29/01/2013 Department of English Education Bureau The Hong Kong Polytechnic University The Government of the Hong Kong Special Administrative Region The Challenges: Professional Medium of Instruction for Development & Teaching Secondary Schools through English Sharing Session on Teaching the Key Learning Areas of Technology Education, Arts Education and Physical Education in the English Medium Dr Gail Forey Course Consultant 12.1.2013 (Saturday) Associate Professor Hong Kong Polytechnic University 1 2 gail.forey@polyu.edu.hk Medium of Instruction (MoI) Teaching the Key Learning Areas of • Current research in the field Technology Education, Arts Education and Physical Education in the English Medium • Complexity in teaching • Demands on teachers TAPE • TAPE & teaching through English 3 4 MoI Decision making The value of PD • Which subject to move to EMI? • What can be achieved? • Which teacher? • What should be the focus in the PD courses? • Which class? • Focus on language or focus on pedagogy – what’s the benefit? • Professional development (PD) offered? 5 6 1
29/01/2013 Language Development Knowledge Simple ‘ commonsense ’ Congruent grammar - simple attitudinal expression Commonsense Everyday (early childhood) home Knowledge Accumulates language Accumulates (Prototypical Knowledge) ‘ Commonsense’ elaborated as grammar expands - grammatical metaphor emerges Educational academic (late childhood to early adolescence) school Knowledge language Knowledge becomes more ‘ uncommonsense ’ extended as grammatical resource are further amplified - attitudinal expression expands Technical specific (mid-adolescence) workplace Knowledge language Uncommonsense knowledge expressed as non-congruent grammar, expressing abstraction, generalization, value judgment & opinion (late adolescence +) 7 8 Zone of Proximal Development Teaching English Teaching about English an artist Teaching through English 9 10 Genre‐based Teaching‐Learning cycle Challenge v’s Support: ZPD Challenge Demands too high: Extension of learning Possible failure Demands too low: Confortable / easy Boredom / behaviour little learning likely problems Fig 9. Teaching learning cycle Support (Metropolitan East Disadvantaged Schools Program) (Martin & Rose 11 2005:252) 12 In Hammond J (2001) . Scaffolding PETA Newtown Australia 2
29/01/2013 TEACHING LEARNING CYCLE: COMPLEX (POLIAS) 13 14 EDB Physical Education Curriculum (2004) SETTING THE CONTEXT Developing a range of genres and registers Setting the context Areas of Activity Activities Fundamental Movement Activities and games to develop locomotor movement skills, stability (For KS1) movement skills and manipulative movement skills Independent construction Modelling & deconstruction Athletics Track events, Jumping events, Throwing events, Cross Country Run, etc Ball Games Team Games: Basketball, Football, Volleyball, Handball, Hockey, Rugby, Softball, Netball, etc. Joint construction Racket Games: Badminton, Table-tennis, Squash, Tennis, etc. INDEPENDENT MODELLING AND Assessment for and Gymnastics Basic Gymnastics, Educational Gymnastics, Rhythmic Gymnastics, Sports CONSTRUCTION DECONSTRUCTION of learning Acrobatic, Trampolining, etc Setting the context Swimming and Basic Swimming Strokes, Life Saving, Survival in the Water, Synchronised Aquatic Sports Swimming, Canoeing, Rowing, Sailing, Windsurfing, etc Dance Rhythmic Movements, Western Folk Dance, Chinese Dance, Social Dance, Creative Dance, Jazz Dance, etc Independent construction Modelling & deconstruction General Physical Fitness Circuit Training, Resistance Training, Cardiorespiratory Fitness Training, Activities Endurance Training, etc Outdoor Pursuits Hiking, Camping, Orienteering, Excursion, etc Joint construction Developing a range of genres and registers JOINT CONSTRUCTION Others Jump Rope, Shuttlecock, Aerobic Dance, Golf, Chinese Martial Arts, Cycling, 15 16 Ice Sports, etc Physical Education Micro-teaching at TAPE workshop Others Fundamentals of movement • Subject Area Physical Education Outdoor • Field of study Athletics pursuits Athletics (Track events, Jumping events, Throwing events, Cross Country Run, etc.) • Area of study General physical fitness Ball Jumping events of Track and Jumping Events Games • Unit of work Dance Long Jump Swimming & • Micro-teaching lesson plan aquatic sports Gymnastics Standing Long Jump 17 18 3
