OUR JOURNEY IN DOLACEE - Education Bureau
Transcript of OUR JOURNEY IN DOLACEE - Education Bureau
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OUR JOURNEY IN DOLACEE
Teaching ESL students in mainstream classrooms: language in learning across the curriculum
CCC YENCHING COLLEGEMs Yew Ming Oh Jenny (English Panel Chairperson)
Mr. Sit Cheung Wah (Mathematics Panel Chairperson)
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• 5 days intensive training
• 50 CPD hours
• Sharing of between-module readings
• Demonstration of strategies learnt in Principals’ Conference
Train-the-Trainer Programme
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School Background
Band 2 CMI schoolBroad learner diversityLow motivation in learningExperienced teachers
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Students’ Background• Most students are from
low income families
• A considerable number of SEN students
• Lack of confidence in learning English
• Underestimated learning potential
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DOLACEE Tutor TrainingIntroduction of modules in a structural approachPresentation of various pedagogies across the curriculumDemonstration of teaching and learning cycleEmphasis on scaffolding and sustainability
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School Implementation
A well thought-out plan A collaborative approach A consensus among colleagues and
school management A closer cooperation among
departments
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Details of Implementation Plan Inform the school management
regarding the requirement of the programme well before the commencement date
Confer with the school management regarding the time-table of teachers involved
Block a common time for participants to attend the course and complete between-module readings and activities
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Implementation Plan
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Changes Observed Among Participants
Before Attending DOLACEE Workshops…• Apprehensive and mystified• Worried about workload• Feeling of being challenged in the subject
matter• Wrong perception of helping students to learn
English
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During DOLACEE Workshops…• Difficulties at initial stage • Coming to terms with various pedagogies • Suitability in applying them to students• Struggle in integrating elements of
DOLACEE in teaching
Changes Observed Among Participants
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• Design guiding questions for reflection sheets• Predict difficulties participants will encounter and
provide support• Time available for tutors to support participants in
completing between-module readings• Locate / Suggest appropriate target students for
between-module activities
Support for Participants
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OUR MOMENTS IN DOLACEE
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After DOLACEE Workshops…• Acceptance of new strategies
with an open mind• Acknowledgement of the need to
scaffold students with the subject language
• Readiness in collaborating across departments
Changes Observed Among Participants
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“It is difficult for students to produce a written text immediately after a lecture. Discussion (talk) is important because talk can act as a bridge to writing”
“Through joint construction, students could benefit from shared experiences. With the help of joint construction, each student is able to write an article independently at a later stage.”
Excerpts of between-module reading
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OUR MOMENTS IN DOLACEE
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OUR MOMENTS IN DOLACEE
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Action Plan Template
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Implementation Progress
A sample of DOLACEE log book
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