一個(gè)年級(jí)居然要備五種不同的課？在赫德小學(xué)部，我們這樣學(xué)英文！English Streamings at HDBJ Primary-當(dāng)前信息

English Streamings HDBJ

(資料圖)

因/材/施/教

北京赫德 | 小學(xué)部英文

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我們實(shí)時(shí)關(guān)注每個(gè)孩子的學(xué)習(xí)進(jìn)度

確保他們始終能夠

在最適合小組中快樂的學(xué)習(xí)英文

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At HDBJ, we pay attention to the all-round personalized development of children. In terms of English education, the primary learning purpose is to improve students’ English literacy proficiency, cultivate solid English thinking patterns, and build language application skills. For children from different grades with different language proficiency levels, how does HD achieve this teaching goal?

HD Primary’s English course follows a themed interdisciplinary approach, whereby five overarching themes provide broad guidance for the learning across the year. Within each of these themes, English objectives, which are based on the UK National Curriculum, are taught through genre studies. This ‘spiral-up’ process means that as key concepts are repeated throughout the curriculum, the depth and breadth of learning, and its application, will increase in complexity as the students grow within the school.

In Grades 3, 4 and 5, students are assessed at three points in the year, and are placed in an English learning group which best matches the learning targets they need to be working on.

We had a special conversation with the English coordinators: Ms Le- Zelle, G3 and 4 coordinator and Mr Sockwell, G5 coordinator. They took the “Let"s Celebrate” learning theme as an example to share with us the meaning and results of streaming.

Effective lesson preparation，Efficient classroom，F(xiàn)lexiblility to meet learning needs of different streams.

The students in Grades 3, 4 and 5 are placed in smaller English groups, within their grade. In Grade 5, there are six English groups and in Grade 3 and 4, there are five English groups respectively. Since the learning progress in the different groups varies, the English teachers are required to customize personalized teaching methods and teaching objectives according to the learning targets of the different groups.

Mr Sockwell explained: Under the recently concluded “Let’s Celebrate” theme, the teachers led the G5 children to explore and learn about festivals and celebrations in different countries, through the genre of narratives. The outcome of the unit would be an independently written story, using knowledge and applying English skills. The theme is very interesting. It is about the ancient Chinese monster "Nian" returning to the human village again. Is it for revenge? Or for peaceful coexistence with mankind? How do people respond?

The teachers of G5 set specific goals for the different groups. For example, the children in one group can already use noun modifiers proficiently, but they need to work more on the use of conjunctions, and the students in the other group are learning noun clauses, so we must highlight and strengthen this knowledge point in their work. In short, streamed teaching requires teachers to set learning goals for different students in advance, so that they can flexibly adjust according to the students" learning progress in the classroom, and truly teach students according to their aptitude.

Similarly, under the theme of “Let’s Celebrate’, the children of G3 learned how different people around the world celebrate birthdays; the end goal being a birthday-themed non-chronological report. Ms Le-Zelle further explained to us how streamed teaching is implemented in the five different English groups.

English teachers prepare a range of reading materials, of varying levels of difficulty which provides the appropriate scaffolds for all students to engage with, in order for them to succeed. In the lesson, the teacher will adapt according to the needs of the children and the suitability of the task. For students with a relatively good foundation in English, the teacher will, at times, step back to cultivate the children"s ability to think and explore independently; for children who are still laying a solid foundation, the teacher will be more deeply involved in every step of learning, so as to find small mistakes in time and make timely adjustments.

At HDBJ, every English class is unique, which is why we are proud to say that our children can achieve 100% immersion in English learning.

Regular assessments dynamically match the most suitable English teaching for children.

Students’ language skills are assessed at three points during the year. In September, students complete the baseline assessment to be placed in their first streams. They are assessed again in November/ December and for a final time in April/May.

Stream assessments are rigorous and include evaluation in Speaking and Listening, independent reading, independent writing, and grammar application.

Such a high-density assessment system ensures that each child"s learning progress will be seen, so that they can always learn most efficiently in the most suitable group.

The streamed English teaching at HDBJ Primary allows every child to accept new challenges without being overwhelmed by the emotion of fear of difficulties. Under the guidance of our teachers, they can be the little masters of their own learning.

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組

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學(xué)

在北京赫德，我們注重孩子們的全方位個(gè)性化培養(yǎng)，在英文學(xué)習(xí)方面，孩子們的首要學(xué)習(xí)目的是提高英語(yǔ)文學(xué)素養(yǎng)，培養(yǎng)扎實(shí)的英文思維以及語(yǔ)言運(yùn)用能力。但是，對(duì)于不同年級(jí)不同程度的孩子們，赫德是如何將這個(gè)教學(xué)目標(biāo)完美實(shí)現(xiàn)的呢？

具體到赫德的課程上，赫德小學(xué)的英文學(xué)習(xí)采取大主題跨學(xué)科的教學(xué)方式，每個(gè)學(xué)年里，各年級(jí)都會(huì)進(jìn)行五大主題的學(xué)習(xí)，學(xué)習(xí)的深度和廣度隨年級(jí)增高而加深，重要的知識(shí)點(diǎn)會(huì)在學(xué)習(xí)過程中反復(fù)強(qiáng)化，呈現(xiàn)一個(gè)螺旋式上升的過程。

從G3到G5，在每一個(gè)年級(jí)內(nèi)部，老師們還會(huì)根據(jù)孩子們的測(cè)評(píng)結(jié)果，將孩子們分成不同的學(xué)習(xí)小組，確保可以實(shí)時(shí)給孩子們匹配最適合他們的學(xué)習(xí)進(jìn)度以及學(xué)習(xí)目標(biāo)。

