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Preparing for the NSS English Curriculum – From Social Issues to Debating. Ling Liang Church E Wun Secondary School. School background. A co-educational school in Tung Chung Level of students: intermediate with a wide range of abilities A participating school in the project

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Preparing for the nss english curriculum from social issues to debating l.jpg

Preparing for the NSS English Curriculum –From Social Issues to Debating

Ling Liang Church E Wun Secondary School


School background l.jpg
School background

  • A co-educational school in Tung Chung

  • Level of students: intermediate with a wide range of abilities

  • A participating school in the project

    “SocialIssues for Thinking & Debating” (SITD) for 3 years (2006-07, 2007-08, 2008-09)


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Student development

To increase world knowledge & enhance social awareness

To develop higher-order thinking, speaking and other generic skills

To form a learning community within school and across schools

Teacher development

To plan and teach thenon-LA Elective Part (esp. Learning English through Social Issues)

To learn new knowledge and skills by forming a learning community within school and across schools

Objectives of the project

Preparing for the NSS English Curriculum

Curriculum

planning & development

Curriculum

implementation

  • Curriculum leadership development

  • To develop holistic & long-term subject plans and school-based curriculum

  • To deploy teachers strategically

  • To develop teachers professionally


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Overview of the school-based English curriculum development

Horizontal and vertical Planning

School & beyond level

Subject level

Leadership development

(e.g. identifying needs, setting priorities and goals, etc.)

Curriculum level

Teaching & learning level

  • Use a variety of materials & activities

  • Adopt suitable strategies

  • Provide a supportive learning environment

Capacity building

(e.g. lesson co-planning time, sharing of good practices)

Building learning communities

among teachers and students within schools and in the district


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3-year development of the project

District-based

Inter-school

debates

building a network outside school

Inter-class & Inter-level

debates

Linking formal & informal curricula

Activities in class - individual presentations, group discussion & inter-group debates

Whole-year & cross-level curriculum planning

Integrating social issues into the school-based curriculum

Extension mode

Infusion mode

S2 (one class) S1(whole level)

S3 (one class)

S1-2 (whole level)

S1 (one class)

Involved 3

core teachers

  • Involved a core teacher at each level

  • Developed other teachers

1st Year

2nd Year

3rd Year



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Integrating social issues into the school-based curriculum

  • to develop teaching units in a task-based framework

  • to adopt an extension mode in the first two years and infusion mode in the third year

  • to teach and reinforce elective-related knowledge and skills systematically and progressively

  • to use different text types and resources

  • to employ student-centred activities

  • to display the final products in written and spoken form


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An example

  • Level: S3 (*The first cohort of NSS students)

  • Theme: Teen Problems

  • Approach: Infusion mode

  • To integrate elements of the elective module (Social Issues) with the textbook materials

  • To supplement and/or replace textbook materials with the elective module (Social Issues) materials

  • To be taught together with the textbook unit


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Teen Magazine

Forum

Role-play

Letters to the editor

Survey

Infusion of social issues

in a task-based framework

Teenage Life

Tears

Teen Problems

Joys

(Leisure Activities)

Problem

Page

Advice

column

Favourite

Hobbies

Survey

Problems & solutions

(e.g. strict/busy parents, school work)

Teenage dating

Personal level

Family & school levels

Society level

Underage sex & teenage pregnancy


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Explicit teaching of subject knowledge,

thinking & debating skills

  • Skills

  • Thinking skills - e.g. identifying pros and cons, analysing causal relationships, adopting multiple perspectives, evaluating arguments, making judgments & justifying views

  • Debating skills – e.g. gathering informed opinions, presenting arguments and counter-arguments persuasively

A teaching unit “Teenage problems” integrating knowledge & skills of the Social Issue elective with the textbook units (approx 10 - 16 periods)

Knowledge

  • Core part – e.g. describing personal problems, asking for advice, giving advice on personal matters

  • Elective -- e.g. knowledge about how an issue is related to a person and society

  • Forms & functions - e.g. adjectives and expressions to describe personal feelings and views, linguistic and structural features for causes & consequences

