hong kong teachers’exchange activities to the mainland (2010 … · mentoring, coaching,...

Hong Kong TeachersHong Kong Teachers’’ Exchange Exchange

Activities to the Mainland Activities to the Mainland

(2010(2010--2011)2011)

Nurturing curriculum leaders Nurturing curriculum leaders through workplace learningthrough workplace learning

School Support Office School Support Office

SchoolSchool--based Curriculum Development (Primary) Section based Curriculum Development (Primary) Section

27 May 201127 May 2011

Objectives of the Exchange AObjectives of the Exchange Acctivities tivities

1. Nurturing curriculum leaders through learning in workplace contexts

2. Promoting the development of English Education in the Mainland through on-site collaboration and professional exchange

3. To draw on the exchange experiences to inform language teaching and learning in local primary schools

The exchange programThe exchange program

Conceptualizing exchange Conceptualizing exchange

experiences experiences May 3 May 3 -- 272766

TeachingTeaching at Mainland schoolsat Mainland schoolsApril 11April 11-- 29 29 55

PreparationPreparation for for teaching in the teaching in the

Mainland schoolsMainland schools though though homehome--

based learningbased learning

March March 7 7 –– April 8April 844

Preparation for Preparation for Mainland Mainland ETsETs visitsvisits

to Hong Kong schools and to Hong Kong schools and homehome--

based learning based learning

February 21 February 21 –– March 4March 433

Preparation for Preparation for Mainland school Mainland school

visitsvisits and and homehome--based learningbased learningJanuary 17January 17--19 and 19 and

February 16February 16--181822

OrientationsOrientations to the exchange to the exchange

program program January 3 January 3 -- 141411

Nature of activities Nature of activities DDaate te Phase Phase

Creating conditions for nurturing Creating conditions for nurturing

curriculum leaderscurriculum leaders

• Collectively question teaching routines

• Examine new conceptions of teaching and learning

• Find generative means to acknowledge and respond to differences and conflict

• Engage actively in supporting one another’s professional growth

Judith Warren Little ((2003)

Putting teacher learning in Putting teacher learning in

workplace contextworkplace context

• Teacher learning ought not be bound and delivered but rather activated

• Uncovering the practices by which teachers at work learn, construct, coordinate, and transform their practices

• To gain access to and examine practices

• To create opportunities to talk about

subject matter

students and learning

teaching

What are required of the HK What are required of the HK

teachersteachers in the exchange programin the exchange program

Knowledge

Mainland curriculum, school context, teaching and learning practices, pedagogical knowledge and theory in practice

SkillsSkills

Pedagogical skills, curriculum skills, interpersonal skills, presentation skills, mentoring skills

Attitude and DispositionsAttitude and Dispositions

•• Courage to challenge belief and Courage to challenge belief and

current practice current practice

•• Collaboration and sharing Collaboration and sharing

•• Building trust, rapport and partnershipBuilding trust, rapport and partnership

Scaffolding the learning experiences Scaffolding the learning experiences

for for HKETsHKETs

Basic premises

• Learning the experiences by being in the experiences

• Re-orientate conceptions as curriculum leaders and re-construct pedagogical practices in language teaching

2 key questions to explore2 key questions to explore

• What facets of classroom practices are made available in out-of-classroom talk and with what degree of transparency

• How does interaction open up or close down teachers’ opportunity to learn

Framing the developing program Framing the developing program ––

structured learning and situated learning structured learning and situated learning

Phase 1 Phase 1

Orientations to the exchange program Orientations to the exchange program --

at macro level: document studies at macro level: document studies

at micro level : experience sharing at micro level : experience sharing

and reflecting and reflecting

Phase 2 Phase 2

Situational analysis: preparing for the Situational analysis: preparing for the

work plan for Mainland school visitwork plan for Mainland school visit

Phase 3 & 4 Phase 3 & 4

HomeHome--based learning: going through based learning: going through

simulated teaching and learning simulated teaching and learning

contextscontexts

Phase 5 Phase 5

Mentoring, coaching, collaborating, Mentoring, coaching, collaborating, experimenting, teaching and experimenting, teaching and reflectingreflecting

Phase 6 Phase 6

Group reflection, conceptualization Group reflection, conceptualization and representation of learning and representation of learning experiencesexperiences

