Based on our survey, many teachers who attended our first two annual Roundtable events were eager to learn more about using eResources to enhance secondary students’ writing. Ms. Crystal Ng, an English panel chair at TWGHs Mrs Wu York Yu Memorial College, responded to the demand in her breakout session this year. Crystal takes us step-by-step through some of the practical steps and innovative approaches to supporting senior students’ writing. She shares in detail how her school enhances their students writing with the help of eResources, helping them to become better prepared for exams… and life! Here are some of the aspects of the writing process Crystal touches on in her sharing:
- text type features and structure
- theme/ideas input
- outline/mind map/organizing ideas
- vocabulary input/consolidation
You can catch a ‘trailer’ micro-introduction of Crystal’s sharing on the right, or the full length sharing session below.
Crystal’s Micro-Introduction
(length: 03:33)
Crystal’s “Navigating the New Normal” Sharing Session
View her presentation slides here: https://bit.ly/crystalslides
(length: 01:00:09)
Outline of Crystal’s Sharing Session “How to Prepare High School Students to Write with the Help of eResources”
Introduction | 00:26 – 03:29 | school background information; student background information; whole-school measures to enhance students’ English proficiency | |
03:29 – 06:35 | text types for key stages of writing; writing syllabus from F1 to F6; cross-curricular writing | ||
06:35 – 08:26 | students’ difficulties in writing in English | ||
Text type features and structure | 08:26 – 13:35 | transforming from traditional writing worksheets to Edpuzzle instructional videos | |
13:35 – 15:33 |
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Theme /Ideas input |
15:33 – 21:04 |
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21:04 – 26:35 |
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Outline/Mind map /Organizing ideas |
26:35 – 29:25 |
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Vocabulary input /Consolidation |
29:25 – 32: 44 |
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Q&A Session | 33:24 – 35:24 | how to manage different platforms | |
35:24 – 36:13 | digital devices for on-spot teaching | ||
36-13 – 37:05 | how to help cross-border students using eResources | ||
37:05 – 37:54 | how to manage different platforms | ||
37:54 – 40:00 | how to solve classroom management problems in eLearning | ||
40:00 – 40:19 | students’ background knowledge for writing | ||
40:19 – 41:57 | how students manage to produce so many text types with process-writing approach | ||
41:57 – 43:43 | experiences of assigning, collecting and marking writing electronically | ||
43:43 – 44:47 | preparation for another wave of pandemic | ||
44:47 – 47:22 | whether to control students choosing themes for their writing tasks | ||
47:22 – 49:33 | how to follow up students’ work after marking | ||
49:33 – 52:27 | whether or not to eliminate students’ ideas | ||
52:27 – 54:04 | whether or not to correct grammar mistakes | ||
54:04 – 55:15 | how to address irrelevant or inappropriate ideas | ||
55:15 – 01: 00:00 | how to deal with Chinglish in writing |
You might also be interested in:
Our Journey of Adapting New Modes of Learning – School-wide and Primary Two English
Digitalising Content to Deliver Online Learning through Google Sites – A Phonics Teaching Programme
Experience Sharing of Using and Promoting Google Classroom and Seesaw in the Primary School
“Shame to stay the same!”: Primary English Classroom Reimagined