Professional Development
Programme on Programme Design
and Evaluation for Higher Ability
Primary School Learners of English
11 June 2010
Objectives
• To understand the characteristics of young gifted
learners in English;
• To introduce multiple identification means,
assessment task design, use of assessment
data to inform the design and implementation of
the English pull-out programme, Young
Playwrights Theatre, and its evaluation will be
discussed; and
• To share ideas for the positioning of the pull-out
programme in the English Language curriculum
and in the common goals of the speakers’
school.
Definition of Giftedness
Renzulli, 1978
Above average IQ
scores
Creativity
Task commitment
Definition of Giftedness (Con’t)
Howard Gardner：Multiple Intelligences(1983 & 1999)
Nine domains of abilities:
• Linguistic
• Spatial
• Musical
• Bodily-kinesthetic
• Logical－mathematical
• Interpersonal
• Intrapersonal
• Natural
• Existentialist
Definition of Giftedness (Con’t)
Gagné, 1999
Source: Johnsen, S.K. (2004). Identifying Gifted Students - A Practical Guide. Prufrock
Press, Inc.
Definition of Giftedness
High levels
of general
ability
Creativity
Awareness of High verbal
finding
competence
problems
Motivation
Logicalmathematical
reasoning
BodilySensitivity to
Ability to
kinaesthetic rhythm and solve complex
potential
music
problems
Characteristics of HA Eng Lang
Learners
Video
?
Characteristics of HA Eng Lang
Learners (Con’t)
Dear Peter,
I read your work already.Here are the things you should know.
1. We usually use [go out of]
2. We never use[there had,there have,there has],we use[there are,there
is,there was,there were] and you wrote [there had] but the snack shop still
in the centre.
3. You wrote [On your right have some black sweets]but we write[there are
some black sweets on your right hand side] but if you wrote[On your right
have some black sweets],I think [on your right] isn't [I you we they he she
it] and on your right is mean[there].So,we never use[ have] after [there].If
you say on your right is [it].So you should write On your right has some
black sweets.
4. We know what is the treasure hunt.It is a gift.So we don't write treasure
hunt and we should write gift.
5. I think you should add some picture and connective
words.Eg.then,first......Don't always use [.]to finish .Eg.Go straight ahead
and turn right. I wrote two direction but I used a[.]
Iris
Characteristics of HA Eng Lang
Learners(Con’t)
•
•
•
•
•
•
chatter intelligently
read fluently
overflow with ideas
enjoy creating
sometimes seem off task
prefer the company of creative peers but often work
alone
• have a good command of the basic language skills
attainable at their age level
• express ideas intelligently
• see exceptions
Gifted or Bright?
Bright or Gifted?
Knows the answers
Questions the answers
Is interested
Is highly curious
Is attentive
Is mentally and physically involved
Has good ideas
Has wild, silly ideas
Works hard
Plays around, yet tests well
Answers the questions
Discusses in detail, elaborates
Top group
Beyond the group
Listens with interest
Shows strong feeling and opinions
5-8 repetitions for mastery
1-2 repetitions for mastery
Understands ideas
Constructs abstractions
Enjoys peers
Prefers adults
Completes assignments
Initiates projects
Enjoys school
Enjoys learning
Technician
Inventor
Good memoriser
Good guesser
Enjoys straight forward sequential
presentation
Thrives on complexity
The Best Way to Identify the Targets
Standardised tests?
Overall academic results?
Teacher observation?
Parent and peer nomination?
Self nomination?
The Best Way to Identify the Targets
(Con’t)
Ground rules:
• gifted and talented students must have an
opportunity to perform
• gifted and talented students may demonstrate
many, but not all, of the characteristics in each
area
• gifted and talented students may show potential
or performance in only one area
Implications…
Test scores
Prizes and
awards
Student portfolio
Checklists
Multiple
ways to
identify
students
Interviews
Performance
tasks
Nominations
Recommendations
When to identify the students?
Gifted Education in Hong Kong -Three- tier Implementation Mode
Level 3: Offsite support
III Off-site support (e.g. Support Measures for the
Exceptionally Gifted Students)
IIC Training on generic skills,
Level 2: Pull-out
e.g. cognitive,
(School-based)
communication, study skills
Level 1: Wholeclass (Schoolbased)
IA
Gifted education core
elements in KLAs
Generic
IID Subject-based advanced
courses, enrichment progs,
studies or projects on specific
topics or domains
IB
Differentiation options (tiered
lessons, grouping, compacted
curriculum, etc.)
Specific
Trial at CCL
Test scores
Prizes and
awards
Student portfolio
Checklists
Nominations
Multiple
ways to
identify
students
Interviews
Performance
Performance
tasks
tasks
Recommendations
Example: YPT’s Pre-Programme
Performance Tasks
Performance task design based on
Student
needs
School
plan
Teacher
readiness
Objectives
of the
programme
Use of Assessment
• As pre- and post-tests more than a
screening test
• Triangulation
• Pre-assessment of students’ needs
Implications
The 6 principles in developing a comprehensive,
fair identification system (Alvino, McDonnel, &
Richert, 1981; Richert, 1985):
• Advocacy - is it in the best interests of students?
