An English Gifted Programme (2004-2006) “Write Out Of The Box”

An English Gifted Programme (2004-2006)

“Write Out Of The Box”

• A seed project with the Gifted Education Section

• An implementation of gifted education policy by running school-based gifted development programmes

Chai Wan Kok Catholic Primary School P.M.

1. To enhance gifted students’ creativity and critical thinking abilities by piloting pull-out enrichment programmes in English learning

2. To pilot school-based selection procedures for the high ability students in English (student learning)


3. To enhance teachers’ professionalism and promote a community of expertise and learning among English teachers (professional growth of teachers)

4. To foster school development

(application of student portfolio)


2004-2005 2005-2006

Level of the target students:

P5 P5-6

No. of students: 16 27

No. of lessons: 8 10

Duration: 1 hour 1.5 hours

Teacher

involve:Miss Lo M Y, Miss Tang L S,

Miss Wong Y C, Miss Ho H Y



• Various language arts texts were used to stimulate students’ thinking and creativity.• The students were required to:

•respond to different text types with feelings.• react to different text types with creative ideas.

• Students were exposed to stories and poems with a focus on sparkling the students’ imaginative thinking.• Students were challenged by responding to non-fiction texts on authentic events.• Students were required to:

•demonstrate their thinking and debate skills.•come up with a piece of persuasive writing .

• Nomination by subject teachers according to:

1. academic result

2. observation and comments on students’ skills like: collaboration, critical

thinking and creativity

• Assessment : selection task


1. Pre-test

2. Post-test

3. Student portfolios


A students portfolioA purposeful collection of student work that tells

the story of the students’s efforts, progress, or achievement in a given area. This collection must include student participation in the selection of portfolio content; the guidelines for selecting the criteria for judging merit; and evidence of student reflection.

(Arter and Spandel 1992, P.36)


The portfolio process• It is not the simple collection of work into a folder.• It is an ongoing process of observations, assessments,

collaboration and dialogues.• It is a process which involves dialogues:

in the students

among students

between the student and the teacher

between the student and the family

among the student, the student’s family and the teacher


Goals Setting formPre-programme questionnaireStudent reflection formPeer checking formPost-task questionnaireYear-end reflection formReading listsParents reflection form

Self / Peer/ Parents assessment


Illustrating story frames Drawing the story boardPredicting a storyWriting a new story endingWriting and appreciating poemsWriting for and against on the topicWriting a letter to the editorSharing of my favourite bookReading materialsArtworkMind mapsDrafts, etc.

Student products



On Student Learning:

• Students’ confidence in English speaking was strengthened.• Students’ reading habit has been promoted.• Gifted students seem to do better in their thinking skills and creativity.• Learner autonomy has be promoted through the use of ‘learning’ portfolios.• Students’ presentation skills were strengthened.

1.


On Professional Development of Teachers:

• Teachers’ professionalism is promoted through collaboration.• Teachers employ effective questioning techniques to provide students with greater understanding and challenge.• Teachers employ a range of assessment methods to monitor students’ understanding of lessons and work.

2.


On School Development:

• Catering gifted students has been developed as one of the school policies.

3.

An English Gifted Programme (2004-2006) “Write Out Of The Box”

Documents

Transcript of An English Gifted Programme (2004-2006) “Write Out Of The Box”