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独家揭秘!英式国际学校原来如此教学!

2023-10-16发布于广东

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原公立学校学生如何快速适应国际课程体系?

如何帮助学生们沉浸在全英文教学中?

如何有效实现分层教学?


学生们的学习成绩,取决于老师的“教”与学生的“学”。国王老师均拥有丰富的教学及管理经验,他们深入了解学生们的特点及实际情况,并将剑桥国际课程与中国国家课程大纲中最精髓的内容融合在一起,创设了中西融合、因材施教的课程大纲。每位老师都将根据国王课程大纲的教学目标,结合本班学生的具体情况,精心设计每节课的教学内容与形式。



01



跨学科学习

为精通而学

Teaching & Learning


知识的本质并非单一维度。当学生们获取某一知识后,如何将其运用在其他领域?为了帮助学生在融会贯通知识的同时,增强应用能力并提升综合实力,深圳国王学校特别注重跨学科学习。我们在教学中将不同学科有机地结合在一起,围绕着共同的主题进行为期8-10周的学习。在这个过程中,老师们会从不同角度丰富探索该主题的教学内容。


以3年级课程为例,当学生们学习“河流是什么?它们是如何使用的?”这一主题时,不同学科会有不同侧重点。在英语课上,学生们会学习与河流相关的词汇、文本及写作;历史课会探索古埃及河流的历史背景;地理课会涵盖河流的自然地理和人文地理知识;艺术课会以河流为主题进行各类艺术创作;科学课上会设计实验去探究相关科学原理……





这种跨学科学习的方法能够培养学生的综合思维和批判性思维。通过多角度、多方面的学习,学生们能深化对于每个主题的理解,灵活运用所学知识解决实际问题,并更好地适应多样化的现实世界。



02



分层教学

满足个性化学习

Teaching & Learning


有些家长们想了解:我的孩子能力超前,学校如何满足他/她的学习需求?还有一些家长会担忧:我的孩子英文基础比较薄弱,学校将提供哪些支持以提升他们的英文能力?或者担忧:我的孩子之前就读于公立学校,能够适应国际课程体系吗?


国王学校深知家长们所关切的问题,这也是我们教学的核心所在。我们会通过分层教学的方式,以“学习强化”给予高能力学生应有的学术挑战,同时以“学习支持”给予进度稍慢的学生充分的支持。根据学生们的具体情况及学习需求,老师会为学生们设计不同的课堂任务及课后作业,以满足每位学生个性化的学习需求。我们坚持因材施教的原则,以分层教学确保每个学生都能得到适合他们的教育,从而取得的学习效果。



以英文课堂为例,学习支持并非意味着给英文基础较差的学生们布置更多作业,或进行全盘翻译。相反,我们会采用支架式支持,通过完形填空、图片理解或范文等方式为这些学生提供必要帮助。与此同时,老师会根据每位学生情况进行有针对性及目的性的提问,在积极反馈中帮助他们不断提升英文能力。



对于高能力学生而言,老师也会为他们设置应有的挑战。例如通过更复杂的问题激发学生更深入的思考,让他们在具有挑战性的任务中加强知识运用。此外,课堂上还会将不同学术能力的学生进行搭档,让他们互相帮助,共同进步。



03



对话式教学

让学生成为课堂的主导者

Teaching & Learning


每位新老师加入国王时,都会进行一系列的培训。他们需要全面了解国王教学大纲,同时清晰地理解学校的教学理念、教学方法与教学期望。为了确保教学的高质量,学校内部还有专门的教学手册,要求老师们运用多种教学形式更高效完成教学大纲所设立的学习目标。同时,教学手册还强调保持每个班级教学进度的一致性,确保所有学生能够同步向前迈进。



在国王学校,不同学科会采用多样教学形式帮助学生更好掌握学科知识,其中最常见的为对话式教学。与一言堂式教学不同,国王非常注重课堂的互动性,既包括老师与学生之间的互动,也包括学生与学生之间的互动。课堂上,老师会有针对性地抛出问题,引发学生思考与讨论,让他们成为课堂的主导者。



以学生为主导的教学形式能够激发学生主动性,让他们在讨论与互动中增强对知识的深度记忆。老师们也会积极参与学生们的讨论,并认真观察每位学生的表现,以更好了解他们对知识的掌握程度。在回答问题时,老师并不强调对错,而是与学生一起进行更深入的思考。这样的做法不仅鼓励学生们勇敢提出自己的观点,还能帮助那些害怕犯错的学生更好地参与讨论。



此外,基于认知负荷理论,短时记忆的容量是有限的,不适当的教学形式可能会增加学生的记忆负荷。在国王学校,老师们会采用对话式教学的方式,将知识点划分为一个个信息块。通过逐步学习每个信息块,帮助学生建立知识框架,从而更好掌握这些知识,并将其转化为长期记忆。


除了用心教学之外,国王学校还非常注重家校沟通。为了让家长们更好了解国王学校教学及课堂的真实情况,我们提供了多种沟通方式:每学年4次的学生报告、晨咖会、精品课堂、家长&教师下午茶、家长会、班级集会…10月25日,我们将举行关于国王评估体系的晨咖会,诚挚邀请校内外家长们参加




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How can students coming from public schools quickly adapt to the international curriculum?

How do we support students immersing themselves in an English teaching environment?

How do we effectively implement differentiated learning?


Students' academic success depends on the teaching they get from their teachers and the learning they do themselves. King's teachers have rich teaching and school management experience, providing them with a deep understanding of students' characteristics and the situations they find themselves in. By combining the best elements of the Cambridge International curriculum and the Chinese National curriculum, they have created a curriculum that blends Chinese and Western learning and that allows each student to learn at the level appropriate to them. Every one of our teachers meticulously plans the content and form of every one of their lessons on the basis of the King's curriculum outline and learning goals, combined with their knowledge of the specific learning needs of their class.

