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Practising the use of Tiered Assignments in Teaching and Learning of Primary English Language. Diocesan Preparatory School 11-5-2007. Objectives:.

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Practising the use of tiered assignments in teaching and learning of primary english language l.jpg

Practising the use of Tiered Assignments in Teaching and Learning of Primary English Language

Diocesan Preparatory School

11-5-2007


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Objectives: Learning of Primary English Language

  • Students will be able to explore ideas and concepts at a level that builds on their prior knowledge in a mixed-ability classroom by doing tiered assignments.


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Importance of this Programme Learning of Primary English Language:

  • Whole school approach to gifted education is our school major concern in curriculum development.


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Preparation for the Programme Learning of Primary English Language

  • We are supported by the Gifted Education Section of EMB.

  • Staff Professional Development:

    1. A talk on Introduction of Gifted

    Education

    2. Tiered Assignment Workshop


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Preparation of the Programme Learning of Primary English Language

  • Co-planning meetings

  • Two teachers of the gifted education team attended a foundation course on gifted education and did some try-outs.


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Rationale of the Programme: Learning of Primary English Language

Operational Mode of Gifted Education in Hong Kong


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Rationale of the Programme: Learning of Primary English Language

  • The operation approach:

    Level one: Whole class (School-based)

    B: Differentiated teaching through

    appropriate grouping of students to

    meet the different needs of the groups

    with enrichment and extension of

    curriculum across all subjects in regular

    classrooms.


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What are tiered assignments? Learning of Primary English Language

  • According to Tomlinson (1995), tiered assignments are used by teachers within a heterogeneous classroom in order to meet the diverse needs of the students within the class. Teachers implement varied levels of activities to ensure that students explore ideas at a level that builds on their prior knowledge and prompts continued growth.


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Types of Tiered Assignments Learning of Primary English Language

Classroom Mode

  • Tiered by challenge level

  • Tiered by complexity


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Features of Tiered Assignments Learning of Primary English Language

  • Being used in a regular classroom of mixed ability students

  • No pre-identification is required

  • It is learning-outcome-oriented


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Features of Tiered Assignments Learning of Primary English Language

  • Common in core content

  • Variations in assignment

  • Varied instructions in depth and breadth

  • Flexible groupings


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Background of the School Learning of Primary English Language

  • Diocesan Preparatory School

  • EMI school

  • 12 Classes

  • Activity and project-based learning approach

  • Parallel classes

  • Mixed-ability grouping


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Background of the School Learning of Primary English Language

  • This year, we have started to implement ‘Tiered Assignments’ to the three main subjects:

    Chinese (P4)

    Mathematics (P1-P3)

    English (P1-P3)


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Background of the Target Group Learning of Primary English Language

  • P1B (23 boys and 9 girls)

  • P6B (35 boys)


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Number of Lessons: Learning of Primary English Language

Two 80-minute English lessons

Try-out Period:

  • February 2007 to April 2007


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Evaluation Learning of Primary English Language

  • Observation

  • Interview with targeted students

  • Student work


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P1- Try-out Lessons Learning of Primary English Language

  • 80-minute English Language lesson

  • Task-based learning

  • Learning activities:

    Shared reading, acting out the play ‘The Three Wishes’, peer assessment, discussion

  • Main task: Write dialogues for Jack and Jill

  • Bonus 1: Write a playscript for Jack and Jill

  • Bonus 2: Write a playscript for Humpty

    Dumpty


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The Three Wishes Learning of Primary English Language

by Maire Buonocore, Collins


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Characters Learning of Primary English Language

The narrator

The farmer

The farmer’s wife

The gnome


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Scene 1 Learning of Primary English Language

Narrator:

A farmer was walking in the forest. He met a gnome whose foot was stuck in a hole.


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Gnome: Learning of Primary English Language

Hey! You! My foot is stuck in this hole. Get me out!

Farmer:

All right. I’ll pull you out.

Gnome:

Ow! Be careful! Ouch!

Continue……


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The Three Wishes Learning of Primary English Language

Scene 1: In the Forest

Narrator: A farmer was walking in the forest. He met a gnome whose

foot was stuck in a hole.

