Meeting Individual Learner Needs: Differentiated Instruction in Ethnically Mixed Chinese Language Classes

Paper Presentation 41Parallel Session 4: Curriculum design & the development of teachingConference Theme: When East Meets West: The Teaching and Learning of Reading and Writing in the Multilingual and Multicultural ContextIn the past few years, there are more and more non-Chinese speaking (NCS) students studying in local schools. However, their Chinese language ability is lag behind the local students. Their teachers found it difficult to cater for the huge learning diversity in the same classroom. The NCS students also found the local Chinese language curriculum very difficult, and it seems impossible to achieve. Because of this, the researchers worked with teachers who taught Grade 7 and 8, to investigate how differentiated concept can be used to cater for students’ learning diversity. Based on students’ Chinese language ability, the teachers applied the differentiated concepts to design teaching materials and learning activities. Besides, the teachers also set different learning objectives for different students. Research findings showed that differentiated teaching arrangement did not hinder the learning progress of the whole class, students (especially those local students with special educational needs) with different learning ability also benefited. Local and NCS students were able to learn together, as well as support others’ learning. Students’ sense of successful, as well as their learning motivation has been enhanced

朋輩協作學習策略初探:「小伙伴協作學習計劃」

Conference Theme: When East Meets West: The Teaching and Learning of Reading and Writing in the Multilingual and Multicultural ContextPaper Presentation 48Parallel Session 4: Effective pedagogies for teaching & learningThe number of non-Chinese speaking (NCS) students studying in local schools is increasing. However, their Chinese language is not as good as local students. Due to the limited teaching time, teachers may not be able to cater for the learning needs of each student, or provide remedial teaching to each of them. As a result, the researchers make use of peer learning strategies, paired up local and NCS students as small group. They were encouraged to learn Chinese language by engaging in various learning activities together, e.g. talking about Chinese TV programmes and movies, singing Chinese songs, Chinese story-telling, share reading, as well as preparing for Chinese dictation, tests and exams. Research results indicated that the students (as a group) provided support to each other. The academic performance and learning motivation of both local and NCS students were enhanced