Unfolding the exchange experiences Unfolding the exchange experiences

English Language Teaching English Language Teaching && Learning Learning

in Mainland Chinain Mainland China

aan officern officer’’s perspectives perspectivess

Teacher learning in workplace contextTeacher learning in workplace context

Part 1

Building a community of learner

Part 2 Part 2

Leading Leading changeschanges in language teaching and in language teaching and

learninglearning

Part 3Part 3

The way forward The way forward

English Language Teaching and English Language Teaching and

Learning in Mainland China:Learning in Mainland China:

an officeran officer’’s perspectives perspectivess

The National English Language CurriculumThe National English Language Curriculum::

Curriculum content & organisationCurriculum content & organisation《《《《《《《《義務教育英語課程標準義務教育英語課程標準義務教育英語課程標準義務教育英語課程標準義務教育英語課程標準義務教育英語課程標準義務教育英語課程標準義務教育英語課程標準》》》》》》》》

情感情感情感情感態度態度態度態度

情感情感情感情感態度態度態度態度

語言語言語言語言

技能技能技能技能

語言語言語言語言

技能技能技能技能語言語言語言語言知識知識知識知識

語言語言語言語言知識知識知識知識

學習學習學習學習策略策略策略策略

學習學習學習學習策略策略策略策略

文化文化文化文化意識意識意識意識

文化文化文化文化意識意識意識意識

Language Development Strategies

Values & attitudes

Cultural awareness

Knowledge

Skills Integrative language use

綜合語言綜合語言綜合語言綜合語言運用能力運用能力運用能力運用能力

課程目標等級課程目標等級課程目標等級課程目標等級課程目標等級課程目標等級課程目標等級課程目標等級

九級九級九級九級九級九級九級九級外語特色學校學生高中畢業等級外語特色學校學生高中畢業等級外語特色學校學生高中畢業等級外語特色學校學生高中畢業等級外語特色學校學生高中畢業等級外語特色學校學生高中畢業等級外語特色學校學生高中畢業等級外語特色學校學生高中畢業等級

八級八級八級八級八級八級八級八級高中畢業等級高中畢業等級高中畢業等級高中畢業等級高中畢業等級高中畢業等級高中畢業等級高中畢業等級

七級七級七級七級七級七級七級七級

六級六級六級六級六級六級六級六級

五級五級五級五級五級五級五級五級初中畢業等級初中畢業等級初中畢業等級初中畢業等級初中畢業等級初中畢業等級初中畢業等級初中畢業等級

四級四級四級四級四級四級四級四級

三級三級三級三級三級三級三級三級

二級二級二級二級二級二級二級二級小學畢業等級小學畢業等級小學畢業等級小學畢業等級小學畢業等級小學畢業等級小學畢業等級小學畢業等級

一級一級一級一級一級一級一級一級三年級起點三年級起點三年級起點三年級起點三年級起點三年級起點三年級起點三年級起點

級別級別級別級別目目目目標標標標總總總總體體體體描描描描述述述述

一級

對英語有好奇心，喜歡聽他人說英語說英語說英語說英語。能根據教師的簡

單指令做遊戲、做動作、做事情 (如塗顏色、連線)。能

做簡單的角色扮演角色扮演角色扮演角色扮演。能唱簡單的英文歌曲唱簡單的英文歌曲唱簡單的英文歌曲唱簡單的英文歌曲，，，，說簡單的英說簡單的英說簡單的英說簡單的英

語歌謠語歌謠語歌謠語歌謠。能在圖片的幫助下聽懂和讀懂簡單的小故事聽懂和讀懂簡單的小故事聽懂和讀懂簡單的小故事聽懂和讀懂簡單的小故事。

能交流簡單的個人資訊，表達簡單的情感和感覺。能書書書書

寫寫寫寫字母和單詞。對英語學習中接觸的外國文化習俗感興

趣。

二級

對英語學習有持續的興趣和愛好。能用簡單的英語互致互致互致互致

問候問候問候問候、、、、交換有關個人交換有關個人交換有關個人交換有關個人、、、、家庭和朋友的簡單資訊家庭和朋友的簡單資訊家庭和朋友的簡單資訊家庭和朋友的簡單資訊。能根據

