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Department of English Education Bureau The Hong Kong Polytechnic University The Government of the Hong Kong Special Administrative Region Medium of Instruction for The Challenges: Professional Secondary Schools Development & Teaching

Sharing Session on Teaching the Key Learning Areas of through English 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 [email protected]

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

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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 • Professional development (PD) offered? – what’s the benefit?

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Language Development Knowledge Simple ‘commonsense’ Congruent grammar - simple attitudinal expression Commonsense Everyday (early childhood) Knowledge home Accumulates Accumulates (Prototypical Knowledge) language ‘Commonsense’ elaborated as grammar expands - grammatical metaphor emerges Educational academic school (late childhood to early adolescence) 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 7 (late adolescence +) 8

Zone of Proximal Development Teaching English

Teaching about English

an artist Teaching through English

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Challenge v’s Support: ZPD Genre‐based Teaching‐Learning cycle

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

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TEACHING LEARNING CYCLE: COMPLEX (POLIAS)

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EDB Physical Education Curriculum (2004) DevelopingSETTING a range THE of genres CONTEXT 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 Assessment for and MODELLING AND CONSTRUCTION of learning DECONSTRUCTION Gymnastics Basic Gymnastics, Educational Gymnastics, Rhythmic Gymnastics, Sports 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, Independent construction Modelling & deconstruction Creative Dance, Jazz Dance, etc

General Physical Fitness Circuit Training, Resistance Training, Cardiorespiratory Fitness Training, Activities Endurance Training, etc

Joint construction Outdoor Pursuits Hiking, Camping, Orienteering, Excursion, etc

DevelopingJOINT a rangeCONSTRUCTION of genres and registers 15 Others Jump Rope, Shuttlecock, Aerobic Dance, Golf, Chinese Martial Arts, Cycling,16 Ice Sports, etc

Physical Education Others Fundamentals of Micro-teaching at TAPE workshop movement • Subject Area Physical Education Outdoor pursuits Athletics • Field of study Athletics (Track events, Jumping events, Throwing events, Cross Country Run, etc.) General physical • Area of study fitness Ball Games Jumping events of Track and Jumping Events • Unit of work Dance Swimming & Gymnastics aquatic sports • Micro-teaching lesson plan Standing Long Jump 17 18

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Athletics Field

Track Field Jumping Throwing Events Events Race walking 100/200/400m Jumping Events High Long Javelin Discus Jump Jump Long Jump Standard Throwing Long Jump Cross-country Events racing Standing Javelin 800/1500/3000m Triple Long Jump race Hurdle races Jump

Shot Put

Discus 19 20

Standard Independent Construction Setting the context Jumping Long Jump Long Jump IC SC Class revises what track events are. Events 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 JC MD Modelling & Students practise in groups and reflect on the Teacher explains the rules and regulations Deconstruction performance of the teammates to construct a more of the long jump event, and demonstrates Independent effective jump. all the four components of the long jump. Standing SC Construction Setting the context Long Jump Joint Construction Teacher identifies the three IC components of long jump: take Students recapitulate the four major components of Assessment: off, flight, and landing. Standard Long Jump long jump, and the differences between standing Students, in groups, repeat and standard long jump. Standard the four components on their MD Modelling & Long Jump own. Joint Construction Deconstruction SC Students form groups of two using the Sail JC and stand three to four metres Drive, Flight, Landing Teacher asks the students to apart, facing one another. identify the components of the With teacher’s guidance, Technique Teacher guides students to do Drive, Flight, Landing Triple Jump standing long jump, and plays students compare the the following sets of Standing Long Jump IC 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 movement component Approach and takeoff with the skills of using the between standing and standard Standing with feet together/ facilitates an effective jump. Run SC takeoff/leading/planting leg. long jump. feet shoulder-width apart Approach Teacher recapitulates the Set 2 MD four components of an Keeping knees straight/ IC JC Run 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. Set 4 MD 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 compare the effectiveness of the jump in Teacher guides students to do the following sets of movements each set to determine which movement together: component facilitates an effective jump. Set 1 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

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Mini cycle… DevelopingSETTING a range THE of genres CONTEXT and registers Setting the context T: okay so err so first of all we’re going to do the standing long jump, standing long jump. OK so. First of all let’s try to jump with both legs put it together and just simply jump forward […] Ss: [Action jumping] Independent construction Modelling & deconstruction just feel it first put your legs together, okay, go T: okay and then the second stage, try this time not put your legs together, but try to open your legs separate your legs like the shoulder width okay like shoulder width and then jump forward [T demonstrates] to feel it which one you Joint construction think is better […] T: okay so so which one do you think you feel more comfortable with INDEPENDENT Assessment for and MODELLING AND put your legs together or put your legs apart? CONSTRUCTION of learning DECONSTRUCTION S: together, together apart, apart Setting the context the same, try again (chatter) T: together apart the same so actually, you can see the distance Independent construction Modelling & deconstruction from my observation I think, if you put your legs apart like shoulder width I think you can jump better, okay So this is the first key point

Guys remember that you have to put your legs apart, like shoulder width okay Joint construction

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Stimulating morning… To wrap up… o Teaching Computer Literacy through English Mr TSUI Ka Wai Language construing knowledge o Teaching Music through English Ms LAU Sau Yee Janet Teaching Visual Arts through English Teaching THROUGH English o Ms LAM Man Nar Teaching Physical Education through English Action with language o Mr LEUNG Ka Wah

Teaching learning cycle useful resource Concluding Remarks  What we have learnt and what we have to Complexity of teaching consider 27 28 Mr John POLIAS

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