臺東專案理念與執行
陳超明
台灣全球化教育推廣協會 理事長
實踐大學講座教授
- 國小英語教學現場觀察：被課綱綁架的師生
- 課綱進度壓力箝制與改革 ：「教會取代教完」
- 專案理念與管理機制
- 課堂運作模式-差異化教學 (Differentiated Instruction)
- 總結:教育新典範：結合教學管理與差異化教學
國小英語教學目標

培養學生基本的英語溝通能力，俾能運用於實際情境中。

培養學生學習英語的興趣與方法，俾能自發有效地學習。

增進學生對本國與外國文化習俗的認識，俾能加以比較，
並尊重文化差異。

國小階段︰國小三、四、五、六年級。

國中階段︰國中一、二、三年級。
（教育部國小英語向下延伸至三年級──九年一貫）
補充說明
3


以上兩階段的教學同時注重聽、說、讀、寫，不過本課程希望能運用
兒童在發音學習方面的優勢，於國小三、四年級的啟蒙階段強調聽、
說的學習，讓兒童藉由豐富的英語聽、說的學習，奠定良好的英語口
語溝通基礎。然而即使是在啟蒙階段，讀、寫活動並未偏廢，而是適
時融入課程，讓學生藉由接觸簡易的閱讀材料，以及適當的臨摹及填
寫字詞等練習，自然體驗語言的不同形式，以收聽、說、讀、寫四者
相輔相成的效果。國中階段除了持續地培養基本聽說讀寫的能力外,更
強調英語的實際運用，發揮其工具性功能，藉以吸收新知、幫助個人
身心發展。
本課程的分段能力指標分國小、國中兩階段加以規劃，並依語言能力
、學習英語的興趣與方法、及文化與習俗三方面加以敘述。其中語言
能力的陳述涵括聽、說、讀、寫以及語言綜合應用能力五項。
國中小英語教學理論基礎

語言學習關鍵

兒童英語教學為ESL的基礎

培養學生多元文化與國際觀

兒童的認知學習
傳統英語課程規劃流程
教學目標
↓
↓
能力指標
↓
課程大綱
↓
教材與教案
↓
教法、教學操作
↓
評量
↓
（補救教學）
現今國小教育的困境
o 教學目標→
教學進度
o 教學主導：老師主導
o 學習未在教室完成
o 學生能力不一：差異性
o 課外學習：家長與補習班
o 教學時數與認知學習
台東英語教學理念改革：
教學管理與差異化教學
 從行政面、制度面解決教學面的困境
 以學生學習成效為教學檢驗的標準
 從體制內引進「學會」的教學理念
 運用適合台東學生與學習場域的英語教學法
 以學生為中心 (student-centered)
 以能力為指標 (competency-oriented)
 操作形式的教學與練習 (work-performance)
 差異化教學(differentiated instruction)
什麼是教學管理？
 以目標導向的管理(management
by objectives)
 能力指標取代課程進度
 學生學習成效檢驗教師教學能力
 行政協調
能力分組、進度解放、評量的多元化及差異化
o 排課
o 教師聘任與評量
 教室管理
 教師社群：
分享教案、學習單、教學現場
o
管理的第一步：訂定能力指標

簡化能力指標：訂定可檢驗的能力指標
 字母教學(26字母的完全掌控）
 單字教學（120個單字）
 發音教學（看到字就會念，會念就會拼）
 句型教學（S+V+O)
 生活溝通（生活英文及教室英文）

能力指標的達成
 螺旋式式學習（評量為主的教學管控）
 定期檢驗（每學期的能力測驗、教育部的補救教學測
驗）
其他教學管理

學習在教室完成：30%教學；70%練習


「沒有家庭作業，仍然學會英文」
操作式學習方式：
TPR、學習單、激勵型學習競賽、自我閱讀、
小組活動

評量：學習動機的提升（給學生考一百分的機會）

教室管理的自由化
差異化教學
Differentiated Instruction
Differentiated
instruction is a philosophy
of teaching and learning which recognizes
that each learner is unique.
In a differentiated classroom, not every
student is doing exactly the same thing in
exactly the same way at exactly the same
time.

Definition and Process

A differentiated classroom offers a variety of
learning options to tap into different readiness
levels, interests and learning profiles. In a
differentiated classroom the teacher uses
(1) a variety of ways for students to explore curriculum content,
(2) a variety of sense-making activities or processes through
which students can come to understand or “own” information
and ideas, and
(3) a variety of options through which students can
demonstrate or exhibit what they have learned.
(Tomlinson, 1995, p. 1).
History and Theory

Special Education

Gifted Education

Multi-age Classroom

Brian and Multiple Intelligences
“A differentiated class provides different
avenues to acquiring content, to
processing or making sense of ideas and
to developing products so that each
student can learn”
(Tomlinson, 2001)
Carol Ann Tomlinson,
Prof. of Educational Leadership, Foundations and Policy at the
University of Virginia’s Curry School of Education
Four Dimensions To Differentiate

Content—The input of the unit

Process—How learners make sense of the content

Product—How learners demonstrate what
they’ve learned

Assessment
Central Issues

新進教師的職前訓練

提供一般課程的學習機會（原來的課本或學習內容）
差異教學只是透過多重管道，提供學生學習

彈性分組Flexible Grouping
Concepts and Ideas


Differentiated instruction is proactive.
Differentiated instruction is more qualitative than
quantitative (not just adjusting the quantity of the
assignment).

