照顧個別差異的課堂實踐策略 Curricular Strategies for tackling individual differences

Patrick H.C. Lam 林克忠 總監

17/ 01/ 2014 Your Gift, Our Future 你們的天賦 我們的未來

EDUC 3140 Session 1

From Get Off My Brain, by Randy McCutcheon, illustrated by Pete Wagner

What to Differentiate? 照顧甚麼差異？

Matching appropriately challenging curriculum and instruction with a student’s abilities, interests, and learning styles through a variety of instructional strategies and challenging curriculum.

因應學生的能力，興趣和學習風格去設計多元化並具備挑戰性的課程及指引。

(Reis, 2011)

HOW to differentiate? 怎樣調適？

Content 內容

Process 過程

Product 學習成果

Environment 環境

I. Differentiation by content 調適內容

Content

資優學生需要什麽挑戰呢？

基礎 轉化

具體 抽象

簡單 複雜

少面向 多面向

小躍 大躍

開放

界定清晰 界定模糊

依賴 獨立

慢 快

The Equalizer:

A tool for planning

Differentiated

Lessons

適異性課程設計

「均衡器」 *

9 dimensions

九個調適度向

結構性

Source 參考資料來源: Tomlinson C. (2004). (2nd Ed). How to Differentiate Instruction in Mixed Ability Classrooms (pp.47). Alexandria, Va: ASCD.

* Reprinted/use with permission. 已獲授權翻印及使用。

具體

基礎

抽象 具體

簡單 複雜

少面向 多面向

小躍 大躍

結構性 開放

清晰問題 模糊問題

依賴 獨立

慢 快

Tomlinson’s Equalizer課程設計 “均衡器” (2001)

轉化 基本、直接、已有知識

延展、變化、

修飾

明確、實際、特定事物

單一步驟、應用於單一層面

單一事件/意思

與已有知識/熟知的範疇聯繫

深層意義、言外之意、原則性

多重事件/意思、詳盡細節

多重步驟、應用於不同層面

與新知識/不熟知的範疇聯繫

多指引、少變化 少指引、多變化

直接資料作答、

具正確答案

複雜資料、沒有

特定答案

教師提供大量指引 由學生主導

循序漸進 減省顯淺部份

1. Foundational 基礎的

Transformational 可轉化的 (indicative 有啟發性的/ inspirational

可產生新意念的)

Having explained the principles of closed circuit, students are asked to build a “closed series circuit” and point out its features and drawbacks.

老師講解閉合電路的原理後，讓學生透過製作「串聯閉合電路」，指出串聯閉合電路的特點及缺點。

Having mastered the principles of closed circuit, students will then be asked to find other ways of connecting a circuit so as to inspire them to design a “parallel closed circuit”.

學生掌握閉合電路的原理後，老師著學生嘗試用其他的方法連接電線，藉此啟發他們思考設計「並聯閉合電路」的關鍵。

Topic: Closed circuit 閉合電路

2. Concrete具體的

Abstract 抽象化 (explore the underlying rules, patterns,

relations, etc.尋找深層的規律、關係)

Acquire the meanings

and usage of a set of

adjectives and adverbs

Generate the lexicon

patterns of adjectives and

adverbs

Topic: Adjectives & Adverbs

3. Simple 簡單的

Complex 複雜化

(more details or layers to

be given 賦予多些細節或層面)

Identify the themes of

Macbeth. (a single, simple

abstraction)

What are the inter-relationships

between themes and symbols in

Macbeth? (multiple abstractions/

complexity)

Topic: Language Arts

Topic: Social Issues

4. Single Facet 少層面的

Multiple Facets 多層面的

Comment on the government’s

plan to build an artificial beach

in Tai Po.

Who are the stakeholders

involved in the building of the

Long Mei Artificial Beach?

•What is the stance for each

stakeholder?

• What are their arguments?

• What are their core values?

Environmentalists 保育人仕

XXX

Urbanization

城市化破壞環境

Ecology > Economy

HKSAR 政府

VVV

Urbanization is necessary

城市化乃時代需要

Economy > Ecology

Villager A 村民 A

Villager B 村民 B

XXX VVV

Reasoning Matrix 決策方陣

Lung Mei Artificial Beach 興建龍尾人工泳灘

What are the

core values?

