5 / 6 March 201 3 ( Tue / Wed ) 09:30 – 17:00 (PM Session) English Language Education Section
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Transcript of 5 / 6 March 201 3 ( Tue / Wed ) 09:30 – 17:00 (PM Session) English Language Education Section
Using the Learning Progression Framework to Enhance English Language
Learning, Teaching and Assessment at the Secondary Level
5 / 6 March 2013 (Tue / Wed)
09:30 – 17:00
(PM Session)
English Language Education Section
Curriculum Development Institute
Education Bureau
By the end of the afternoon session…
You will have learnt about:
the structure of the LPF for Writing and Speaking
how the LPF can help in
– analysing task requirements
– setting appropriate assessment criteria for Writing and Speaking performance
– facilitating assessment for learning, particularly providing quality feedback
for Writing and Speaking
Using the LPFto Enhance the Learning and Teaching
ofthe Productive Skills (I)
The Components of the LPF for Writing
JS SS
Purposes
Descriptive
Imaginative
(information about oneself, friends, favourites, school)
Purposes
Descriptive
Problem-solving
Argumentative
Discussion
Persuasive
Text Types
Personal letters
Formal letters
Recounts
Stories
Text Types
Letters
Articles
Essays
With reference to the design and organisation of the following writing programme in a secondary school, discuss in groups:
Activity 12
• the rationale underlying the design; and • how similar the design and organisation is to that of the
writing programme in your school.
The LPF for Writing - Content
• provide opportunities to produce a good range of content (i.e. information, ideas, personal experiences and opinions) as specified in the Learning Outcomes; and
• cover a variety of writing purposes (as stated in the IS, KS and ES) and text types as specified in the Pointers.
To develop students’ writing skills, it is better for both the JS and SS writing programmes to:
Use of the LPF – Analysing Task Requirements for Writing
Domains Details
Content • Clear topic and purpose
• Relevance of ideas
• Use of original ideas
• Elaboration of ideas
Language & Style • Range of vocabulary
• Range of sentence patterns
• Appropriate tone and register
• Appropriate stylistic features for the text type
Organisation • Appropriate paragraphing
• Use of an organisational framework
• Clear focus within paragraphs using cohesive devices
• Clear focus across paragraphs using a range of devices
What should we do to help our students make the most of the writing
programme?
What are the teaching strategies
we could use?
What are the strategies that our
students could learn to approach writing
tasks?
Teachers’ Concerns
Procedures Leading to the Development of the First Draft
4. Developing the First Draft through Shared Writing or Independently
Task
RequirementsProcedures
Content • Clear topic & purpose
• Relevance of ideas
1. Highlighting Keywords
2. Drawing a Mind Map
3. Structuring the Text
Language & Style
• Appropriate tone & register
• Appropriate stylistic features
Organisation • Appropriate paragraphing• Use of an organisational framework
1. Highlighting Keywords
Your teacher has asked you to write an article about weekend activities for the school magazine. Suggest ways your schoolmates can make good use of their time and give reasons for your suggestions.
Text type?
Source: Territory-wide System Assessment, 2011 (Secondary 3, English Language, Writing 9EW2)
What about?
Audience?
Why?
You may use some of the ideas from the following mind map and/or your own ideas in your writing. Write about 150 words for the article.
2. Drawing a mind map
3. Structuring the Text
examples?
What? Why? - purpose
Conclusion
A article
• Introduction
Body Paragraph
Body Paragraph
Body Paragraph
reasons?
• Closing
Activities?
Activity 13
1. Do both drafts meet the task requirements? Provide a piece of evidence from the drafts to justify your evaluation.
2. How could both drafts be improved? Suggest improvements which could be made to one of the drafts.
3.
You have received two drafts of the article written by two students. With reference to the task requirements derived from the LPF for writing, discuss the following:
3. How could teachers bring about improvements to both drafts?
Student A’s First Draft
Source: Territory-wide System Assessment, 2011: Report on the Basic Competencies of Students in Chinese Language, English Language and Mathematics, Key Stages 1-3 (HKEAA, 2011: p.266)
Student B’s First Draft
Source: Territory-wide System Assessment, 2011: Report on the Basic Competencies of Students in Chinese Language, English Language and Mathematics, Key Stages 1-3 (HKEAA, 2011: p.277)
Source: Territory-wide System Assessment, 2011: Report on the Basic Competencies of learners in Chinese Language, English Language and Mathematics, Key Stages 1-3 (HKEAA, 2011: p.266)
Using the LPF for Writing to Provide Constructive Feedback
Writing about weekend activities
Most learners have met the basic
requirements of the writing task. How should I help them
progress?