所學內容表演表演表演表演小對話或歌謠。能在圖片的幫助下聽懂、

讀懂並講述簡單的故事。能根據圖片或提示寫簡單的句

子。在學習中樂於參與、積極合作、主動請教。樂於瞭

解異國文化、習俗。

課程目標等級課程目標等級課程目標等級課程目標等級課程目標等級課程目標等級課程目標等級課程目標等級

The National English Language CurriculumThe National English Language Curriculum::

Principles and rationalesPrinciples and rationales

…從學生的學習興趣、生活經驗和認

知水準出發，宣導體驗、實踐、參

與、合作與交流的學習方式和任務

型的教學途徑，發展學生的綜合語言

運用能力，使語言學習的過程成為學

生形成積極的情感態度、主動思維和

大膽實踐、提高跨文化意識和形成自

主學習能力的過程

(英語英語英語英語

課程標準課程標準課程標準課程標準)

Independent

learning

Values &

Attitudes

Process

Integrative

language use

Task-based

approach

Experiential

learning

Student

centered

The The English CurriculumEnglish CurriculumMainland

• One textbook:

Sole

interpretation

of Curriculum

Guide

• Standardized

internal and

external

assessment

Hong Kong

•More than 1

textbook: open

interpretation of CG

•School-based

internal assessment

and standardized

external assessment

(TSA)

Implications Implications ……

• The place of textbook in daily teaching

and learning

• Space for school-based curriculum

development

• Teachers’ capability to adapt and

modify the curriculum

Context & Curriculum Context & Curriculum

Contextual views of English learning:

�First language (Canada, New Zealand,

Singapore)

�Second language (Hong Kong)

�Foreign language (Mainland China, Japan,

Korea)

English Curriculum in MainlandEnglish Curriculum in Mainland

• The Aural-Oral Approach

(emphasize listening and speaking)

• Total Physical Response (TPR)

Join In, Book 2

Cambridge University

Press (adapted version)

P.4 students

AuralAural--Oral ApproachOral Approach

Listening Listening

Refer to Join In Book2

P.66Refer to Join In Book2

P.67

Aural-Oral Approach

Speaking


Listening


P.70


P.71


Reading


P.72


P.73

Total Physical Response (TPR)Total Physical Response (TPR)

Miming

You are reading a book.

You can hear a bee.

It lands on your book.

Where’s the bee?

You look under the bed.

No bee.

You climb on a wardrobe.

It’s not there.

You look behind the

curtains.

It’s not there.

It’s on your nose. Aaaaah!

You are reading a book.

You can hear a bee.

It lands on your book.

Where’s the bee?

You look under the bed.

No bee.

You climb on a wardrobe.

It’s not there.

You look behind the

curtains.

It’s not there.

It’s on your nose. Aaaaah!

Action Story


P.83


• Complete involvement of the whole

body in the learning process and in

reinforcing new vocabulary and

structures

First Stage:

(1) Teacher tells the story sentence by

sentence, miming the actions at the

same time

(2) Students watch and listen, imitate

teacher’s actions


(3) Teacher repeats the story several times

When pupils can carry out the actions on

their own (without copying the teacher),

teacher stop and ask pupils to mime by

themselves

(4) Pupils mine the actions first in the order in

which they learnt them; then teachers says

the sentences in different orders, pupil then

mine the actions in different orders


Second Stage:Teacher asks pupils to open the textbook, pupils listen to the CD and write correct number in the box.

Further information: www.youtube.com

Total Physical Response (TPR) - Teacher

Training film no. 8, Cambridge University Press English

Language Teaching

ImplicationsImplications……

�Enrich teachers’ repertoire of teaching

approaches (eclectic approach)

�Multi-sensory approaches: possible

alternatives for students with specific

learning difficulties

National Level

Regional Level

school Level

各地區可以根據國家課各地區可以根據國家課各地區可以根據國家課各地區可以根據國家課

程三級管理的有關政策程三級管理的有關政策程三級管理的有關政策程三級管理的有關政策

規定規定規定規定，，，，根據當地的條件根據當地的條件根據當地的條件根據當地的條件

和需要和需要和需要和需要，，，，適當調整相應適當調整相應適當調整相應適當調整相應

學段英語課程的目標學段英語課程的目標學段英語課程的目標學段英語課程的目標

(英語課程標準英語課程標準英語課程標準英語課程標準 p.6)。

English Curriculum in MainlandEnglish Curriculum in Mainland

SchoolSchool--based Curriculum Developmentbased Curriculum Development

• Textbook: lack authenticity

• Connect learning with life experience


• Balanced development of the 4 skills,

particularly reading and writing

My name is Dan. I am 8 years old. My

favourite animals are dogs. They are yellow. They are lovely. My favourite day is Saturday. I like red and blue.

