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Practical Experience Sharing on Differentiated Instruction: Primary Level English Language

  • 「適異教學」的實踐經驗分享-小學中文科
  • 「適異教學」的實踐經驗分享-小學常識科
  • Practical Experience Sharing on Differentiated Instruction: Primary Level English Language
  • 「適異教學」的實踐經驗分享-小學數學科
  • Practical Experience Sharing on Differentiated Instruction: Secondary Level English Language
  • 「適異教學」的實踐經驗分享-中學中文科
  • 「適異教學」的實踐經驗分享-中學數學科
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  • <差異管理:中層領導的六大要素> 陳鴻昌
Home 拓展選擇 Practical Experience Sharing on Differentiated Instruction: Primary Level English Language

Primary Level English Language

Introduction

Learning English is a challenge for many Hong Kong students, as the language is not commonly used in their everyday communication and it is very different from Chinese languages. Hong Kong students, along with other East Asian students, are known for the reluctance to participate actively in the classroom (Hanssan & Jamaludin, 2010; Ng, 2001), especially when it comes to the learning activities involving the practice of speaking. Besides, the recent trends in English examinations which require students to demonstrate their English, problem-solving and reasoning skills, all at the same time, is found “too difficult” for primary school students (Zhao, 2015).

What makes teaching English in Hong Kong even more challenging is the growing diversity in the student population.  Undoubtedly, students have diverse abilities, interests and readiness, presenting different needs to be fulfilled within the same time frame of a lesson. Even when learning in a streamed class, where students with a similar level of academic ability are put together, student motivation and engagement in the learning activities are still affected by their learning styles. Therefore, adopting a ‘one size fits all’ approach in an English Language classroom could put the students at a disadvantage. The less able learners could feel left out and defeated when they do not have the essential vocabulary or grammatical knowledge for completing a task. As for the more able students, they could feel uninterested when they are under-challenged.

To maximize students’ learning choices and their participation in the classroom, teachers participating in the Jockey Club “Diversity in Schools” Project are making an enormous effort to differentiate the learning content, process, product and the learning environment according to the students’ readiness, interest and learning profile.  It is envisioned that students who have different proficiency levels can feel safe and confident to reach the learning goal on a path that suits them and at a pace that they can manage.

References

Hassan, A. & Jamaludin, N. S. (2010). Approaches and value in two gigantic educational philosophies: East and West. Online Educational Research Journal.

Ng, A. K. (2001). Why Asians are less creative than Westerns. Singapore: Prentice Hall.

Zhao, S. (2015, Oct 29). English exam for Hong Kong primary pupils ‘too difficult and tests maths ability’, school principal says. Can YOU pass it? South China Morning Post. Retrieved from https://www.scmp.com/news/hong-kong/education-community/article/1873641/english-exam-hong-kong-primary-pupils-too

Practical Experience Sharing on Differentiated Instruction

Level: Primary 2

D.I. Strategies︰Tiered learning goals, Multi-sensory pedagogical designs, Tiered learning tasks / worksheets

School: Asbury Methodist Primary School

Level: Primary 4

D.I. Strategies︰Tiered learning materials, Multi-sensory pedagogical designs, Contingent scaffolding

School: Mary of Providence Primary School

Level: Primary 4

D.I. Strategies: Profiling diversity, Enhance learning interest and prior knowledge, Multi-sensory pedagogical designs, Tiered questioning, Contingent scaffolding

School: S.T.F.A. Lee Kam Primary School

熱門標籤

AERA (4) Contingent scaffolding (5) Diversity Management (7) Junior secondary level (3) L&T Expo (3) Multi-sensory pedagogical designs (5) Profiling Diversity (4) Tiered learning goals (2) Tiered learning materials (3) Tiered learning tasks / worksheets (2) 促進全班參與 (3) 分層學習任務 (11) 分層學習材料 (5) 分層評估 (4) 初中 (6) 初小 (6) 善用不同的提問技巧 (5) 善用小組學習模式 (7) 在課前引起學習興趣及裝備前備知識 (10) 多元化學習任務 (3) 多元化學習成果展示方式 (4) 多元的學習目標 (13) 多感官教學 (11) 多感官教學設計 (9) 學與教博覽 (3) 實驗學校 (3) 展析多元 (12) 工作坊 (9) 建構適切的學習鷹架 (20) 情境式教學 (5) 拓展選擇 (14) 教師「適異教學」經驗分享 (8) 校本多元管理模式 (7) 研究 (3) 簡介會 (4) 美國教育研究協會 (3) 計劃快訊 (12) 計劃故事 (9) 訪問 (4) 識別差異 (7) 資訊科技輔助教學 (4) 適異教學 (12) 選擇恰當的教學內容 (2) 高中 (3) 高小 (6)

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香港中文大學  香港教育研究所  優質學校改進計劃

電郵:qsip@cuhk.edu.hk
電話:3943 5050

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    • 計劃團隊
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      • 最新消息
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  • 計劃短片
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    • Lab Schools(實驗學校)
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  • 聯絡我們
    • 訂閱計劃快訊
  • 成為學校夥伴
    • 申請成為計劃學校
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