  • Textual features – e.g. letters on a problem page, survey reports

Output: (spoken) a role-playing debate (written) letters on a problem page of newspaper


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Elective-related

learning objectives

& content

Development of

knowledge

& skills

To understand how the

problem is related to a

person and society

Choice of

issues

Describing personal problem & asking for advice

To analyse pros and cons,

causes and consequences

Teenage

Dating

Exploring & researching the problem in society

To look at a problem

from different perspectives

To gather informed opinions

and present arguments

To make judgments

and justify views

Giving opinions & suggesting solutionsto theproblem

To present arguments

in a debate


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A variety of text-types and resources to enhance four language skills

Readingletters on problem page for personal problems and advice

Speaking

Explore common teen problems at home and at school

ViewingYoutube for more teen problems in a society

Reading & Speaking

Discuss the possible consequences and solutions of the problems

  • Readingnews articleson survey reports, letters to the editor about “teenage dating”

  • pros and cons

  • causes & consequences

  • arguments & counter-arguments

  • suggestions to tackle the problem

Speaking(Role play)

Debate on “teenage dating”

  • Writing

  • a debate speech

  • a letter to the editor


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Oral presentation

Group Discussion

Problem solving activity

Role play

Inter-group debate

Forum

A variety of debating activities as a teaching & learning strategy in classroom


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Display of final products

Jenny’s dad

Class teacher

Jenny

Social worker

(Written)

A page of a newspaper

- “Letters to the editors”

(Spoken)

role-play

a teacher-parent meeting


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Reading a long text in class poses difficulties to some students.

Pre-reading at home is recommended.

  • It is hard to find suitable

  • teaching materials

  • for students of diverse

  • needs, interests and abilities

  • on controversial issues

  • that are relatively up-to-date

  • and related to students’

  • experience.

  • Step-by-step scaffolding of students’ learning is important.

  • provide adequate language

  • input and guidance

  • build up confidence in

  • expressing views

  • and sharing opinions

Flexibility should be exercised and modification of their teaching schedule

is needed.

Reflections



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to organise the curriculum based on students. themes

to plan the curriculum holistically to ensure

coherence within and across junior

secondary year levels

to enhance the interface between KS3 and KS4

to adopt an explicit and integrative approach with equal focuses on content, languageand generic skills

Whole-year & cross-level curriculum planning


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Curriculum planning within and across year levels students.

Extended units

Core units

Text-types in the extended units

More non-LA

Wider

coverage

of themes

Greater

use of

authentic

materials

Goal Setting - Planning Ahead for My Life

Managing My Life

Units: At School + In My Free Time

  • LA

  • -Fables and stories

  • -Comics

  • -Poems and songs

  • Screenplays & script

  • Advertisements

Preservation Vs Redevelop -ment : Sneaker Street

Leisure and Entertainment

LA

-Advertisements

-Scripts -Songs

Key to Getting Along with Others – Respect

School bullying

S2 year plan

Role model

Non-LA

- Letters to the editors

- News articles

- Debating speeches

Sensationalism & paparazzi

Stealing for Money - Is Money Everything to You

Enjoying Life - Shopping

The environment

Modern life

Global warming

The problem of addiction

Let’s Celebrate Together

Charity – Helping Those in Need

Teen dating, underage sex and pregnancy

Animal rights

Teen problems

  • Non-LA

  • letters to the editors

  • News articles

  • - Debate speeches

  • Survey questionnaire and report

S1 year plan

  • Non-LA

  • News reports

  • News articles

  • -Debate speeches

More LA

Animals

Eating Out

Cruelty to Animals

S3 year plan

The environment

Food safety and deception in TV commercials

Depth

Breadth

Going beyond

textbook units


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Extended units students.