5. Smaller leap 小躍進

Greater leap 大躍進 (Apply knowledge to situations that are

very different from that in classrooms;

transfer of knowledge 將知識應用在和課堂學習很不同的情景;知識轉移)

Define 4Rs

何謂4Rs

Write a proposal to a legislator,

explaining how can 4Rs be

implemented in schools and the

community.

撰寫計劃書予區議員，說明如何在學校及社區實踐4Rs。

Topic: Environmental Protection 環境保護

6. Structured結構性 (with lots of restrictions

and strict guidelines多限制的、高度指引的)

More Open 開放 (less restrictions; students are

free to provide solutions 少限制的、容許學生自行決定及自由回答的)

試比較這兩篇短篇小說的特色之異同。

自選兩位作家的短篇小說作比較。

Topic:中文 Chinese

6. Structured結構性 (with lots of restrictions and

strict guidelines多限制的、高度指引的)

More Open 開放 (less restrictions; students are free to

provide solutions 少限制的、容許學生自行決定及自由回答的)

Students understand the

format of a diary entry &

follow a template to

complete a piece of

guided writing.

After reading the book- Diary

of A Young Girl, students are

asked to write a “what-if”

diary entry- If you had to go

into hiding for an indefinite

period of time, what objects or

materials would you take with

you?

Topic: English Creative Writing

7. Clearly Defined

Problems

定義清晰的問題

Fuzzy Problems 模糊不清的問題

(Students need to define the problems or

collect data for defining the problems on their

own 學生需自行定義問題或自行搜集資料界定問題)

You are a town planner, you

have a month to write a

proposal to improve the

community.

你是城市規劃師，現需於一個月內草擬一份美化社區的行動計劃書。

The city needs a mass transportation system. You are a town planner. You have to come up

with possible solutions within a month, yet all

your resources are used in another project for

urban development. Also, a new airport will

be built 20 km away from the city but the

negotiation has came to a halt. What should

you do?

有一個城市缺乏大型運輸系統。你是城市規劃師，現在有一個月時間制訂可行的方案，但你的資源已經用於另一個美化城市的計劃。此外，該城市20公里之外將興建一個新機場，但協商的工作停滯不前，你該怎樣做?

Topic: Urban planning 城市規劃

8. Dependence 依賴

Independence 獨立 (less instructions and assistance from

Teachers 提供較少指引和協助)

Following the instructions in

the textbook, students are

asked to record the

differences in the growth of

the plant samples under

different degrees of sun

exposure or light sources.

依照課本中的實驗指示，記錄植物樣本在不同情況下(陽光、水份、泥土、風力、濕 度 ...)的生長適異。

Independent Study 獨立研究 Students are asked to prepare an

inquiry-based experiment. Through

controlling different variables, students

are asked to make assumptions, prove

and draw conclusions about the growth

of the plant.

(Students need to evaluate and revise the

design of their experiments.)

學生自擬一項探究式實驗，試從控制不同變項，作出假設、驗証及推論。(過程中學生需自行作檢视及修訂實驗設計。)

Topic: Photosynthesis 光合作用

8. Dependence 依賴 Independence 獨立

(less instructions and assistance from

teachers 提供較少指引和協助)

Project-based Learning 專題研習

1.Topic 題目:Geometry 幾何圖形

2.Steps 步驟:

A) Read the following 閱讀以下資料來源 http://www.

B)Then answer the questions 然後解答以下問題:

a.What is geometry? 甚麼是幾何圖形?

b.Where can we find geometry in

architecture 哪些建築物可找到幾何圖形? c...

Independent Study 獨立研究

How to apply geometry in our daily lives?

(E.g. in architecture, arts and other

fields you find interesting.)

*Students can choose their own ways to

collect data and research.

Only ask the teacher for advice when

necessary.

如何應用幾何學於日常生活?(例如在建築上/藝術上/其他你感興趣的領域)

*學生可自定搜集資料方法及研究方法，有需要時才諮詢老師意見*

Topic: Geometry 幾何圖形

9. Slower 較慢

Quicker 較快(學習速度較快)

Allow more time and

more assistance to those

who finish

部分學生較慢完成堂課，可給予多些時間完成，或給予多些協助。

部分學生較快完成堂課，可給予一些趣味難題，作為挑戰；或是探求有關課題的新知識

Topic: Any class work 任何堂課

Your turn!

