnglishEnglishEnglish

Graded Worksheets based on Graded Worksheets based on Differentiated CurriculumDifferentiated Curriculum

Student A (Stronger)

Student B(Intermediate)

Student C(Weaker)

-more challenging and higher order thinking tasks will be given

-students have to produce more creative work

-tasks are at levels and achievable

-students can always proceed to A’s tasks (as extended tasks)

-more help is given in tasks to remove students’ barriers so that tasks are achievable for them

- Learning outcomes are expected to be similar to B’s

Three types of worksheets will be set for the three ability groups:

S1 Scheme of Work 11-12Week Units Reading Grammar Writing Speaking Listening (TP/RL)

30- 32(14Ls)Aaverage to more capable students

8 Weird science

-p64 your techno world-p66 techno quiz-p69 the inventor of modern life

-p65 past simple negative and questions-p67 question words

-p68 describe 3 most useful inventions

-p67 describing a day out-p68 expressing opinions, agreeing and disagreeing -2-minute presentation

-TP Unit 6 p35-p40-p65 questionnaire-p67 radio interview-p68 opinions about inventions

Cweak to average students

-p64 your techno world (para 1,2)-p66 techno quiz (question words)

-p65 past simple negative and questions -p67 question words (who/when/where/what)

-p68 describe a favourite invention (with p68 W2K)

-p67 describing a day out-1-2 minute presentation

-TP Unit 6 p35-p40 (selected ex)-p65 questionnaire-p67 radio interview

RResource class

-p64 your techno world (para 1,2)-p67 #7 about a day out

-p65 past simple negative and questions (selected exercises with (*) in the book & WB-p67 question words (who/when/where/what about You)-SW booklet 5

-Picture Story Too many computer games (about Ben last week)

-p67 asking about last Saturday/Sunday -1-minute presentation

-TP Unit 6 p36 matching pictures

Phonics: variant vowels-p67 radio interview

Differentiated learning objectives

Differentiated learning outcomes

For

Learners at different readiness levels

Requirements:

1. Length of the essay & presentation --- longer

2. Way of presentation --- less reliance on note cards

Requirements:

1. Shorter length2. Reading

aloud from note cards

Look similar from a distance

More visual input, structured pattern, repetition

MathematicsMathematicsMathematicsMathematics

Making use of everyday experience

Authenticity

Allowing choices

Graded exercises

不同程度的題目

中二數學科

（ A）

中二數學科

（ B）

調適策略：提示步驟淺化題目

Individualizing and tracking learning progress

Creating success for ALL

A student who scored 99 marks

in a Math test

Differentiated materials and Chinese herbs cabinet

How do we evaluate the effectiveness?Longitudinal analysis of Stakeholders’ survey

+ =

我們的工作

Thank You