29/01/2013 Athletics Field Track Field Jumping Throwing Events Events Race walking Jumping 100/200/400m Events sprint High Long Javelin Discus Jump Jump Marathon High Jump Long Jump Standard Throwing Long Jump Cross-country Events racing Triple Jump Standing 800/1500/3000m Javelin Triple Long Jump Shot Put race Hurdle races Jump Shot Put Discus 19 20 Standard Independent Construction Long Jump Setting the context Jumping Long Jump Events IC SC Class revises what track events are. Teacher plays a video that introduces field events, with long jump With the rules and skills explained, students Teacher takes students to the sandpit being the focus of the topic. Then, teacher identifies two types of undertake standard long jumps at the sandpit with where they will practise the standard long long jump: standing and standard long jump. teacher and students measuring and evaluating. jump. Long Jump High Jump Modelling & JC MD Deconstruction Students practise in groups and reflect on the Teacher explains the rules and regulations performance of the teammates to construct a more of the long jump event, and demonstrates Independent Standing effective jump. all the four components of the long jump. Setting the context SC Long Jump Construction Joint Construction Teacher identifies the three IC components of long jump: take Assessment: Students recapitulate the four major components of off, flight, and landing. Standard Long Jump long jump, and the differences between standing Standard Students, in groups, repeat and standard long jump. the four components on their MD Modelling & Long Jump own. Joint Construction Deconstruction SC Students form groups of two using the Sail and stand three to four metres JC Teacher asks the students to apart, facing one another. Drive, Flight, Landing Triple Jump Technique identify the components of the With teacher’s guidance, Drive, Flight, Landing Teacher guides students to do standing long jump, and plays students compare the Standing Long Jump IC the following sets of the video of long jump again. effectiveness of the jump in movements together: each set to determine which Students practise the approach run Class compares the differences Set 1 Approach movement component between standing and standard and takeoff with the skills of using the Standing with feet together/ facilitates an effective jump. Run long jump. SC takeoff/leading/planting leg. feet shoulder-width apart Teacher recapitulates the Set 2 Approach MD four components of an Keeping knees straight/ Run IC JC effective standing long jump. bending knees Teacher models the standard long jump by Set 3 Students form groups of two and identifying approach run and one-leg takeoff. Arms at the side/Swinging stand three to four metres apart, arms Teacher further explains the key terms facing one another. MD Set 4 relating to the leg for takeoff: takeoff leg, Under teacher’s guidance, students Landing with knees straight/in leading leg and planting leg JC identify their own takeoff/leading/ a half-squat position 21 planting legs by comparing the Teacher demonstrates (i) the approach run 22 effective of the jump using either leg. and (ii) attempting the jump with his/her own takeoff/leading/planting leg. Lesson plan: 10-minute Micro-teaching Deconstruction & Joint Construction: Video Standing Long Jump Setting the Context Independent Construction Teacher identifies the three components of long jump: take off, flight, and landing. Students, in groups, repeat the four components on their own. Modelling and Deconstruction Joint Construction Students form groups of two and stand three to four metres apart, facing one another. With teacher’s guidance, students Teacher guides students to do the following sets of movements compare the effectiveness of the jump in together: each set to determine which movement Set 1 component facilitates an effective jump. Standing with feet together/feet shoulder-width apart Set 2 Keeping knees straight/bending knees Teacher recapitulates the four Set 3 components of an effective standing Arms at the side/Swinging arms long jump. Set 4 Landing with knees straight/in a half-squat position 23 24 4
Recommend
More recommend
