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Seminar on
Catering for Learner Diversity for English
Teachers at Primary Level
10 March, 2006
English Language Education Section,
Curriculum Development Institute, EDB
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What does it mean by
catering for learner diversity?
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A is quiet in
class
while
B is talkative.
How are students different
from one another?
A complains
about his group
members
while
B leads a group
discussion.
A works hard
because she
enjoys English
activities while
B works hard
for high marks.
A can pronounce
a word quickly
by chunking the
syllables while
B can finish
reading a passage
quickly.
In acquiring new
words, A learns
through songs
whereas
B learns through
doing crossword
puzzles.
A has got
problems with
spelling
while B has
difficulty
pronouncing /l/
and /r/ sounds.
A likes
animals
while
B likes car
racing.
Learner Diversity
In face of
a problem,
A frets about
the problem
while B tries
to solve it.


3. Personality
6. Intellectual
&
Emotional
Development
7. Attitudinal
&
Social
Maturity
4. Motivation
5. Ability 1. Learning
Style
2. (Learning)
needs
8. Interests
5
What is the meaning of
Catering for Learner Diversity?
Even out
abilities and
performances
Stretch the
potential of all
students
X

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?
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Catering for
Learner Diversity
What? How?
Why?
We believe there
is a need to
stretch the
potentials of
every student.
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Catering for
Learner Diversity
Why?
We believe there
is a need to
stretch the
potentials of
every student.
How?
What?
Learning Targets and
Objectives:
Language forms
and functions
Skills and
strategies
Attitudes
C
u
r
r
i
c
u
l
u
m

F
r
a
m
e
w
o
r
k

9
Catering for
Learner Diversity
Why? What?
Learning Targets and
Objectives:
Language forms
and functions
Skills and strategies
Attitudes
C
u
r
r
i
c
u
l
u
m

F
r
a
m
e
w
o
r
k

We believe there
is a need to
stretch the
potentials of
every student.
How?
Learning and Teaching
Materials
Learning and Teaching
Strategies
Assessment for
Learning
Curriculum Adaptation:
I
n
t
e
r
v
e
n
t
i
o
n

&

E
n
r
i
c
h
m
e
n
t

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)

I ntervention Programme
The I ntervention 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

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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

Curriculum Adaptation
C
u
r
r
i
c
u
l
u
m

F
r
a
m
e
w
o
r
k

How?
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Learning and Teaching Strategies
Assess retention of previous learning and adjust strategies
Structure teacher demonstration before participation
Apply effective questioning techniques
Curriculum Adaptation
C
u
r
r
i
c
u
l
u
m

F
r
a
m
e
w
o
r
k

How?
22
Learning and Teaching Strategies
Assess retention of previous learning and adjust strategies
Structure teacher demonstration before participation
Apply effective questioning techniques
Curriculum Adaptation
C
u
r
r
i
c
u
l
u
m

F
r
a
m
e
w
o
r
k

How?
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Assessment for learning

Curriculum Adaptation
C
u
r
r
i
c
u
l
u
m

F
r
a
m
e
w
o
r
k

How?
Assessment for learning Assessment of learning
What to
focus
For improvement
Identifying learners strengths
and weaknesses
Setting different targets for
different learners
Acknowledging pupils efforts
and achievements
Providing quality feedback for
learners, which entails timely
support and enrichment, and
helping teachers review the
learning objectives, lesson plans
and teaching strategies
For accountability
Reporting learners attainment
against the learners targets
and objectives
Including questions of
different difficulty levels in
summative assessment papers
to cater for different learners

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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?
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Brualdi, Amy C. Multiple Intelligences: Gardners 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.

References
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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 () URL:
http://cd1.edb.hkedcity.net/cd/id/index_en.html (2 Dec, 2005)
Further Reading
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Thank You