Differentiated is rooted in assessment.

Differentiated instruction provides multiple
approaches to content, process, and product

Differentiated instruction is student-centered

Differentiated instruction is a blend of whole-class,
group, and individual instruction.

Differentiated instruction is dynamic. (ongoing
collaboration)
差異化教學目標 Goals of Differentiation

提昇學習成就

協助弱勢學生學習

協助學生學會

增加已學會學生的挑戰

提供學習困難學生更多協助

提昇學生學習興趣與熱誠

協助學生克服放棄學習的心態

增加學生的學習能力信心
10 Tips
by Phi Delta Kappa International

Get to know your students.

Focus on important concepts and skills.

Create the right classroom environment.

Use flexible grouping

Teach to students’ learning styles.

Assess, assess, assess. (make sure what they have learned and
what they have not)

Adjust your questions. (different questions for different
students)

Used tiered assignments. (task-based)

Take you time.

Have a good attitude.
Classroom Practice (1)：
Ways to Differentiate Content

Reading partners/Reading buddies




Read/summarize
Read/question/answer
Visual organizer/summarizer
Parallel reading with teacher prompt

Choral reading/antiphonal reading

Flipbooks

Digests

New American lecture

Note-taking organizers

Split journals

Varied texts

(double-entry/triple-entry)

Varied supplementary materials

Books on tape

Highlighted texts

Highlights on tape

Think-Pair-share/preview-midview-postview
DI From the Classroom Teacher’s Viewpoint
Classroom Practice (2)

Pre-assessment

Flexible small group teaching (2-8students)

Corner Instruction

Tiered content and resources

Task-based activities

Learning communities


Flexible learning groups (2-3 persons)
Assessment
Instructional Sequence

Class meeting, overview, or introduction

Pre-assessment

Large group teaching and learning activities

Small group activities



Small group instruction
Differentiated learning activities (tasks)
Anchoring activities (differentiated and independent)

( journals, student reflections, writers’ workshop,
vocabulary work, independent reading, computer software,
practice activities, listening/video watching)

Large or small group problem solving and application activities

Debriefing and reflection

Extension activities
Some Instructional Strategies:
Process and Product

Corner Learning



Learning communities


Learning pairs (flexible grouping)
Task-based learning



Flexible small group teaching
Individual response boards
Tiered tasks and contents
Worksheets
Tiered assignment and assessment




Worksheets
Exit cards
Index card summaries
Three-minute reflection
Management Tips

Checklists

Use signs and labels

Rubrics

Rearrange the room

Reflections

Start small

Agendas

Introduce gradually

Contracts

Explain rules

Stations

Provide an orientation

Centers

Model behavior

Resident expert

Role play
Design monitoring
devices

Set consequences

Design a Tiered Lesson Plan
Component Novice
Goal
Content
Process
Product
Assessment
Resources
Proficient
Advanced
A Case Study in English Classroom:
Vocabulary Learning: boy, girl, park, bird, flower

Getting to know your students


The whole class learning and activities


Phonics, meaning, flash cards
Small group teaching (process)




Who and what (worksheets for preassessment)
Corner teaching
Independent reading (worksheet, extra
reading)
Learning partnership (worksheets)
Assessment (product)
困難與挑戰

增加學習時間

同事及家長的干擾

訂定核心能力

訂定不同的學習進展(learning paces)

無法掌控進度（台灣）
Strategies to Ease the Anxieties

Form partnerships and cohort groups with colleagues

Try one new strategy at a time

Inform administrators and parents about differentiation and invite
them to observe or help

Reflect on these questions:
— What are the key concepts that every student must know,
understand, and be able to do?
— What is being differentiated? (the content, the process, the
product)
— How is this lesson being differentiated? (readiness, interests,
learning profile)
— Why is this lesson being differentiated? (motivation, access,
efficiency)
教育新典範：
結合教學管理與差異化教學
 解放進度：符合差異化教學精神
 以能力指標為主
 以學會為主
 以評量來掌控學習成效與進度
 操作型學習
 多元的教室與學習管理
 以工作為導向的學習(task-based
 重複練習與複習
 不同的測驗與評量
or worksheets)
Thank You