Cater for learning diversity in English lessons
through Curriculum Planning
Curriculum
element
Rule of thumb
WHAT?
quantity
much
complexity
Practice at school
- use of textbook
 2 different sets
 1 set with
little
variation in the
coverage
complex
simple - use of self-developed
materials
Content
support given
 thicker with more

substance
Curriculum more
less  a simplified version
task requirement
more
demanding
- use of extra materials
on top of the textbook
less
 exist
demanding  non-exist
ALLOWANCE
TIME
OF
- more time allowed
for students who lag
behind
- any provision for
advanced students?
- any making-up for
struggling students?
Process HOW?
instructional

methods
Learning &
Teaching
Strategies
- different sets of exam
paper
- same set of exam
paper with core +
extended parts
****************
Product
- other
forms
of
The process of learning assessment besides

Assessment should be evaluated on exam?
an ongoing basis!
 quizzes and tests
 dictation
 daily performance
 project
 portfolio
 self assessment
 learner contract
 peer assessment
 classroom
observation
How much do you agree with the
following descriptions?
For decades, teachers have approached the practice of
classroom instruction in a fairly uniform manner.
Teachers primarily relied on teacher-directed,
whole-class instruction with little instructional variability.
Mostly, they lectured to their students and led class
discussions
with
few
teacher-to-student
or
student-to-student interactions. Students spend most of
their time listening to teacher lectures or engaging in
seatwork. Teachers did not provide corrective feedback
to student to stimulate concept formation.
Classrooms were overly regimented and boring, with
teachers who employed few instructional approaches,
rarely individualized instruction, and rarely engaged
students in active learning or group learning.
Individualization and adaptation of instructional methods
and curriculum were not expected of regular teachers.
Teachers were expected to conform to a standardized,
lock-step curriculum, with students placed in an
age-graded classroom to participate uniformly in the
same activities. Students were often forced into the role
of passive information receptors, and standardized
testing reinforced this role by requiring memorization in
the content-oriented core curriculum.
(Carter,
Steinbrink, & Smiley 1993)
(a)
teacher-directed instruction
mostly whole-class instruction, individualized
instruction is rare
little instructional variability / few instructional
approaches
few
teacher-to-student
or
student-to-student
interactions
students engage in seatwork most of the time
students seldom engaged in active learning or group
learning
students mostly listen to teacher lectures
teachers do not provide corrective feedback in the
process
teachers do not stimulate concept formation
regimented classrooms
teachers conform to a standardized, lock-step
curriculum with little adaptation
students placed in an age-graded classroom
students participate uniformly in the same activities
students are passive information receptors
standardized testing
much memorization needed
Don’t be mistaken!
(I)
These more conventional methods of instruction must
have merits in them to be used for thousands of years!
Teachers are doing an outstanding of job. Just that there
are more and more students who come to school ill
prepared or unprepared to learn!
(2)
And given
- Large class size
Can anything be done?
- split class
- 2 classes split into 3
groups
- co-teaching
- Limited
time
but - team work / sharing of
unlimited work (both duties (teaching is not a
teaching
and solitary activity!)
non-teaching duties)
- Limited resources
- gradual building up of a
resource bank
- students are resource
people
- Disruptive students
- investigate the causes of
disruption
(3)
Making the Impossible Possible

