CWSF 29.indd

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1 School Insight

2 PAGE 02 PAGE /12 () /15 () (Lead in)

3 PAGE 03 Math I Can 8/9/ /10/ /11/ /12/2014 GeoGebra 26/1/ /2/2015 5/3/ /4/ /5/2015

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5 PAGE 05 The Quality School Improvement Project The Quality School Improvement Project has been providing support to the English Department over the past few years. Instead of a top-down approach, they have provided a schoolbased one, tailored to the real needs and situation of the school. Provision of professional school-based support With the professional help of Ms. Janis Lee from CUHK, we did a careful analysis of student work and classroom teaching. It was agreed that some of our students had the potential to produce longer, richer and better-organized pieces of writing. However, what they handed in often displayed careless mistakes in the use of target structures, as well as lacked elaboration and depth of ideas. I. Strategies used To address these issues, the teachers decided to reexamine their unit planning practices and placed a stronger focus on how language input in the form of language exercises and activities could be redesigned and structured to better align classroom teaching with learner outcomes. This task based approach has also ensured that target language items were taught in context. As a result, students learned how to use language more appropriately and they could apply them in the writing tasks. Students also found that a more structured approach to writing was useful and heightened their language awareness. Effective use of data and evidence-based decision making Our teachers have become more enthusiastic and willing to fi nd ways of addressing students learning needs on writing and grammar. Both quantitative and qualitative data sources, such as students work, assessment data, have provided teachers with a clearer picture of students needs. Ultimately, the improvement in the quality of student work and results is clear justifi cation for this more robust approach to curriculum and teaching. In addition, teachers took extra care to cater for learning diversity; each teacher would adapt teaching materials and activities for their own students. II. Findings The task-based approach provided a coherent framework to guide teaching methodology and learning activities. This has enabled students to acquire target vocabulary and language skills from more effectively. Many students are able to write more and better in their final writing tasks. Teaching Differentially with an Inclusive Curriculum Why? Each student is a unique individual, different in cognitive and affective development, social maturity, ability, motivation, aspiration, learning styles, needs, interests and potential. Apart from this, there are other factors underlying student differences. These include innate differences in intelligence, differences in social and economic background, variations in past learning experiences, and perhaps variations in the level of congruence between the learner and the curriculum. In view of these factors, catering for individual differences is intended neither to narrow the gap between individuals nor to even out their abilities and performance. It should aim for understanding why students are able or unable to learn well and fi nding appropriate ways to help them learn better. E N G L I S H contents, teaching materials and assessment methods to cater for the different learning needs. Students were then divided into different groups based on their learning competencies so that differentiated teaching goals and appropriate levels of diffi culties could be set accordingly. Teachers kept track of the progress of students so that each individual learner could be taken care of in a timely manner. With the introduction of a new F.1 curriculum, we hope that each student can attain all-round development according to his/ her own abilities and they can develop their potential to the full. What? To better understand the learning needs of each of our students, we conducted a subject-based diagnostic assessment for each of our student at the very beginning of the school year. Based on the assessment results, teachers could adapt the course

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8 PAGE 08 粵港 A

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前言香港中文大學優質學校改進計劃 ( 下稱計劃 ) 團隊自 1998 年起積極於本地推動理論及實踐並重的學校改進工作, 並逐步發展成為本地最具規模的校本支援服務品牌, 曾支

前言香港中文大學優質學校改進計劃 ( 下稱計劃 ) 團隊自 1998 年起積極於本地推動理論及實踐並重的學校改進工作, 並逐步發展成為本地最具規模的校本支援服務品牌, 曾支香港中文大學香港教育研究所優質學校改進計劃 : 學習差異支援及學校起動計劃聯合主辦中學聯校教師專業發展日主題 : 照顧學習差異日期 :2011 年 12 月 9 日 ( 星期五 ) 時間 : 上午 9 時正至下午 4 時 15 分地點 : 樂善堂余近卿中學