School case (2)

Introduction

S.K.H. Leung Kwai Yee S.K.H. Leung Kwai Yee Secondary SchoolSecondary School

May 2006May 2006

Project TProject Titleitle

Language arts portfolio: a way

to foster English language learning and learner independence in

the junior secondary curriculum

Level: S3

Duration: Oct 2005– May 2006

Focus AreasFocus Areas

Language arts Reading Speaking Listening Writing

Critical thinking Creative writing Organization Learner diversity Motivation

Background: to address Background: to address the learning needs of the learning needs of studentsstudents Many students are unmotivated to

learn English outside classroom.

Reading English literary texts is not popularized among students.

Background: to align with Background: to align with the programme planthe programme plan To maximise Form 1 to Form 3 students’ exp

osure to various forms of language arts.

To provide students with more opportunities to use English in their lessons.

To foster self-directed English learning among students.

Background: to make use of Background: to make use of the school resourcesthe school resources Plentiful resources for enhancing English

teaching and learning at school

Plenty of room and opportunities to help students improve their English standard

External resources: language learning support and other types of funding

Objectives of LA PortfolioObjectives of LA Portfolio

To cultivate students’ English reading habits through extensive reading of texts of language arts

To enhance students’ reading

comprehension and interpretative skills

To enhance students’ speaking and writing skills through oral/written presentations

To help students develop independent learning through personal decision making on the maintenance of a learning portfolio

To develop students’ interaction and self-reflection skills through peer sharing and critique of artifacts of portfolio.

To enable students to gain pleasure and enjoyment from reading and viewing literary /creative texts

To provide useful information and evidence for teachers to keep track of students’ progress in learning.

LA Portfolio TasksLA Portfolio Tasks

Read a number of short texts of poetry, song lyrics, stories, drama scripts and give responses in the form of reflection or other creative responses like drawing comics

File and record the text read and the responses made

Present and introduce the content /the artifact to the peers for sharing in class

Choose the best 3 pieces of evidence to show the teacher

Write a reflection report on the learning experience

poetry, song lyrics, stories, drama scripts Product

Reflections

Group production

Presentation/ Sharing

Input

The ProcessThe Process

Implementation PlanImplementation Plan

Teacher introduces some major types of literary texts to students in daily teaching (genre awareness/ input from teacher)

Set tasks, activities, questions for students to familiarize with the necessary concepts and the format of portfolio entries.

Introduce language arts portfolio as an assignment

Students start their reading and writing activities

Have students present their portfolio entries/ artifacts to peers in groups every two weeks ( group interaction skills)

Teacher collects the portfolio and give feedback to students’ work (formative assessment for learning)

Students to reflect on their learning in the form of a report (written or audio recording) (independent learning)

Required Content of the Required Content of the PortfolioPortfolio

Duration: keep the portfolio for 5 months No. of reading texts : one text for each week Total no. of texts: 20 Individual response: 3 Group response: see below A student may have his/her portfolio

entries/ responses as:

individual / peers ratio: 4/2; 5/1; 6/0

Modes of AssessmentModes of Assessment

Summative :

As part of the continuous assessment : 10%

Formative:Verbal feedback in class presentationWritten feedback on entries in regular checking of portfolios

Coming up….Coming up….