New Pedagogies in Teaching and Learning

High ability learners (HAL) have different learning needs that need to be met. They require a balance of support and challenge for engagement, transformation and extension of learning. The current curriculum in my school may not have met the needs of HAL. As a result of this, the HAL may not enjoy the lessons as much as they should have and this could result in a lower motivation level in learning.
To cater to the learning needs of my Primary Four HAL, the existing English language curriculum was remodelled using ideas from the Parallel Curriculum Model (PCM) developed by Dr. Carol Ann Tomlinson. The aim was to enhance the pupils' positive emotions (enjoyment), reduce negative achievement emotions (boredom and anxiety) and further engage them in the English language class. For example, content which the HAL have advanced knowledge of or have already been exposed to in previous grade levels were compacted to make time for enriched learning content and experience in the remodelled curriculum. Pupils explored the remodelled curriculum in multi-faceted ways using the parallels suggested by the PCM.
This paper presentation draws on data from a pilot study investigating the relationship between the remodelled curriculum, achievement emotions and critical thinking of a class of HAL in the English language class. The sample comprised of 38 Primary 4 pupils (11 males, 27 females). Four study instruments were used: Achievement Emotion, Children Intrinsic Motivation Inventory, the Interest / Enjoyment Scale and Motivated Strategies for Learning Questionnaire. The obtained data will be analysed using a paired sample t-test. Data analysis is still underway. 

The study sought to find out the feasibility of using a literacy game kit as an additional resource to support the learning of basic literacy skills for P1 and P2 students in the Learning Support Programme (LSP), and the effect on students’ learning.
The goal for using the resource kit is two-fold:
i. to enhance LSP students’ alphabetic knowledge, knowledge of the alphabetic principle and isolated word reading skills in a non-threatening and fun learning environment; and
ii. to increase the reading self-efficacy of LSP students.
A two-group pre-test and post-test approach was taken involving 8 treatment schools and 8 control schools, with a total of 306 students.
A mixed method research design was used where both quantitative and qualitative data were collected concurrently and analysed during and after the trial. Pre- and post-test measures to evaluate reading gains and reading self-efficacy were administered. Semi-structured interviews were conducted with students and teachers from the treatment schools.
Although the study did not show any statistically significant differences between the average pre-post intervention scores amongst the treatment and the control group for the literacy measures assessed, the qualitative data had shed light on the potential impact on learning of students as observed by the teachers, especially in the affective area. The lack of statistically significant results could likely be due to the challenge in scheduling play time twice a week, for an average of 10 minutes.
Teachers found playing of literacy games beneficial as it did provide a non-threatening and fun platform to practise the literacy knowledge and skills taught. These “physical” games also complement the resources in the Student Learning Space (SLS) as they introduce an additional layer of oral communication which is absent when students engage in digital resources independently.
Thus, there is value in looking into structuring the playing of literacy games, as part of the review segment in a lesson or as a teaching aid for the customised support given to students who are not responding well. Students could also have access to these games while waiting for their turn during the progress monitoring sessions conducted fortnightly.