• Defensibility - is it based on best research and
recommendations?
• Equity - does it provide equal opportunity for
every child?
• Pluralism - does it use the broadest definition of
giftedness?
• Comprehensiveness - does it serve many gifted
students?
• Pragmatism - does it use accessible resources?
Positioning of the pull-out gifted programme in
the English language curriculum (Con’t)
Trial at CCL
Goals of the School
Young
Playwrights’
Theatre
Objectives of the English
Language Curriculum
Positioning of the pull-out gifted programme in
the English language curriculum (Con’t)
Objectives of the English
Language Curriculum
Trial at CCL
LT & LS for KS 2
, ELE
Curriculum Guide, 2004
Reading
• Work out the meaning of
an unknown word or
expression by using
visual clues, context and
knowledge of the world
• Understand intention,
attitudes and feelings
conveyed in a text by
recognising features
such as the choice and
use of language
Writing
• Use story structure that comprises setting,
characters, problems, events and solutions
• Draft, revise and edit written texts with
teacher and/or peer support by:
- using a range of techniques such
as combining ideas, rearranging the
order of ideas, adding details,
deleting irrelevant ideas, substituting
words or phrases with more
appropriate ones
- re-reading the draft and correction
spelling, punctuation, grammar and
vocabulary
- Using available references or
resources, e.g. dictionaries, glossaries
Positioning of the pull-out gifted programme in
the English language curriculum (Con’t)
Trial at CCL
LT & LS for KS 2
, ELE
Objectives of the English
Language Curriculum
Curriculum Guide, 2004
Speaking
• Use gestures and facial
expressions to covey
meaning and intention
• Use appropriate intonation
and stress, and vary volume,
tone of voice and speed to
convey intended meanings
and feelings
Listening
• Identify and
discriminate
sounds,
stress and
intonation
Positioning of the pull-out gifted
programme in the English language
curriculum (Con’t)
Trial at Holy Angels Canossian School
How?
Why?
What?
Who?
Book 6A
Module: Changes Unit: Growing up
Chapter
Task
1 What do you want
to be?
2 The best job for me
Vocabulary
Writing about ‘Our
dream job’
jobs, adjectives for
describing people
Language focus (e.g.)
Ask and answer questions
about what people want to
be when they grow up
Module: Caring for others Unit: Helping our world
Chapter
3 Problems
around the world
4 Making a
difference
Task
Writing a
letter to the
principal
about raising
money
Vocabulary
Language focus (e.g.)
natural disasters,
opposite adjectives
Use too to express degree
charity work
Use very little/very few/not enough
to talk about quantities
Module: Language arts Unit: Fun with stories
Chapter
Task
5 Our favourite
films
6 Reading is fun
Writing a
book report
Vocabulary
Language focus (e.g.)
actions in films
Use adjectives to describe people,
animals or things
adjectives for
describing book
characters
Use who to link two sentences
about a person or an animal
character together;
Use which to link two sentences
about a thing or an animal together
Positioning of the pull-out gifted programme
in the English language curriculum (Con’t)
Pre-assessment of students’ mastery
of the language items and skills (I)
Positioning of the pull-out gifted programme
in the English language curriculum (Con’t)
Pre-assessment of students’ mastery
of the language items and skills (I)
Positioning of the pull-out gifted programme
in the English language curriculum (Con’t)
Pre-assessment of students’ mastery
of the language items and skills (I)
Positioning of the pull-out gifted programme
in the English language curriculum (Con’t)
Enrichment – Holly’s Worry
Positioning of the pull-out gifted programme
in the English language curriculum (Con’t)
Enrichment – Holly’s Worry
Learning outcome
Positioning of the pull-out gifted programme
in the English language curriculum (Con’t)
Pre-assessment of students’ mastery
of the language items and skills (II)
Positioning of the pull-out gifted programme
in the English language curriculum (Con’t)
Learning outcome
Positioning of the pull-out programme in
the English language curriculum (Con’t)
• A coherent strategy for curriculum
development and programme
improvement as a condition
• Programme match and transferability
Positioning of the pull-out gifted programme
in the English language curriculum (Con’t)
Your case?
School policy
Students’ needs? and consensus?
Assessment
means?
Curriculum/teaching models? 
identification, intended objectives
and outcomes, selection of
materials and curriculum
Priorities to address
the differences in
learning rate for
different subject
areas at different
stages of
development?
Resources
Webpage of the Gifted Education Section
http://www.edb.gov.hk/index.aspx?nodeID=2377&langno=1
Thank you