Can change be systematic？
How much can we plan？
如何有系統地策劃
全校參與照顧學習差異的工作
What does this “magic”
phrase mean?
Why does it matter when everyone is facing
THE standardized public exam?
潘啟祥副校長
香港紅卍字會大埔卍慈中學
6/07/2012
Catering for Learner Diversity =
Differentiation
Why differentiate?
Can we differentiate?
What to differentiate?
How to differentiate?
HKDSE & Differentiation
The Opportunities for Curriculum Differentiation
brought forth by HKDSE
From norm-referenced
To Standards-referenced
Clearer Indicators for different standards
Teachers can help students to set
their own personal goals on each subject
Different attainment levels of HKDSE
standards-referenced reporting
In the HKDSE, standards-referenced reporting will be adopted to report
candidates' assessment results. For each of the five levels, a set of
written descriptors will be developed that describe what the typical
candidate performing at this level is able to do. The principle behind
these descriptors is that they describe what typical candidates can do,
not what they cannot do. In other words, they describe performance in
positive rather than negative terms. 。
Source: HKEAA, 2009
What does each level mean？
Learning paces and attainments
差異(Diversity)與選擇(Choice)
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•
學習量 (Amount)
學習速度 (Pace)
學習模式（VAK）
思維層次 (Cognitive Levels)
學習成果 (Learning Outcomes)
溝通能力 (Modes of Communication)
專注力 (Attention Span)
情緒 (Emotion & Mood)
興趣 (Interest)
From Abstract Inclusive Values to
Concrete Inclusive Practices: Our Journey
Setting the tone for change
To develop a
WSA to
catering for
individual
differences
Toeing the line on school change”
Raising Awareness ：Class based action research project (1)
Awareness Raising：Class based action research project (2)
From awareness to Action:
Filming of LD strategies
Strategies include:
Heterogeneous grouping, ability
grouping, cooperative learning, peer
assessment, questioning techniques,
graded worksheets, computerassisted learning, individual
instruction….
From Action to Sharing: Staff development activity
10 teachers
were invited to
share their
practices
(illustrated
with a short
video ) with
other teachers
「照顧學習差異」的策略
• 課堂教學
– 分組活動
– 課堂活動多元化
– 互動教學
– 提問技巧
– 調適工作紙
– 運用資訊科技
– 多元評核
分流模式
優點：
• 鼓勵能力較佳的學生
培養自學精神
• 騰出時間給低能力組
別作個別指導
• 同組學生較易達到預
期學習目標
• 同組學生之間易於溝
通
缺點：
• 標籤效應
• 分流的準確度
• 學生感覺不公
混合模式
優點：
• 學習能力稍高的學生
為成績稍遜的學生提
供協助（小導師）
• 鼓勵朋輩互相學習
• 減少標籤效應
缺點：
• 老師未能兼顧各組內
能力稍遜的學生
• 不同能力學生之間的
協作問題
• 能力稍遜的學生養成
倚賴的習慣
課堂活動多元化
• 以配合學生的各種興趣，使不同能力的學
生也能參與課堂學習
– 討論
– 寫作
– 繪畫
– 解決難題
– 繪製概念圖
– 使用圖書館
– 視聽教材
– 資訊科技
互動教學
• 非單向式教學，增加學生課堂參與機會及
投入感
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口頭滙報
發問時間
角色扮演
示範 / 實踐
提問技巧
• 按學生能力，提問不同層次的問題
– 能力稍遜的學生：
• 資料性
• 基礎運算
– 能力較高的學生：
•
•
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•
解難
推論
創意
批判
• 按教學內容，逐步提升問題層次
From Practice to Evaluation:
Lesson observation
Criteria for assessment
1) Learning objectives are clearly stated
2) Classroom routines are wellestablished
3) Diversified learning / teaching
activities are provided
4) Different learning styles are
addressed
5) Students with different abilities are
catered for
6) Timely and effective feedbacks are
provided
Enhancing teaching effectiveness
Conceptual framework of the development of differentiated
curriculum and teaching strategies
Evaluation
(focus, feedback)
Implementation
(well-defined needs,
procedures and outcomes)
Experimentation
(low-stake, focus on sharing
good practice, celebration
of success)
Awareness raising
(context, relevance)
Goal Setting
(specific, measurable,
time-targeted objectives)
Strategies to cater for learner diversity in
HKRSS
Level descriptors and
differentiated learning tasks
NSS Geography
Using level descriptors to
differentiate the curriculum,
learning tasks and expected
