Events Diary

Date	Description	Location
03 Jun 2013	A whole day PD event for English language teachers to include: • Dyslexia Identification and response – what to look for in the classroom and also share what Hong Kong colleagues in other schools have been doing during their School Tryout Projects through the PolyU Thematic course. • Differentiation and getting evidence of higher order thinking form students with weak basic skills • Teaching English spelling – looking at phonics, syllabification and other approaches • Developing comprehension skills • Getting ideas down on paper	Heung To Secondary School (TKO##bclos
04 Jun 2013	SpLD/Dyslexia defined and de-mystified. SpLD and the “Chinese way” – using research into issues for language acquisition of Chinese students to identifying strengths and weaknesses, opportunities and costs. SpLD and intellectual disability (ID) – definitions and issues for learning. Presentation of strategies to identify divergent needs and the common ground. Identifying the implications of assessment findings for students with ID in the context of the new secondary curriculum. Introduction to identifying the needs of non-Chinese speaking students (NCS) -especially the potential for high levels of English competence among some students	Hong Kong Polytechnic University Hung Hom Hon
05 Jun 2013	Theory into action for SpLD and ID. Analysis of current research to present an overview of effective interventions in Hong Kong, UK and USA Reading - key issues for distinguishing between SpLD and ID. Gifted and talented – going beyond basic skills to identify higher level thinking The theory of reading – how it works and where it falls down for vulnerable students. Capitalizing on well-motivated NCS students and building on their desire to be “active in learning”	Hong Kong Polytechnic University Hung Hom Hon
06 Jun 2013	Theory into action –assessing and responding to developmental dyslexia and ID, designing lessons which meet the differing needs of SpLD , ID and NCS students in ways which support all in the class. SpLD ,ID and NCS in the classroom – establishing the principles of “reasonable adjustments” in the context of the new secondary curriculum which meet a range of needs, including those of the gifted and talented. Introduction to screening (1) – tasks for Practicum 1.	Hong Kong PolyU
07 Jun 2013	Profiles into action – looking for differences in assessment patterns between SpLD and ID – spotting a gifted and talented profile within a context of weak basic skills. Developing strategies to meet identified needs. Introduction to screening (2) – fine tuning European assessment tools for use the Hong Kong situation – fine tuning language, context and activity. Applying core principles to provision for NCS students Identifying and responding to social emotional issues of NCS students and those native Chinese speakers who are operating at academic levels which are several years behind their peers	Hong Kong PolyU
08 Jun 2013	Practicum 1 – Screening and assessment. During this practical session teachers will apply the principles of screening and assessment screen in order to assesse the learning needs of local students	Hong Kong PolyU
10 Jun 2013	Feedback from Practicum 1 – SWOT analysis of student performance. Building a strengths profile, making “next steps” judgments. Introduction to phonological awareness – current research into synthetic phonics – the EDB position and local materials. Using EDB web guidance on identifying and meeting the needs of NCS students to include working with parents. NGO support/translation opportunities and grant aid. Teaching the brain to read – the psychology of reading applied to SpLD and ID students – identifying common ground and recognizing and responding to divergence.	Hong Kong PolyU
11 Jun 2013	Pure sounds – the importance of clear pronunciation. Useful websites. Assessing the development of phonological awareness using a variety of web and program based resources. Planning “phonic catch-up” sessions for SpLD and ID students. Differentiating for NCS and SpLD students who may already have a good grasp of English. Applying the psychology of learning to the different learning needs to ensure appropriate combinations of repetition, overlearning, pace and challenge. Introducing Practicum 2	Hong Kong PolyU
13 Jun 2013	Analyzing the structure of language – identifying barriers to English language acquisition in the Hong Kong setting. Utilizing previous school try out reports to identify what has been put in place by local teachers and what is working in local schools. EAL case studies – identifying and responding to issues for SpLD and ID students. Looking for common ground to support busy teachers in challenging circumstances.	Hong Kong PolyU
14 Jun 2013	Phonological deficit theory re-visited. Spelling rules – introduction, application and differentiation for a range of learning needs. Turning issues into action for Practicum 2 and also the school setting. Providing advice for colleagues regarding effective responses to common problems. Presentation of strategies that work for entire classes, small groups and individuals. More planning for Practicum 2	Hong Kong PolyU
15 Jun 2013	Practicum 2 – teaching the phonic programme based on the assessment data from Practicum 1	Hong Kong PolyU
17 Jun 2013	The Dyslexia Friendly Classroom – characteristics, methods and materials. Discussion of strategies to lead colleagues to more inclusive ways of working – informed by previous school try out projects from the thematic courses. Examination of subject specific issues for SpLD ,ID and NCS students leading to the preparation of professional development materials for colleagues back in school to examine their practice. Identifying resources for students with SpLD/ID/NCS which will be effective at appropriate levels and so be useful with other students in the school. Acknowledging the potential among some NCS students for being gifted and talented and making appropriate adjustments which will benefit other students in the school	Hong Kong PolyU