ms betty lee & mr alain li skh st. mary ’ s church college ms serlina suen, llss 8 july 2006...
TRANSCRIPT
Ms Betty Lee & Mr Alain Li SKH St. Mary’s Church College
Ms Serlina Suen, LLSS
8 July 2006
Experience Sharing Experience Sharing
on applying for on applying for
the English Enhancement the English Enhancement
SchemeScheme
Needs Analysis
Communicate with parties involved
Set priorities
Decide what goals to achieve
Reactions of the school
To apply for it or not?
More $ = more work More $ = more resources
What to do
Who to write the proposal
Stringent HR
No more curriculum space and time
Accountability
Facilitate the panel development
Sharpen the competitive edge of the school
How the public view the school if we don’t apply
What to do …
• Do something novel?
• Do something BIG?
• Can these things help Ss to learn English better?
• Do Ts know how to do these things?
But …
Who to write the proposal …• The English panel chair?
• A working group?
But …• Not who to write the proposal that matters!
• Communicate
Consensus building
Conflict resolution
C
C
C
How to go about the job
To know where we are
review what we are now doing
Review what we are now doing
Inside classroom
Junior secondary
- G.E. lessons + reader lessons
- TBL, Language Arts, Project learning
Outside classroom
- School Radio
- ERS
- Speech Festival
- English Corner
- English Club
- English Speaking Day
- English Week
English curriculum
Use of resources
Deployment of the NET
Use of $ and time
A stock-taking listX Needs analysis? Effectiveness
Senior secondary
- SBA
- Public exams
Here: Present state of play
S
W
O
T
Strengths
Weaknesses
Opportunities
ThreatsK
I
S
S
Keep
Improve
Stop
Start
Strengths Full support from the school Collaboration with the LLSS Teachers have some experience using language arts students moti
vated by it
Weaknesses Teachers in need of professional development in the teaching of language arts
Better integration of English learning and teaching within and beyond the classroom
Opportunities A new school campus
Threats Increasing demand on students in public exams Competition for students from neighbouring schools
Keep Using Bk A of the English course book
Improve Development of reading skills in students through reading lessons and reading programme
Infusion of language arts into the English curriculum
Stop Mechanical teaching and over-drilling of grammar Excessive emphasis on project learning in the English KLA
Start Creating more opportunities for students to speak the target language
How to go about the job
To know where we are
review what we are now doing
To know where we are going identify the challenges
2007
15% of the total marks
- read/view 3 texts over 2 years: 1 each from 3 of the following: print fiction, print non-fiction, non-print fiction and non-print non-fiction
- take part in a discussion or make an individual presentation
- conduct 2 assessments: one in S4 and one in S5
Speaking
- a 2-min individual oral presentation
- A 3-min group interaction
Reading
- 3 parts: a poem, an article, etc.
Listening
- 3 parts: a poem, a radio programme, a speech
Writing
- a short article for the school magazine
2006
LA electives
drama, short stories, poems and songs, popular culture
non LA electives
sports communication, debating, social issues, workplace communication
2009
Identifying the challenges
Packed curriculum
Limited time
Student diversities
How to go about the job
To know where we are
review what we are now doing
To know where we are going identify the challenges set the goals
Setting the goals
• Improve students’ English standards
• Increase students’ interest in learning English
Far too general!
Drama
Reading programme
School Radio
School TV
English Festival
Students’ publication in English
Language Arts
English Chit ChatCreating a
language-rich environment
Be specific with the goal(s) set
How are these measures related?
- Connected horizontally to the formal and informal English curriculum
- Connected longitudinally to measures in the past and the direction of development in ELT in the coming 6 years
School Radio
English Festival
Language Arts
Be specific with the goal(s) set
School TV Drama
Reading programme
English Chit Chat
Students’ publication in English
Creating a language-rich environment
JourneyJourney
Here
There
Language Arts
Reading
Speaking
Speaking (oral presentation & group discussion)
Language Arts (poem)
Reading (stories)
JourneyJourney
Here
There
Language Arts
Reading
Speaking
Speaking (oral presentation & group discussion)
Language Arts (poem)
Reading (stories)
Language Arts
Infusion of language arts
into the English curriculum
at junior secondary
in preparation for
language arts electives at NSS
KISS: an area to improve on
SWOT: an area for teacher development
TSA, SBA, NSS: poems, stories
A 6-year scheme
Start at S1 and focus on one level per year
Stretch over 6 years from S1 to S6
Area of focus
What
When Who How
Story-reading &
story-telling
Year 1 S1 Reading Speaking
Drama Year 2 S1 + S2 More speaking Dramatized reading and Role play
Popular Culture
Year 3 S1 + S2 + S3 Getting to know the different kinds of popular culture: newspaper, magazines, advertisements
Short stories Year 4 S1 + S2 + S3 + S4
Reading Discussion
Drama & Film
Year 5 S1 + S2 + S3 + S4 + S5
Acting out & Script writing
LANGUAGE ARTS
Popular Culture
Year 6 S1 + S2 + S3 + S4 + S5 + S6
Writing reviews, newspaper /magazine columns, advertisements
Ready to submit the implementation plan?