A sample writing task of an average S3 learner (L4-5)
LPF: Content
LPF:
Organisation
Teacher’s comments:
To enrich the content, you can add some supporting details to the weekend activities, e.g. voluntary work (How? When? Where? Why?)
Refer to the LPF for Writing to review own expectation of learner performance Use the LPF as a common language to describe learners’ performance and progress
LPF: Language & Style
Make informed decision on feedback focus
“Write a range of simple texts to describe, recount, record, explain and propose with some supporting details.”
My feedback for the average learners
should focus more on expanding the content.
LPF for Writing - Content L5
sign up as a member of different charity bodies
weekends, during school holidays
homes for the elderly, schools, beaches, parks
an opportunity to give and share, increase exposure
helping the minority primary students with their school work, visiting homes for the elderly, walking the homeless dogs…
Enhancing elaboration of ideas
How could teachers bring about improvements to both drafts?
Activity 13: Teaching writing skills: Developing elaborating skills
Student A’s First Draft
How?
When?
Where?
Why?
Examples?
How could teachers bring about improvements to both drafts?
Activity 14b: Teaching writing skills: Using awareness raising activity
- read the text provided and think about how the sentences/ideas relate to each other; and
- choose the best answer from the options for each numbered sentence. The first one has been done for you as an example.
In groups,
‘have you ever thought of…?’introducing alternatives
‘First’, ‘Second’Sequencing suggestions
‘like’ introducing examples
‘also’enhancing reinforcement of ideas
Enhancing coherence, e.g.Student B’s First Draft
How could teachers bring about improvements to both drafts?
Activity 14: Teaching writing skills
Using the LPF for Writing to Provide Constructive Feedback
How can I provide more challenges for the more able learners to progress?
LPF: Content
LPF:
Organisation
by staying indoor or going outdoor
Writing about weekend activities
A sample writing task of a more able S3 learner (L5-6)
Teacher’s comments:
To enhance organisation of ideas, summarise the different kinds of activities such as outdoor (para 3-4) and indoor activities (para 5-6) and state them in separate para.
Read the LPF for the overall learning progression for writing skills
Source: Territory-wide System Assessment, 2011: Report on the Basic Competencies of Students in Chinese Language, English Language and Mathematics, Key Stages 1-3 (HKEAA, 2011: p.277)
LPF: Language & Style
Give specific feedback to cater to learner diversity
LPF for Writing - Organisation L6“Arrange ideas within and across paragraphs using different means (e.g. summarising…) to show a generally clear focus”
I can guide this student to organise ideas using different means.
Activity 15: Providing Feedback
How could teachers bring about improvements to both drafts?
- Refer to Student B’s draft and the two feedback sheets. Compare the generic and task-specific feedback sheets. Which feedback sheet is more useful in providing feedback on Student B’s performance?
- What would you do to maximise students’ participation in the review process?
Features of Quality Feedback
Focused –Linked to Learning
Objectives
Focused –Linked to Learning
Objectives
Diagnostic Diagnostic
Clear andEasy to
Understand
Clear andEasy to
Understand
ConstructiveConstructive
QualityFeedback
QualityFeedback
Assessment for Learning Strategies
• Using a process approach to the learning and teaching of writing skills and building in review time for timely feedback and reflection
• Identifying students’ needs and varying the teaching strategies
• Focusing on the instructional rather than correctional aspects of feedback
Mark Less and Achieve More
Steps in Using the LPF to Enhance Students’ Writing Skills
1. Provide opportunities to engage Ss in a range of tasks that cover a variety of purposes and text types in the school’s writing programme.
2. Identify the requirements for each task in terms of the three domains in the LPF.
3. Develop a task-specific feedback sheet and set assessment criteria based on the task requirements.
4. Help Ss develop strategies to approach the writing tasks, e.g. highlighting keywords, drawing a mind map, structuring the text.
5. Ask Ss to complete the first draft independently. OR
Help Ss develop the first draft through appropriate teaching strategies, e.g. shared writing.