Thinking skills

Debating skills

Teen dating, underage sex and pregnancy

  • identify and analyse causes,

  • consequences, pros & cons

  • understand a social issue from

  • different points of view

  • support arguments with examples

  • figures, statistics & expert opinion

  • - suggest creative solutions to

  • problems

  • define a problem/ an issue

  • establish team line

  • present arguments clearly with

  • supporting details and forcefully

  • through voice and intonation

  • making rebuttals

S3 year plan

Progressive development of skills

Preservation vs Redevelop -ment : Sneaker Street

  • identify and analyze causes,

  • consequences, pros & cons

  • identify and adopt different

  • points of view

  • support arguments with figures,

  • statistics and examples

  • - suggest creative solutions to

  • problems

  • distinguish between facts

  • and myths

  • apply basic research skills to

  • collect information

  • form arguments for a particular

  • point of view with supporting

  • details

  • present arguments using

  • appropriate tone of voice and

  • facial expressions to convince

  • the audience

Food safety and deception in TV commercials

Sensationalism & paparazzi

Global warming

The problem of addiction

S2 year plan

Goal Setting - Planning ahead for my life

School bullying

  • identify and analyze causes

  • and consequences

  • understand more than one

  • point of view in a situation

  • suggest creative solutions

  • to problems

  • distinguish between facts

  • and myths

  • identify “obvious” fallacies

  • with supporting reasons

  • collect information from various

  • sources

  • - give supporting reasons for an

  • argument

  • give counter-arguments to

  • show disagreement in groups

  • put forward arguments with

  • confidence

  • voice opinions in public

Stealing Money - Is money everything to you?

S1 year plan

Charity- Helping those in need

Cruelty to animals

Food safety and deception in TV commercials


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Linking formal and informal curricula students. & building a network outside school


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To enrich students’ learning experiences students. inside and outside classroom

To foster inter-school peer learning in the district

To encourage other teachers to infuse debating skills into task-based units and include them in co-curricular activities

To network different schools in Tung Chung for professional sharing

Linking formal and informal curricula & building a network outside school


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Classroom learning students.

e.g. group discussion, oral presentation, inter-group debates

Co-/ Extra-

curricular activities

Frequency

e.g. inter-class & inter-level debates

Other learning experience

e.g. district-based inter-school debates (workshops & competitions)

S3

Extending classroom learning and co-/extra-curricular activities to other learning experiences

Daily events

S1- S3

S2

Classroom learning

e.g. oral presentation, group discussion

One-off events


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Within school students.

Inside

class

time

At the same

year level

(S1, 2 & 3)

Brainstorming

Oral presentation

Group work

Inter-group debate

Outside class time

Across

different

year levels

Inter-level debate

Peer Learning within school and between schools in a variety of learning contexts

Peer

learning

Be in a variety

of formats

& contexts

Cross year

levels

Go beyond

class

time

Break down

School

boundaries

Between schools

At the same year

level /across

Different year levels

Inter-school

debates

Outside

class

time


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Peer learning in the classroom students.

through a variety of speaking activities

Brainstorming ideas on social issues relevant to students’ lives

Presenting arguments from different perspectives (by individuals or in groups)

Group discussion & inter-group debates


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Some snapshots of inter-group students.

debate in class

The school should be fair to all students. He has committed a crime. If the school does not send him to the police, other students in school may follow his wrong doing…..(students)

We should teach him what is right when he is still young. He needs to bear the consequences himself. He should learn a good lesson…(teachers)

If the school does not report the thief to the police, the public will lose confidence in the school….. (the public)


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Some snapshots of inter-level debate within school students.

Motion:

Playing online games

brings more harm than good

Affirmative side formed by S2 & S6 students

Negative Side formed by S2 & S6 students


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Some snapshots of district-based inter-school debate workshop for students

Quiz: How much do you know about debating?

The motion “That smoking should be banned in public places” was used to illustrate some essential debating skills.


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Peer Learning among students from different schools in the debate workshop (practical session)

Motion:

School work should be

submitted on-line


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Feedback from students debate workshop (practical session)

  • Speak English more confidently

    - in public

    - with people just met

  • Learn to argue with evidence

  • Improve speaking and presentation skills

  • Debating is fun!

  • Make new friends and work in a team

  • Think deeper and from more perspectives;

  • Gain more knowledge by reading more (e.g. newspaper) to research an issue


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Peer Learning among teachers from different schools in the training session

I’ve gained some knowledge and skills in planning the school-based English curriculum holistically.

I’m more aware of the need to enrich students’ learning experiences inside and outside the classroom as well as the school.