Present state
of play
Think about the following …
Building up acollaborativeand reflective
teachingculture
Developmentof a holisticcurriculum
plan
Professionaldevelopmentof teachers
Effectivedeployment ofEng language
teachers
Creation of anEnglish-rich
languageenvironoment
Story-reading/tellin
g first,
then Drama
Pioneer Ts led by
panel chair + NET
6-year plan
Build in
collabora
tive
lesson planning tim
e
Weekly English assembly
Morning Reading Time
Language Arts Corner
Ready to submit the implementation plan?
Present state
of play
Measurable & commonly recognized
Targets
A 2% increase in passing rate in HKCEE
Better performance in speaking and reading in TSA
Output Targets
School-based Targets
Improvement in oral English: clarity, volume, eye contact, content, etc.
Ss speaking to teachers in English outside classroom
Ss’ participation in school and inter-school English activities
Ready to submit the implementation plan?
Present state
of play
Professional upgrading of Ts
Employing temporary staff
Hiring of service from professional groups
Upgrading of equipment
Setting up a resource bank
Purchasing more books for students
Subsidizing student activities and performances
Budget …
Measures to be funded2006/07 s.y.(8 months as
from Jan 07)
2007/08 s.y.(12
months)
2008/09 s.y.(12
months)
2009/10 s.y.
2010/11 s.y.
2011/12 s.y.
1. Professional upgrading of Ts attend local training courses attend local training courses attend immersion courses for XXX
purpose ……
$10,000
$10,000 $80,000
$10,000
$50,000$10,000
$10,000
2. Temporary staff part-time teaching assistant(s) research officer(s)
$70,000$50,000
$115,000$75,000
$135,000$75,000
$135,000$75,000
$135,000$75,000
$135,000$75,000
3 .Hiring of service from professional groups
Drama training course for Ts & students Drama programmes/activities ……
$10,000 $20,000
$20,000 $20,000 $20,000
$20,000
$20,000
4. Upgrading of equipment 5 desktop computers 2 DV cameras 3 DVD players LCD projector Prizes and props for activities ……
$40,000
$ 5,000$12,000
$15,000
$ 3,000
$ 5,000$ 3,000
$40,000
$ 5,000$5,000
$8,000
$ 5,000$12,000
5. Building up of resource bank $15,000 $15,000 $15,000 $15,000 $15,000 $15,000
6. … … … … … …
Cashflow Total: $212,000 $370,000 $420,000 $400,000 $278,000 $292,000
BUDGET
The first batch?
Good planning is half success!
$ not granted on a first-come-first-served basis
Not a competition among schools!
Think carefully!
Experiences to shareThe planning process rather than the plan itself
School-based
Capacity building
Whole-school
approach
Sustaina-bility
Review and reflect
the school situation
and the English curriculum Come up with what to do
Prepare and
equip Ts
Create curriculum
space for Ts
Write up an action plan and design assess
n tool
Inform teachers of other
departments and solicit their
support
This thinking process
should be a
thoughtful process!
Michael Fullan
In face of changes, all staff need to understand: what changes are being implemented
why the changes are being implemented
when they are to be implemented
how they will impact on the school and on them personally
what they will need to do differently – curriculum, pedagogy, assessment, knowledge update, learner diversity, motivating interests
how
what
when
why
what
A higher chance
of success!
Experiences to shareNeed time to make decisions on:
What
Things to considerWhat
Language A
rts
Year 2
DramaYear 1
Story
-
telli
ngYear 3Popular
cultureYear 4
Short storiesYear 5
Dram
a
& Film
s
Year 6
Popular
cultu
re
Identify a main focus, then work out other
sub-focuses
Experiences to shareNeed time to make decisions on:
What
Who
Things to considerWho
Stage 1
Stage 3
Stage 4
Stage 2
VP
English panel chair
VP
English panel chair
Eng Ts in S1
Ts in the Eng panel
VP
English panel chair
Eng Ts in S1
Ts in the Eng panel
All Ts in the school
S1 S
2 S3
S4 S
5 S
6
VP
English panel chair
Eng Ts in S1
Role of VP
interference?
supervision?
backing up?
a bridge?
Experiences to shareNeed time to make decisions on:
What
Who
When
Things to consider When
Planning
Allow sufficient time for planning
Implementation
September 2006 is a good time to start
06 to 07: S1
07 to 08: S2
08 to 09: S3
By 2009: S4 (NSS)
A span of 6 years spread out what you want to do evenly
Evaluation
on-going and feedback goes back to the planning and implementation
The earliest time to get $ is Jan 07
Experiences to shareNeed time to make decisions on:
What
Who
When
How
Things to consider How
Scale
Resource management and deployment
human
time
finance
small BIG
Teacher readiness
Resource building
Celebration of success from time to time
Conclusions No rush! Plan earlier!
Don’t spend money for the sake of spending it!
A thinking process for all!
A good exercise on holistic planning
Build on teachers’ strengths & experience
Develop teachers’ capacity, i.e. T empowerment
Consider students’ needs, interests and abilities
Plan something that matches T’s strengths and Ss’ needs
English Enhancement Scheme
Enhancement of English abilities
in students
Empowerment of knowledge and
professionalism in teachers
Success is there waiting for us