6. Guide Ss to improve the first draft through shared writing, using a feedback sheet or conducting a discussion.
Using the LPFto Enhance the Learning and Teaching
ofthe Productive Skills (II)
The Components of the LPF for Speaking
Speaking
Writing
Reading
Listening
Content, organisation & communication strategies
Language
Pronunciation, stress, rhythm & intonation
Underlying principles
Students atthis level can, for example,• …………• …………• …………• …………
Learning OutcomesOrganised into CategoriesSkills
Pointers
Levels
Progression of Learning Outcomes for Speaking
Level 7Organising, presenting and exchanging information, ideas, personal experiences and opinions on familiar and less familiar topics with elaboration clearly, and using a range of communication strategies
Level 2Providing and exchanging some simple information, ideas and personal experiences on familiar topics quite clearly, relying at times on non-verbal expressions
Level 4Organising, presenting and exchanging simple information, ideas, personal experiences and opinions on familiar topics quite clearly, and using formulaic expressions to facilitate communication
Content, organisation and communication strategies
The outcome statements show the progression in terms of :
• Complexity of information and ideas
• Familiarity of topics
• Organisation of information and ideas
• Range of communication strategies
The LPF for Speaking – Content, Organisation and Communication Strategies
The Content, Organisation and Communication Strategies domain suggests
that the progressive development of students’ speaking skills can be ensured
by:
• providing opportunities to produce a good range of content (i.e.
information, ideas, personal experiences and opinions) as specified
in the Learning Outcomes;
• covering a variety of speaking purposes (as stated in the IS, KS and
ES) and text types as specified in the Pointers;
•raising the awareness of the relationships between text organisation and speaking purposes; and
•emphasising the importance of both verbal and non-verbal communication strategies.
Progression of Learning Outcomes for Speaking
Level 7Using a range of language forms and functions generally appropriately and accurately
Level 2
Using some simple language forms and functions quite appropriately
Level 4Using simple language forms and functions quite appropriately and accurately
Language
The outcome statements show the progression in terms of :
• Language forms and functions used at different levels of speaking Vocabulary Grammar structures etc.
Progression of Learning Outcomes for Speaking
Level 7Speaking English accurately and fluently, and with generally appropriate stress, rhythm and intonation
Level 2
Pronouncing most simple words and imitating appropriate stress, rhythm and intonation quite accurately
Level 4Speaking simple English quite accurately, and showing an awareness of stress, rhythm and intonation
Pronunciation, stress, rhythm and intonation
The outcome statements show the progression in terms of :
Accuracy in pronunciation Appropriate use of stress, rhythm & intonation
Activity 16
In groups, with reference to the Content, Organisation and Communication Strategies domain of the LPF for Speaking, brainstorm a list of speaking activities that can be conducted to provide Ss with the opportunities to produce a good range of content and to cover a range of speaking purposes. Write your list in the box below.
Discuss how to incorporate these speaking activities into your school-based English Language curriculum.
Use of the LPF – Analysing Task Requirements for Speaking
Domains Details
Content, Organisation and Communication Strategies
• Clear topic and purpose
• Relevance of ideas
• Elaboration of ideas Use of examples Adding details Use of original ideas (based on personal experiences, opinions)
• Organisation of ideas (e.g. using an organisational framework, following chronological sequence of events)
• Use of communication strategies Verbal (e.g. signalling ideas, repeating, rephrasing,
paraphrasing key points or content) Non-verbal (e.g. showing interest, using appropriate volume,
using eye contact, gestures, facial expressions)
Language • Range of language forms and functions
• Range of vocabulary
Pronunciation, Stress, Rhythm and Intonation
• Accurate pronunciation
• Appropriate stress, rhythm and intonation
• Fluency (e.g. reading aloud, spontaneous short/long utterances with/without pauses)
Activity 16
Task: You are going to give a two-minute talk about your favourite film / TV programme in front of your classmates. You can use ideas from the mind map provided or your own ideas. You do not have to include all the points in the mind map.
1. Discuss what you want your students to learn from the task. Then decide on the assessment criteria for it.
2. Watch a video clip of a student’s oral presentation. Assess the students’ performance with reference to the assessment criteria.
3. Select one or two domain(s) where improvement is necessary.
4.. Discuss the teaching / feedback procedures to bring about improvement in the selected domains.
Analysing the Speaking Task Instruction
You are going to give a two-minute talk about your favourite film / TV programme in front of your classmates. You can use ideas from the mind map provided or your own ideas. You do not have to include all the points in the mind map.
Why?What?