Look! This is me. I am wearing a red and white T-shirt. I like it very much.

I am wearing shorts. They are blue. My birthday is in August. When is

your birthday?

Why adaptation? Interests of learners

I like Dennie

because she is very

beautiful.

I like Dennie

because I want to be

a model when I grow

up.

I like Asterix because

the man is nice.


the man is strong.


the boy is very clever.

Which book do you

like? Why?

• To respond to imaginative experience (a story)

• Free expression of ideas


English Language English Language TeachingTeaching

• Limited number of English lessons

observed

• Lesson observed across levels and with

specific focuses

• Long period of contact (6 days & 3

weeks): relationship building and

honest exchange of views

ImplicationsImplications……

Teachers’ expectations in aspects like:

• time management

• lesson as an isolated unit (integrative use

of language skills) Vs lesson as part of a

learning sequence

• purposes of English language (knowledge

strand, interpersonal strand, experience

strand)

Interpersonal Knowledge Experience

•To establish and maintain relationships

To provide or find out, interpret and use information

To respond and give expression to real and imaginative experience

•To exchange ideas & information

To explore, express and apply ideas

•To get things done To solve problems

Purposes of English languagePurposes of English language

My favourite character is Robin. He is strong because he liked doing sports.

Teacher learning and developmentTeacher learning and development

� Content knowledge

� General pedagogical knowledge

� Curriculum knowledge

� Pedagogical content knowledge

� Knowledge of learners & their characteristics

� Knowledge of educational contexts

� Knowledge of educational ends, purposes,

value and their philosophical and historical

grounds

Source: The Wisdom of Practice: Essays on Teaching, Learning, and Learning to

Teach (Jossey-Bass/Carnegie Foundation for the Advancement of Teaching) (v. 1)

by Lee S. Shulman

� Structured learning (accredited courses, in-service training courses)

�Non/Semi-structured learning (seminars, experience sharing session, workshops)

�Workplace learning (CLP meetings, co-teaching/ peer observation)課研課研課研課研(lesson research) 精品課精品課精品課精品課, 賽課賽課賽課賽課, 公開課公開課公開課公開課 (open lessons), 立體說課立體說課立體說課立體說課

�Others (舊人帶新人舊人帶新人舊人帶新人舊人帶新人/老帶青老帶青老帶青老帶青)

Teacher learning and developmentTeacher learning and development

Teacher talkTeacher talk

Teacher Ivy: Use the story context, Toby the pirate, to elicit students’ prior knowledge (vocabulary)

Teacher Betty: Use PPT flash game to elicit target vocabulary

Teacher Cathy: Ask Ss to guess animal sounds to elicit target vocabulary

• Share of teaching experience(s) in CLP/English panel : Folk

Knowledge (點子點子點子點子)

Background:

• P.4 students

• Join In (Book 2)

Unit 8: Animals

•Learned Words

(elephant, crocodile,

mice, rabbit, lion,

pig, wolf, duck, fox,

snake, hippo, cow,

sheep, dog)

• Structure of this

Lesson : Motivation

Stage (5 mins)

Teacher learning and developmentTeacher learning and developmentFeatures of the journal:• Articles submitted by

lecturers, government officials,

secondary school teachers

and primary school teachers

• Primary School teachers

(i) Combine theories with

Practices (cited references)

(ii) With reference to classroom

teaching (certain unit in the TB)

(iii) No data collection, mostly

1st hand personal experience

and observation

全國核心期刊全國核心期刊全國核心期刊全國核心期刊

中小學英語教學研究中小學英語教學研究中小學英語教學研究中小學英語教學研究

Implications Implications ……

• Distinguishing folk knowledge from

theoretical knowledge

• Recognizing the value of all kinds of

knowledge (Panel meeting)

• Bridging the gap between knowing

and doing

hong kong teachers’exchange activities to the mainland (2010 … · mentoring, coaching,...

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