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1
Franky Poon, Vice Principal
HKRSS Tai Po Secondary School
Starting from who they are:Understanding and designing strategies that support
underachievers in the English classroom
Objectives
• To introduce some diagnostic tools to assess students’ language awareness and readiness levels
• To suggest strategies which support diverse learning needs in an inclusive classroom
Understanding students’ needs
1. Making no assumptions
2. Starting from where they are
3. Linking assessment to teaching
4. Providing choices
Part One:
Using some diagnostic tools
Letter name / sound
High frequency words
Blending / Phonogram
C N A
a n
Syllabification
Reading comprehension
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Part Two: Supporting SpLD students in an inclusive setting
1. diagnostic-prescriptive teaching
2. differentiated materials / learning tasks
3. visual cues / graphic organizers
4. multiple representations
5. strategies to promote learner autonomy and peer encouragement
6. task analysis techniques
7. authentic learning activities
8. computer-assisted learning (CAL)
9. student strengths as the starting point
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Prescriptive Teaching
a. Raising phonological awareness in tasks
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b. Putting sight words in model sentences
http://www.hkrsstpss.edu.hk/subject/English/sightwords.php
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c. Raising students’ awareness of sight words in texts
2. differentiated materials / learning tasks
Read the following pages and set three comprehension questions:
1. One for the strongest
2. One for the average
3. One for the weakest
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Setting questions based on Bloom’s taxonomy
Easy or Difficult?
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Easy or Difficult?
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Easy or Difficult?
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3. Use of visual cues / graphic organizers
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a. Turning a mind map into art
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b. Using mind map in exam
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Think-Pair-Share (5)
Based on this composition, what skills do you think the student has learnt?
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4. Allowing Multiple Representations
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Multiple representations and Creativity
Think-Pair-Share (1)
What is creativity?
Do you think this piece of student work is creative? Why or why not?
Can students with limited language proficiency be creative?
What kind of learning tasks can nurture creativity among students?
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5. Promoting learner autonomy and peer encouragement
Think-Pair-Share (2)
• Describe what you saw in the video
• Which scene impresses you most? Why?
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6. Task analysis
Step-by-step approach to completing a meaningful task
a. Multi-media input
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b. Vocabulary building through researching on the Internet
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c. Using a mind map to organize ideas
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d. Use of Q/A to promote sentence writing
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e. From sentences to passages (an oral presentation)
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f. Peer assessment
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7. Designing authentic learning activities
• Sending a post card
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8. Computer-assisted learning
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9. Building on Student Strengths
Have you ever seen H.W. like this?
What would be your response?
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Dictation
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Short writing( H.W.)
Think-pair-share (3)
What does the above case tell us?
What could be the success factors in motivating students to learn?
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A question to take away …..
Poon, K.C. & Lin, A (2011) “Creating a School Programme to Cater for Learner Diversity: A Dialog between a School Administrator and an Academic”
Social Justice Language Teacher Education, Channel View Publications
Capitalizing on students’ strengths
References
1. Reading a-z http://www.readinga-z.com/
2. Scholastic Phonics Booster Books
3. Ben Fax Saves the Day, Fast Forward, Thomson Nelson
4. Raz-Kids.com
Thank you