Gnome: Hey! You! My foot is stuck in this hole. Get me out!

Farmer: All right. I’ll pull you out.

Gnome: Ow! Be careful! Ouch!

Narrator: The farmer pulled and pulled, until at last… pop! The

gnome’s foot shot out of the hole and the farmer and the

gnome fell over.

Gnome: Look what you’ve done! My boot is still in the hole. Humans

are so silly!

Farmer: That’s not fair. We’re not silly.

Gnome: You are. I can prove it. I’ll give you and your wife three

wishes. You will be sure to waste them. That’s how silly

humans are.

Farmer: We’re not silly, and we won’t waste them.


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Peer Assessment Form Learning of Primary English Language

Scene 1

Scene 2

Scene 3

Group Number:____

Group Number:_____

Group Number:____

1. My classmates speak

clearly and loud

enough.

2. My classmates speak

with facial expression.

3. My classmates are

cooperative.

4. I like their performance.

The Three Wishes

A. Circle the right number of stars. More stars mean better work.

B. The best group is _______________________________________ .


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Bonus 1: Write the script of Jack and Jill. Learning of Primary English Language

Narrator: One day, _________________________________________________

___________________________________________________________

Jack: ___________________________________________________________

___________________________________________________________

___________________________________________________________

Jill: ___________________________________________________________

___________________________________________________________

___________________________________________________________

Jack: ___________________________________________________________

___________________________________________________________

___________________________________________________________

Jill: ___________________________________________________________

___________________________________________________________

___________________________________________________________

Jack: ___________________________________________________________

___________________________________________________________

___________________________________________________________

Jill: ___________________________________________________________

___________________________________________________________

___________________________________________________________


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Bonus 2: Write a script for Humpty Dumpty. Learning of Primary English Language

Humpty Dumpty

Characters: Narrator, Humpty Dumpty, Soldiers

Narrator : One day, Humpty Dumpty was sitting on the wall.

Humpty Dumpty: I’m falling.______________________________________

_______________________________________________

________________: _______________________________________________

_______________________________________________

________________: _______________________________________________

_______________________________________________

________________: _______________________________________________

_______________________________________________

________________: _______________________________________________

_______________________________________________

________________: _______________________________________________

_______________________________________________

________________: _______________________________________________

_______________________________________________


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P6 Try-out Lessons Learning of Primary English Language

  • 80-minute English Composition lesson

  • Main task (for all students): write 2 different

    endings

  • Bonus 1: write the third different ending

  • Bonus 2: write the fourth different ending


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Student Work Learning of Primary English Language


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Student Work Learning of Primary English Language


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Advantages of Tiered Assignments Learning of Primary English Language

  • No pre-identification is required

  • A series of tiered assignments is a self-explained tool of identification

  • Allow equal learning opportunities for gifted and average learners in the classrooms.


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Reflection Learning of Primary English Language

  • ‘Tiered Assignments’ is a strategy of catering the learning needs of the gifted in regular classrooms. Other curriculum designs must be introduced when more advanced provision of catering is required by the gifted students.

  • It is challenging for the teachers to decide and design the level of difficulty of tiered assignments.


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Reflection Learning of Primary English Language

  • Teachershave to assess students’ progress before they go to the next tiered assignment.

  • Students’ motivation (intrinsic and extrinsic)

  • Need more time for collaboration and evaluation among teachers


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Reflection Learning of Primary English Language

  • Teachers need to cater for learning diversity for the less able ones apart from the gifted.

  • Smaller class size is an advantage.


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Interview Questions Learning of Primary English Language

  • Do you like bonus questions? Why?

  • Do they help you? In what ways?

  • Do you welcome bonus questions in future lessons?


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Guidelines for Implementing Tiered Assignments Learning of Primary English Language

Tomlinson (1995) suggested the following:

  • Be sure the task is focused on a key concept

  • Use a variety of resource materials (Different levels of complexity and learning modes)

  • Adjust the task to ensure appropriate challenge


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Reference: Learning of Primary English Language

  • Tomlinson, C.A. (1995) How to differentiate Instruction in Mixed Ability Classrooms, Alexandria, VA: ASCD.


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Thank you ! Learning of Primary English Language