下面，我們特別對(duì)話了北京赫德小學(xué)部年級(jí)組長(zhǎng)：來自G3的Ms Le-zelle和來自G5的Mr Sockwell，他們以剛剛結(jié)束的【Let"s Celebrate慶祝吧】學(xué)習(xí)主題為例，與我們深入地分享了北京赫德的英語(yǔ)分層教學(xué)是如何在孩子們身上展開的。

有效備課 高效課堂

靈活滿足每個(gè)孩子學(xué)習(xí)需求

G5的學(xué)科組長(zhǎng)Mr Sockwell告訴我們，赫德小學(xué)部G3與G4分別有五個(gè)不同的英文學(xué)習(xí)小組，G5的孩子們則被分成了6個(gè)不同的小組。由于不同小組孩子們的學(xué)習(xí)進(jìn)度各不相同，這要求老師們需要在教研備課階段根據(jù)不同小組的學(xué)習(xí)情況，定制出個(gè)性化的教學(xué)方式與教學(xué)目標(biāo)。

Mr Sockwell給我們舉例：在剛剛結(jié)束的【Let’s Celebrate】主題學(xué)習(xí)中，老師帶著G5的孩子們一起探究學(xué)習(xí)了各個(gè)國(guó)家的節(jié)日以及慶祝方式，來學(xué)習(xí)記敘文相關(guān)的知識(shí)。主題課程的最后，孩子們需要獨(dú)立完成一篇故事作文，主題很有趣，講的是在中國(guó)古代的怪獸“年”又再一次回到了人類的村莊，它是為了復(fù)仇嗎？還是為了與人類和平共處？人們又要如何應(yīng)對(duì)呢？孩子們需要開動(dòng)腦筋，將這個(gè)故事寫的完整又精彩。

G5的老師們針對(duì)這個(gè)故事為不同的小組分別制定了詳細(xì)的目標(biāo)：比如，一個(gè)小組的孩子們已經(jīng)可以熟練使用名詞修飾語(yǔ)，但是在連詞的使用上還需要多下功夫，另一個(gè)小組的同學(xué)們正在學(xué)習(xí)名詞性從句，那么這次的作業(yè)中就要突出強(qiáng)化這一知識(shí)點(diǎn)。

簡(jiǎn)言之，分層教學(xué)要求教師們提前給不同的學(xué)生設(shè)定力所能及的學(xué)習(xí)目標(biāo)，以便可以在課堂上根據(jù)學(xué)生的學(xué)習(xí)反饋，靈活地調(diào)整進(jìn)度，真正做到因材施教。

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在【Let’s Celebrate】的大主題下，G3的孩子們跟著老師一起學(xué)習(xí)了生日相關(guān)的內(nèi)容。年級(jí)組長(zhǎng)Ms Le-zelle進(jìn)一步給我們解釋了分層教學(xué)是如何在不同的小組完美落實(shí)的。

現(xiàn)在的G3一共有五個(gè)小組，孩子們?cè)趯W(xué)習(xí)世界各地與慶祝生日相關(guān)的內(nèi)容，并且最終會(huì)完成一份生日主題的non-chronological reports（非時(shí)序性報(bào)告）

在課堂上，根據(jù)不同小組孩子們的學(xué)習(xí)進(jìn)度不同，老師們會(huì)準(zhǔn)備難度不同的閱讀材料，從單詞的難易程度到材料的篇幅長(zhǎng)短，都是老師為孩子們量身打造的。

除此之外，在課堂上，教師的參與度也會(huì)隨著孩子們的需求靈活變化：對(duì)于英語(yǔ)基礎(chǔ)稍好的孩子們，老師會(huì)在適當(dāng)?shù)姆攀郑囵B(yǎng)孩子們獨(dú)立思考和探究的能力；對(duì)于還需夯實(shí)基礎(chǔ)的孩子們，老師會(huì)更深度地參與到學(xué)習(xí)的各個(gè)環(huán)節(jié)中，以便及時(shí)發(fā)現(xiàn)細(xì)小的錯(cuò)誤，適時(shí)調(diào)整。

在赫德小學(xué)部，每一節(jié)英語(yǔ)課堂都是獨(dú)一無二的，正是因?yàn)槿绱耍覀儾拍茏院赖卣f：我們?yōu)槊恳粋€(gè)不同的孩子都提供了最適合他們的英語(yǔ)教育。

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定期測(cè)評(píng)

為孩子匹配最適合的英文教學(xué)

定期測(cè)評(píng)也是分層教學(xué)實(shí)施過程中非常重要的一環(huán)。

我們每年會(huì)在9月、11月/12月、4/5月分別進(jìn)行三次測(cè)評(píng)，測(cè)評(píng)的內(nèi)容也十分全面，包括口語(yǔ)、聽力、獨(dú)立閱讀、獨(dú)立寫作和語(yǔ)法應(yīng)用等。

如此高密度的測(cè)評(píng)體系保證了每個(gè)孩子的學(xué)習(xí)進(jìn)度都會(huì)被關(guān)注，讓孩子們能夠始終在最適合自己的小組進(jìn)行最高效的學(xué)習(xí)。

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北京赫德小學(xué)部英文的分層教學(xué)

保證孩子們都能迎接新的挑戰(zhàn)

又不會(huì)被畏難的情緒打敗

在老師的指導(dǎo)下

做自己學(xué)習(xí)的小主人

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