Dr Tay May Yin Principal Master Teacher, English Language
Diagnosing Students’ Learning Needs
Why diagnose students’ learning needs in the teaching of English Language? Who benefits from the diagnosis? How can teachers diagnose their students’ learning needs? What can teachers do with the information gathered to enable
students to attain mastery and progression in their learning? These questions will be addressed by the presenters, who will discuss the value of diagnosing students’ learning needs and provide classroom experiences of the process.
With the progressive implementation of English Language Syllabus 2020, primary and secondary school teachers of English Language can learn more about the importance of diagnosis in student learning.
Mr Cedric Leong Principal Master Teacher, English Language
When Teaching Strategies Talk With Subject Content Knowledge – Stories of 96-hour PLP Alumni
What happens when teachers seek to strengthen their knowledge of the subject they teach instead of seeking out the latest teaching strategies? If English Language (EL) teachers focus on building their understanding of what EL teaching and
learning is about, how would that understanding help them select and use a variety of teaching approaches and strategies more effectively? Alumni of the 96-hour Professional Learning Programme (PLP) will offer participants in this masterclass
experiences for learning why and how their Subject Content Knowledge (SCK) has a decisive influence on the process, content and quality of their pedagogical and assessment practices, and ultimately the quality of classroom talk and student
Developing a ‘Nose for Quality’: Nurturing the Evaluative Capacity of Student Writers
Sadler (1989) argues that for effective and sustainable formative assessment to take place in classrooms, students have to develop the capacity and ability to monitor their own learning and take corrective action. Students will remain dependent
on teacher feedback as the primary resource for learning unless teachers enable them to develop ‘a nose for quality’ (Claxton, 1995), the capacity to evaluate their own learning and to grow into autonomous, self-regulated learners.
This session will demonstrate how teachers can develop their students’ ‘nose for quality’ through explicit instruction, and class and group-based dialogues around accounts of strengths, weaknesses and how students’
work can be improved. These student work exemplars, together with formative assessment processes and strategies, form the basis for student inquiry into quality.
The Commentary Project: An Apprenticeship in Talking and Writing About Reading
This masterclass demonstrates how students at all levels can learn to write and talk productively about their reading by taking on an active participant role in an intellectual and literary community that they help to form in their own classrooms.
The masterclass enacts the creation of a model literary community and exemplifies the critical moves that are required to create a model community where the commentary project is adopted as a regular practice for talking and writing about