Seminar on

Catering for Learner Diversity for English

Teachers at Primary Level

10 March, 2006
English Language Education Section,
Curriculum Development Institute, EDB

What does it mean by

catering for learner diversity?

How are students different

from one another?

Learner Diversity

A is quiet in
class
3. Personality
while
B is talkative.
A can pronounce
a word quickly
by chunking
5. Abilitythe
syllables while
B can finish
reading a passage
quickly.

6.InIntellectual
face of

7. complains
Attitudinal
A
about his
& group
members
Social
while
B leads a group
Maturity
discussion.

A works hard
because she
4. Motivation
enjoys
English
activities while
B works hard
for high marks.

In acquiring new
words, A learns
through
songs
1. Learning
whereas
Style
B learns
through
doing crossword
puzzles.

A has got
problems with
2.spelling
(Learning)
while
B has
needs
difficulty
pronouncing /l/
and /r/ sounds.

A likes
animals
8. Interests
while
B likes car
racing.

a problem,
&
AEmotional
frets about
the problem
Development
while
B tries
to solve it.

What is the meaning of

Catering for Learner Diversity?

X Even out
abilities and
performances

Stretch the
potential of all
students

What have you done to

cater for learner diversity?
Re-teaching part of a lesson? Giving extended tasks?
Teaching students how to do assignments?
Assigning supplementary/additional exercises to
provide more practice (e.g. self-designed, adapted/
taken from resources available on the market)?
Drilling for tests and examinations?
Providing individual help/ coaching?
Conferencing with students?

Are they effective?

Catering for
Learner Diversity
Why?
We believe there
is a need to
stretch the
potentials of
every student.

What?

How?

Catering for
Learner Diversity
Why?
Curriculum Framework

We believe there
is a need to
stretch the
potentials of
every student.

What?
Learning Targets and
Objectives:
Language forms
and functions
Skills and
strategies
Attitudes

How?

Catering for
Learner Diversity

Learning Targets and

Objectives:
Language forms
and functions
Skills and strategies
Attitudes

How?
Curriculum Adaptation:
Learning and Teaching
Materials
Learning and Teaching
Strategies
Assessment for
Learning

Intervention & Enrichment

We believe there
is a need to
stretch the
potentials of
every student.

What?
Curriculum Framework

Why?

Enrichment Programme

The Enrichment Programme is

designed to extend the more able
learners through different
activities conducted during or
after class time, inside or outside
the school premises.
From p.101 of the English Language Curriculum
Guide (Primary 1-6) (CDC, 2004)

Intervention Programme

The Intervention Programme is a

short, focused programme which
provides timely support for learners
who have exhibited difficulties in
learning English.
From p.100 of the English Language Curriculum Guide
(Primary 1-6) (CDC, 2004)

Short, Focused & Timely

Additional opportunities
Additional time
Focused learning

Planning an Intervention Programme

1.
2.
3.
4.

Data Collection
Identification of Learning Problems
Identification of Causes of Problems
Identification of Teaching Focus &
Designing Tasks/Activities
5. Assessment for Learning

How?

20

Curriculum Adaptation
Learning and Teaching Materials
Divide/ condense units of learning into manageable
components

Adapt coursebook materials

(amount, range, sequence, varieties, graphics)

Design extended tasks/materials to draw on and expand

learners existing knowledge and skills

Include specific guidelines to focus attention on concepts

Curriculum Framework

How?

21

Curriculum Adaptation
Learning and Teaching Strategies
Assess retention of previous learning and adjust strategies

Structure teacher demonstration before participation

Apply effective questioning techniques

Curriculum Framework

How?

22

Curriculum Adaptation
Learning and Teaching Strategies
Assess retention of previous learning and adjust strategies

Structure teacher demonstration before participation

Apply effective questioning techniques

Curriculum Framework

How?

23

What to
focus

For improvement
Identifying learners strengths
and weaknesses
Setting different targets for
different learners
Acknowledging pupils efforts
and achievements
Providing quality feedback for
learners, which entails timely
support and enrichment, and
helping teachers review the
learning objectives, lesson plans
and teaching strategies

For accountability
Reporting learners attainment
against the learners targets
and objectives
Including questions of
different difficulty levels in
summative assessment papers
to cater for different learners

Curriculum Framework

Curriculum Adaptation
Assessment for learning
Assessment for learning Assessment of learning

24

25

What have you done to

cater for learner diversity?
Re-teaching part of a lesson? Giving extended tasks?
Teaching students how to do assignments?
Assigning supplementary/additional exercises to
provide more practice (e.g. self-designed, adapted/
taken from resources available on the market)?
Drilling for tests and examinations?
Providing individual help/ coaching?
Conferencing with students?

How will you modify the way you

cater for learner diversity?

References

26

Brualdi, Amy C. Multiple Intelligences: Gardners Theory. ERIC, 1996. ED

410 226. Dickinson, Dee. Technology that Enhances Multiple Intelligences.
URL: http://www.america-tomorrow.com/ati/mi1.htm (13 Oct. 2004).

Central Health Education Unit, Department of Health

http://www.cheu.gov.hk/eng/info/exercise_04.htm

Curriculum Development Council. English Language Education Key

Learning Area Curriculum Guide (Primary 1-Prmary 6) 2004

Gregory, G.H. & Chapman, C. (2002). Differentiated instructional Strategies.

California: Corwin Press, INC.

Heacox, D. (2002). Differentiating Instruction in the Regular Classroom. MN:

Free Spirit Publishing Inc.

Reid, J.M. (ed). Understanding Learning Styles in the Second Language

Classroom. Prentice-Hall, Inc.: New Jersey, 1998.

Further Reading
Gardner, H. (1983). Frames of Mind. New York: Basic Books
Inc.
Gardner, H., & Hatch, T. (1989). Multiple intelligences go to
school: Educational implications of the theory of multiple
intelligences. Educational Researcher, 18(8), 4-9.
Curriculum Development Institute, Education and Manpower
Bureau. Interim Report on Study on Strategies to Cope with
Individual Differences in Academic Abilities of Primary School
Pupils ( ) URL:
http://cd1.edb.hkedcity.net/cd/id/index_en.html (2 Dec, 2005)

27

28

Thank You