Text Type –Organisation &
Oral Communication Strategies
Mind Map for the Presentation Task
My favourite film/ TV programme
Other aspects
people making the film
storyline
what happensending
?
director actors/actresses
special effects
music
costumes
?
Suggestions on Giving Feedback
• Questioning
Asking Ss open-ended questions about their learning, their understanding of the learning intentions, their strengths, weaknesses and challenges encountered
• Describing
Describing what happens in a non-judgmental way
• Advising
Giving advice or making suggestions
• Evaluating
Assessing Ss’ strengths and weaknesses and communicating the results with reference to the assessment criteria for further improvement
4. Discuss different ways of providing feedback to bring about improvement in the selected domains.
Assessment for Learning Strategies for Activity 16
• Maximising students’ participation in the review process by providing opportunities to discuss and deciding on the assessment criteria
• Providing students’ model to generate discussion and to deepen their understanding of the assessment criteria
• Using different means to provide feedback, e.g. feedback forms, discussion and/or ICT
Using the LPF for Speaking to Promote Self-directed Learning
Group discussion
Discuss the causes of teenagers’ overweight problems and suggest ways to solve them.
Yes, I’ve covered many of the causes,
but not the solutions!
Yes, I’ve covered many of the causes,
but not the solutions!
They’ve already given a lot of
opinions. How can I contribute
further?
They’ve already given a lot of
opinions. How can I contribute
further?
Good job! All have given your opinions on the weight problems. What did you do well? How can you improve your discussion skills further?
Good job! All have given your opinions on the weight problems. What did you do well? How can you improve your discussion skills further?
A sample speaking task for S5 students: Discussing teenagers’ overweight problems and solutions
Effective use of communication strategies is what they need!
I’ll let them practise responding to others’ opinions in a
discussion.
LPF: Pronunciation
LPF: Language & Style
LPF: Content, Organisation and
Communication Strategies
Refer to the LPF for Speaking to review teaching content Provide support for the development of strategies to promote learner independence
Seeking further information from others is one of the discussion strategies!
Jane, you could have said to John “You think most teenagers don’t like to
exercise. Can you give us some reasons?”
Seeking further information from others is one of the discussion strategies!
Jane, you could have said to John “You think most teenagers don’t like to
exercise. Can you give us some reasons?”
L6
LPF for Speaking – Content, Organisation and Communication Stratigies L6
“…contribute to discussions on familiar topics…
seeking further information, acknowledging and
encouraging others’ contributions as appropriate”
Using the LPF for Speaking to Promote Self-directed Learning
Group discussion
Discuss the causes of teenagers’ overweight problems and suggest ways to solve them.
Inform and equip students with the necessary skills through teacher’s demonstration and extra practice
A useful discussion strategy! Now I
know how to contribute further to
others’ ideas.
A useful discussion strategy! Now I
know how to contribute further to
others’ ideas.
LPF: Pronunciation
LPF: Language & Style
LPF: Content, Organisation and
Communication Strategies
Steps in Using the LPF to Enhance Students’ Speaking Skills
1. Provide a variety of speaking activities, e.g. interactive activities, readers’ theatres, reading aloud, drama
2. Conduct explicit teaching of oral communication strategies in context
3. Provide exposure to good speaking models
4. Identify the task requirements in terms of the three domains in the LPF
5. Develop the assessment criteria based on the task requirements and the learning intentions
6. Provide opportunities for peer feedback using different means
Assessment for Learning Strategies
Assessment for learning strategies:
• Sharing the learning intentions at the beginning of a lesson and revisiting them from time to time and/or at the end of the lesson to give students a clear focus of learning
• Breaking learning into stages (e.g. process writing, awareness raising activities, breaking a challenging task into manageable parts) to build in review time for timely feedback
• Teacher’s modelling/demonstration
Round-up
The use of the LPF
shifts the focus from the content to its outcomes, which places emphasis on learners
provides a common “language” and “tool” for teachers to use in the learning, teaching and assessment process
explains what is expected of students in terms of:- where are they now? (existing strengths and
weaknesses)- where are they going? (goals)- where to next? (“feed forward”)
School Assessment Practices
Assessment for Learning
(informs learning and teaching)
Practical Tips:
• Strengthening the development of the Language Skills
• Building in Assessment for Learning
Using the LPF as a reference tool to
• understand students’ learning progress
• plan and review the learning and teaching objectives
• help students progress along the learning continuum
LPFLPF
Using the LPF to Enhance Learning and Teaching