1: “依照課本” --- “自擬一項探究式實驗”

Dependent 依賴 --- Independent 獨立

2: “Guided writing” --- “Write a letter/ email…a new character”

Structured 結構性 --- Open 開放

3: “找出” --- “發現了甚麼規律”

Concrete 具體 --- Abstract 抽象

4: “只留意課文內容的變化” - “留意不同角色說話的感情 … …”

Simple簡單 – Complex 複雜

5: “政府”- “不同持份者對此議題的觀點和核心價值”

少面向 Single facets ---- 多面向 Multiple facets

6. “列舉劇本的創作特色” ----- 改寫一則故事為一齣劇本。

基礎 Foundational ----- 轉化Transformational

7: “學生研習 …” ----- “進階問題”

小躍 Small leap ---- 大躍 Great leap

II. Differentiating process 調適過程

Source 參考資料來源: Tomlinson C. (2004). (2nd Ed). How to Differentiate Instruction in Mixed Ability Classrooms (pp.47). Alexandria, Va: ASCD.

Process is the way the content is presented to the students and the ways in which students use and manipulate the content.

過程是指教師教授的

方式及學生處理知識

的方法

Differentiating process 調適過程

ability

interest

learning style

Appropriate tasks according to their personal interest 依據學生興趣設計合適的課業

Matching the complexity of the task to students’ current level of understanding 依據課業的複雜性和學生目前的認識水平

Appropriate task according to their learning style 依據學習風格設計合適的課業

Grouping options 分組學習方式選擇

Anchor activity 錨式活動

Tiered tasks 分層課業

Questioning 提問

Independent Study 獨立研究

Curriculum compacting 濃縮課程

Station approach 教學站模式

Differentiation Strategies in regular classroom

Grouping options 分組學習方式選擇

1. Streaming 按一般能力分班 Eg. 3A – high ability / gifted

2. Ability-setting 按能力分班 /組 Eg. Chi, Eng, Math – different groups in the year level

3. Special class 特別班 / 組 Eg. IRTP, gifted class

4. Grouping within class 在一班之內分組

a. Mixed grouping 異質分組 b. Homogeneous grouping 同質分組

選擇 1 選擇2

第7組：能力稍遜組 第1、2、5、6、7組：混合能力組

第3、4組：高能力組 第3、4組：高能力組

第1、2、5、6組：主流組

提供學生匯報平台

及

方便教師巡察

前面

增潤學習

增潤學習

獨立學習區

7 1

2

3 4 5

6

所有學生能面向前。

前排學生可轉身與其他同學進行分組作業。

增潤學習：延伸閱讀、執行挑戰性任務或課業、獨立學習任務或課業、展示學生習作

5.跨級分組 Joplin Plan

Level 1: Formal curriculum

Sep 2013 – Feb 2014

Curriculum articulation: “Sustainability as the common theme”

P.4 P.5 P.6

English Health tips Wonderful nature Taking care of our Earth

Save the animals

常識 環境與我 都市發展與保育 生物世界

Level 2 within regular school hour Cross-level (P.4-6) enrichment cluster

Visit to Mushroom Initiative on 11 Dec 2013 and follow-up inquiry

Differentiation for the Gifted Overview 照顧資優生概覽

Element 元素 Classroom Strategy 課堂策略 School Strategy學校策略

Content 內容

Curriculum compacting 濃縮課程 Independent study 獨立研究 Resource corner 資源角

Level 2 第二層次：抽離式(校本) Level 3 第三層次：校外支援 Ability setting 按能力分組 Mentoring 良師計劃 Grade/ Subject skipping跳級/科 Dual enrolment 雙學籍 Apprenticeship 學徒制 Service learning 服務學習 Telescoping curriculum 套叠課程 Early admission 提早入學

Process 過程

Anchor activity 錨式活動 Flexible grouping 彈性分組 Questioning 提問技巧

Product 成果

Tiered/ Enhancement task 分層/增益課業

Open-ended task 開放性題目 Choice 選擇

Environment 環境

Physical/ Virtual environment 實際/虛擬環境 Flexible grouping 彈性分組

Enrichment space 增益活動空間 Designated premises 特定場地

Teacher 教師

Open-mindedness 開放態度 Compassion 同理心 As learning designer 學習設計者

Professional development 專業發展 Professional partners 專業夥伴 Parental engagement 家長參與

Your Gifts Our Future

Thank you

Stay in touch: www.hkage.org.hk tpd@hkage.org.hk