Debates are for ALL students, not just the elite students

It’s a valuable opportunity to share teaching ideas & experiences with teachers in the district.

Debates can be in different formats (e.g. court trial, forums, role-play) with varied cognitive demands on students.

I’ll try to infuse debating skills in teaching the unit of “Cruelty to Animals” to get students prepared for the debating competition.


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Collaborative effort in the production training session

of a Teacher’s Manual for the participating schools


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Attending the inter-class debating competition in YMCA Christian College

Students from Ling Liang Church E Wun Secondary School were invited to watch the debate.

Ms Cheng was invited to be one of the adjudicators.


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Getting students involved and prepared for the event in YMCA Christian College

Theme: Cruelty to Animals

Should animals be used as objects for sports & entertainments?

Should animals be kept in zoos?

Should animals be used to develop products and medicines for human beings?

Debating competition

with other schools

(May)

Teaching in class

(April)

Coaching &

independent learning

outside class

  • Enriching the knowledge

  • of the issue through

  • research on arguments

  • and evidence

  • Receiving intensive

  • training on persuasive skills

  • Understanding &

  • gaining knowledge

  • of the issue

  • Knowing the rules &

  • format of a debate

  • Deepening

  • understanding and

  • knowledge of the issue

  • through participating

  • in the debates


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Maximizing students’ participation in the event in YMCA Christian College

Group

leader

Group

leader

Group

leader

Group

leader

Debaters

Debating team

Group

members

Group

members

Group

members

Group

members

Research team

Stand-by

Debating competition

with other schools

Coaching

outside class

Teaching in class

Chairman &

Time-keeper

Audience


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Some snapshots of inter-school debate in Tung Chung in YMCA Christian College

Semi-final

Motion: Human beings should not use animals as objects of sport and entertainment

Negative Team

(Ling Liang Church E Wun Sec School)

Affirmative Team (YMCA Christian College) Team 2


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Some snapshots of inter-school debate in Tung Chung in YMCA Christian College

Semi-final

Motion: Human beings should not use animals as objects of sport and entertainment

Negative Team

(YMCA Christian College) Team 1

Affirmative Team (Tung Chung Catholic School)


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Some snapshots of inter-school debate in Tung Chung in YMCA Christian College

Grand Final

Motion:The government should ban people from using animals to develop products and medicines for human beings

Negative Team (Ling Liang Church E Wun Sec School)

Affirmative Team (Tung Chung Catholic School)


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Active participation of different parties in the competition in YMCA Christian College

Negative Side

Affirmative Side

Chairman & Time keeper

Adjudicators

Research Team

Research Team

Audience


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The most exciting moments in YMCA Christian College

of the inter-school debate in Tung Chung

The best debater of each school team

The Winning team – Ling Liang Church E Wun Sec School

A happy ending with all the debaters from three participating schools having their photo taken


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Myth in YMCA Christian College

Fact

Students of different language abilities have taken part in different forms of debating and benefited much from learning basic debating skills.

Debating is too challenging for average and weak students. Only a very few outstanding students can benefit from it.

It is not easy to link debating with classroom learning

Myth

Fact

Debating can be included inside and outside the classroom using different formats and rules flexibly to create both fun and learning for students.

Debating must be conducted in a formal setting outside the classroom with rigid rules

Fact

Many of the themes of modules are related to issues or social issues with much controversy or room for discussion

Myth

Myths versus Facts


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2. in YMCA Christian CollegeStudent-centredApproaches to Learning and Teaching

- All students, not just the elite, can debate on social issues

- Debating in different formats and contexts is fun and motivating

4. Alignment with the Education Reform

- life-long learning

- whole-person development

Getting prepared for the NSS Curriculum

  • Student Learning

  • - Learning is done inside and outside class time (e.g. researching

  • for more information)

  • - Learning among peers (Teacher is NOT the only source of

  • knowledge and/or information)

3. Curriculum development

- Classroom teaching and Other learning experiences (OLE) are

complementary and can be infused into the school-based curriculum

- Experiences and resources are accumulated for the development

of the NSS Curriculum


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Thank you! in YMCA Christian College


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