Remedial Enrichment

1
Seminar on
Catering for Learner Diversity for English
Teachers at Primary Level
10 March, 2006
English Language Education Section,
Curriculum Development Institute, EDB
2
What does it mean by

catering for learner diversity?
How are students different 4
from one another?
Learner Diversity
6.InIntellectual
face of A
7. complains
Attitudinal A works hard
A is quiet in a problem, about his group because she
& &
class
3. Personality A frets about members enjoys English
4. Motivation
while Emotional
the problem while
Social activities while
while B tries B leads a group B works hard
B is talkative. Development Maturity
discussion. for high marks.
to solve it.
A can pronounce In acquiring new A has got A likes
a word quickly words, A learns problems with
animals
2.spelling
by chunking the through songs
5. Ability
syllables while 1.whereas
Learning (Learning) 8. Interests
while B has while
B can finish Style
B learns through needs
difficulty
reading a passage doing crossword pronouncing /l/ B likes car
quickly. puzzles. and /r/ sounds. racing.
5
What is the meaning of

Catering for Learner Diversity?
X Even out  Stretch the

abilities and potential of all
performances
students
6
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?

7
Catering for
Learner Diversity
Why? What? How?

We believe there
is a need to
stretch the
potentials of
every student.
8
Catering for
Learner Diversity
Why? What? How?

We believe there
Curriculum Framework Learning Targets
is a need to and Objectives:
stretch the
potentials of • Language forms
every student. and functions
• Skills and
strategies
• Attitudes
Catering for 9
Learner Diversity
Why? What? How?

Learning Targets and
Curriculum Framework
Curriculum Adaptation:
Intervention & Enrichment

We believe there
is a need to Objectives:
stretch the • Learning and Teaching
potentials of • Language forms Materials
every student. and functions
• Learning and Teaching
• Skills and strategies Strategies
• Attitudes • Assessment for
Learning
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. Data Collection
2. Identification of Learning Problems
3. Identification of Causes of Problems
4. 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
How? 21
Learning and Teaching Strategies
• Assess retention of previous learning and adjust strategies
• Structure teacher demonstration before participation
• Apply effective questioning techniques
How? 22
Learning and Teaching Strategies
• Assess retention of previous learning and adjust strategies
• Structure teacher demonstration before participation
• Apply effective questioning techniques
How? 23
Assessment for learning
Assessment for learning Assessment of learning
What to For improvement For accountability
•Identifying learners’ strengths •Reporting learners’ attainment
focus
and weaknesses against the learners’ targets
•Setting different targets for and objectives
different learners •Including questions of
•Acknowledging pupils’ efforts different difficulty levels in
and achievements summative assessment papers
•Providing quality feedback for to cater for different learners
learners, which entails timely
support and enrichment, and
helping teachers review the
learning objectives, lesson plans
and teaching strategies
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?
26
References
• Brualdi, Amy C. Multiple Intelligences: Gardner’s 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.
27
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” ( 個別差異發展及研究報告系列中期報告 ) URL:
http://cd1.edb.hkedcity.net/cd/id/index_en.html (2 Dec, 2005)
28
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1

What does it mean by

from one another?

What is the meaning of

X Even out  Stretch the

What have you done to

Are they effective?

Why? What? How?

Why? What? How?

Why? What? How?

Intervention & Enrichment

“The Enrichment Programme is

“The Intervention Programme is a

What have you done to

How will you modify the way you cater for

• Gardner, H., & Hatch, T. (1989). Multiple intelligences go to

• Curriculum Development Institute, Education and Manpower

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