01



Cross-Curricular Learning:

 Learning for 'Mastery’ 

Teaching & Learning

Knowledge is not unidimensional in nature. Once a student has gained knowledge in a certain area, how are they then able to use that knowledge in other areas? KSS places great importance on Cross-Curricular Learning to help our students improve their ability to apply and integrate their knowledge in other areas once they have gained a comprehensive understanding of the subject matter. Over the course of an 8-10-week period, our students will approach the main topic from several different angles and through several different disciplines, guided by their teachers' seamless integration of the curriculum contents into their lessons.


Let's take the curriculum for Grade 3 as an example. When our students cover the topic "What are rivers, and how do they work?", they will focus on different aspects of the topic in their different classes. In English class, the children will read and write texts involving rivers, and learn related vocabulary. In History, they will explore ancient Egypt along the river Nile. In Geography, they will cover the physical geography of rivers and the impact of rivers on human geography. In Art class, they will create various works inspired by the theme of rivers. In Science class, they will conduct experiments to find out about related scientific principles, and so on.



This type of cross-curricular learning supports our students in developing their integrated and critical thinking. By learning about a topic from multiple angles and in multiple ways, students can deepen their understanding of it, allowing them to flexibly apply what they have learnt to solving practical problems, and to become more adaptable to the diverse world around them.

02



Differentiated Instruction: Meeting Students' Individual Learning Needs

Teaching & Learning

A common question from parents is: "my child's level is ahead of the average for his/her age, what does the school do to meet his/her learning needs?" A similarly-common concern from parents is: "my child's level of English is not yet very high, what kind of support will the school provide them with to increase it?" Or perhaps they might ask: "my child previously attended a public school, will they be able to adapt to the international curriculum?"


Being very familiar with the questions and concerns of the school's parents is a key factor in teaching at KSS. We employ differentiated instruction in the form of "Challenging Differentiation" to provide the appropriate level of challenge for advanced students, and in the form of "Supportive Differentiation" to provide the appropriate level of support for students who are a little behind their peers. Our teachers prepare classroom tasks and homework tailored to the specific situations and requirements of their students in order to meet their individual learning needs. We follow the principle of teaching at the level appropriate to each of our students, to ensure that every child receives an education that is appropriate to them, and which allows them to achieve their best possible learning outcomes. 

In English class, for example, learning support does not mean that students whose level of English is lower than average for their class are assigned additional homework, nor does it mean that they are provided with full translations into their native language. Rather, teachers use 'scaffolding', in the form of filling-in the blanks, picture explanations, example sentences, etc., to provide the required support to those students. At the same time, our teachers will ask targeted questions based on the level of each student, and employ positive reinforcement to encourage them to keep improving their level of English.


Students of advanced ability, similarly, are provided with an appropriate level of challenge. For instance, by asking more complicated questions, their teachers encourage a deeper level of thinking, causing them to think harder about how to apply their knowledge to challenging tasks. Furthermore, in the classroom, students of different levels of ability can be paired up so that they can help each other and make progress together.

03



Dialogical Teaching: Turning Students into Classroom Instructors

Teaching & Learning

Every new teacher who joins KSS attends a series of training sessions to help them comprehensively understand the King's curriculum, as well as the school's educational principles, teaching methods, and teaching expectations. In order to guarantee that the quality of our teaching remains high, our school has a specialist teaching manual that requires our teachers to use various educational techniques to even more efficiently fulfil the learning goals outlined in our curriculum. Simultaneously, the teaching manual emphasises maintaining consistency in the progress made across our grades and classes, ensuring that all of our students make progress towards their learning goals together. 

At KSS, different subjects are taught using different approaches so that our students are better able to master the skills and knowledge required in each subject. The approach we use most often is dialogical teaching. Unlike monological teaching, the dialogical teaching approach that we use at King's greatly emphasises interactivity in the classroom, both in the form of teachers and students interacting, and in the form of students interacting with each other. In class, the teacher will pose a carefully thought-out question that initiates the students’ thought process and elicits debate, thereby turning them into classroom instructors.


When students become classroom instructors they are motivated to take initiative, which causes them to increase their knowledge and their retention of that knowledge while they discuss the topic and interact with each other. Our teachers also actively take part in their students' discussions, while paying close attention to every students' facial expressions, so that they are able to effectively gauge their level of mastery of the topic. When a question is being answered, the teacher does not emphasise that the answer is correct or incorrect, but joins the student in exploring their answer and encourages them to think about the question more deeply. This approach not only motivates students to express their views with confidence, but also encourages those students who are afraid of making mistakes to participate in the discussion.


Furthermore, according to cognitive load theory, the capacity of our working memory is limited, and unsuitable teaching approaches can overburden students' memory load. At King's, teachers employ dialogical teaching to split large topics into several smaller pieces. Examining these smaller pieces one by one helps our students build a knowledge framework around the topic, aiding them in their acquisition of knowledge and in storing that knowledge in their long-term memory.


In addition to our daily teaching, we at KSS are very aware of the importance of family-school communication. To help our parents better understand the nature of teaching at King's, we provide them with several channels of communication: four school reports per year, Coffee Mornings, Mastery Open Classrooms, parent-teacher afternoon tea, our PTA, class meetings, etc. On the 25th of October, we are organising a Coffee Morning on the topic of Assessment at King's, which we cordially invite all of our parents to attend




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声明:本文内容为国际教育号作者发布,不代表国际教育网的观点和立场,本平台仅提供信息存储服务。

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