Something can be done

Learning Diversity song
Differentiated
Instruction
Multiple
Intelligences
Cooperative
Learning
refer to the table (a)
The MI theory suggests that
any individual taught in a
manner that matches his/her
intelligences will learn,
understand and apply
knowledge more effectively. (b)
one of the 3 learning structures
(cooperative, competitive and
individualistic) (c)
(b)
story-telling
debating
speech making
play acting
writing essays
stories, letters &
jokes
puzzles
games
projects
round robin
cooperative
games
team projects
categorisin
g
activities
interpersonal
experiments
logical/
analogies
mathematical
verbal/
visual/
linguistic
spatial
art models
charts
pictures
maps
graphs
signs
symbols
Multiple
Intelligences
collect and classify
items in nature
conduct scientific
experiments
research
solutions to
environmental
concerns
naturalistic
intrapersonal
problem solving
independen
t
learni
ng
time
to
refle
ct,
gain
self-d
iscov
ery
musical/
rhythnic
bodily
kinaesthetic
excursions
role-playing
sports
games
songs
poems
jingles
raps
cheers
(c)
Cooperative Learning
(survey form)
What?
- an instructional approach (academic achievement +
social skills)
- group members (usually 4) work together to
accomplish a task/shared goal through dialogue,
planning, decision making, and negotiation
Why?
People learn:
10% of what they READ
20% of what they READ and HEAR
30% of what they SEE
50% of what they SEE and HEAR
70% of what they SAY
90% of what they SAY and APPLY in
life
95% when they TEACH others
(words in red are active behaviours that take
place in Cooperative Learning)
How?
Structures of C.L.
(organized by function or type of
cooperation)
Classbuilding
Teambuilding
Communication
Builders
Mastery
Review
-
Similarity Grouping
Line-ups
Roundtable
Round Robin
Talking Tokens
Paraphrase Passport
Match Mine
Numbered Heads Together
Pairs Check
Inside-Outside Circle
Colour-coded Co-op Cards
Student Teams Ahievement
Divisions (STAD)
- Teams-Games-Tournaments
(TCT)
Concept Development Division of Labour
Cooperative Projects -
Group Discussion
Three-Step Interview
Think-Pair-Share
Solve-Pair Share
Brainstorming
Telephone
Partners
Jigsaw
Co-op Co-op
Group Investigation
Components of C.L.
- positive interdependence
- individual accountability
- cooperative skills
- group reflection and goal setting
- heterogeneous groups
- equal opportunity for success for all students
FOOD
A FOOD FESTIVAL
Organize a food festival in
your school
Decide:
 what kind of food to offer
 when to hold the food festival
 how long
Design and conduct a survey
to find out:
 kind of food
 venue
 time
 guests
 programme
 best way to promote
Decide who to invite
Discuss with group members
Write Invitation Letters
(Assess – content)





 Field Study 
Decide how to attract people to
come to the food festival and your
stall
Design poster:
 Place
 Event
 Promotion
Prepare TV commercial
Input – show sample video clips
Assess – creativity and cooperation
Decorate stall
Design place mats or coasters as
souvenirs




Visit a food festival
 organized by the HK Tourism
Board
Japan
sushi
USA
Hotdogs
Hamburgers
Apple pies
Pancakes
French fries
Pizza
Pasta
Dessert
Italy
Use of wh-questions
Draft a simple proposal
based on the findings
and Present the proposal
verbally
(Assess – speaking)
 Simple – point form
 More demanding – prose
Design a survey to find out
customer feedback on the
food festival
 Formal
(Guests – Principal, teachers
and parents)
 Informal
(Friends in other classes)
Prepare cooking demonstration
Input – Food items, recipe,
utensils, sample video clips
Assess – Recipe writing
Differentiated Dictation
Version A (total marks X 120%)
To make sushi, you must have fresh ingredients.
They are equally important for making other Japanese
food like tempura and sashimi. The second tip is to
roll the sushi very tightly
Version B (total marks X 100%)
To make ________, you must have ________________.
They are ______________________ for making other
second tip is to _________________________________.
Japanese food like _________________________. The
second tip is to _________________________________.
Version C (total marks X 80%)
To make ________, you must have fresh _____________.
They are equally important for making other _________
food like __________ and ____________.
tip is to roll the sushi very ____________.
The second
What kind of food is offered in the food festival?
Origin of food
Japanese
American
Italian
Kind of food
sushi
tempura
sashimi
hotdog
hamburger
apple pie
pancake
French fries
pizza
pasta
spaghetti
cheesecake
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