outcomes
Standards-referenced Reporting
Level
5
Level descriptors
making
extensive use of
geographical
terminology
explain
complex spatial
and ecological
relationships
and processes
apply
knowledge to
unfamiliar
geographical
contexts
demonstrate
evaluative,
inferential and
problemsolving skills
describe in a
describe simple
simple and
Geographical
straightforward ideas and
manner
concepts
Identify similar
places,
environments
and simple
processes
express simple
ideas and
arguments
4
3
2
1
Everyday language
→ geographical terminology
Identify simple concepts
→ explain complex processes
Identify familiar places → apply knowledge to unfamiliar contexts
express simple arguments → give critiques of geographical knowledge
Principles for designing assignments
which cater for learner diversity
Sharing of a school-based project conducted in Feb, 2011
Chinese
Differentiating input for writing
High
Differentiating input for writing
Average
Differentiating input for
writing
Low
Using hint boxes
Chunking
Using visual stimuli
Using comic strips
Organization Tool:
Using mind-map to develop ideas
Using mind-map to develop ideas
English
Graded Worksheets based on
Differentiated Curriculum
Three types of worksheets will be set for the three ability groups:
Student A
(Stronger)
-more challenging
and higher order
thinking tasks will be
given
-students have to
produce more
creative work
Student B
(Intermediate)
-tasks are at levels
and achievable
Student C
(Weaker)
-more help is given
in tasks to remove
students’ barriers so
-students can always that tasks are
proceed to A’s tasks achievable for them
(as extended tasks)
- Learning outcomes
are expected to be
similar to B’s
S1 Scheme of Work 11-12
Week
Units
Reading
Grammar
Writing
Speaking
Listening (TP/RL)
30- 32
8 Weird
(14Ls)
science
A
average
to more
capable
students
-p64 your
-p65 past simple negative and
techno world questions
-p66 techno -p67 question words
quiz
-p69 the
inventor of
modern life
-p68 describe 3 -p67 describing
a day out
most useful
-p68 expressing
inventions
-TP Unit 6 p35p40
-p65
questionnaire
-p67 radio
interview
-p68 opinions
about inventions
C
weak to
average
students
-p64 your
techno world
(para 1,2)
-p66 techno
quiz (question
words)
-p65 past simple negative and
questions
-p67 question words
(who/when/where/what)
-p68 describe a
favourite
invention (with
p68 W2K)
-p67 describing
a day out
-1-2 minute
presentation
-TP Unit 6 p35p40 (selected ex)
-p65
questionnaire
-p67 radio
interview
R
Resource
class
-p64 your
techno world
(para 1,2)
-p67 #7 about
a day out
-p65 past simple negative and
questions (selected exercises
with (*) in the book & WB
-p67 question words
(who/when/where/what
about You)
-SW booklet 5
-Picture Story
Too many
computer games
(about Ben last
week)
-p67 asking
about last
Saturday/Sunda
y
-1-minute
presentation
-TP Unit 6 p36
matching
pictures
opinions,
agreeing and
disagreeing
-2-minute
presentation
Phonics: variant
vowels
-p67 radio
interview
Differentiated learning objectives
Differentiated learning outcomes
For
Learners at different readiness levels
Requirements:
1. Length of the essay &
presentation --- longer
2. Way of presentation --less reliance on note
cards
Requirements:
1. Shorter length
2. Reading
aloud from
note cards
Look similar from a distance
More visual input, structured pattern, repetition
Mathematics
Making use of everyday
experience
Authenticity
Allowing choices
Graded exercises
不同程度的題目
中二數學科
（A）
中二數學科
（B）
調適策略：
提示步驟
淺化題目
Individualizing and tracking
learning progress
Creating success for ALL
A student who scored 99
marks
in a Math test
Differentiated materials and Chinese herbs cabinet
How do we evaluate the effectiveness?
Longitudinal analysis of Stakeholders’ survey
我們的工作
+
=
Thank You