一線教師解碼增益項目：什么樣的學生可以進入這間培優課堂？

在啟明星，我們努力豐富每一位學生的學習體驗，保證這樣的體驗既不偏離教學目標，又符合學生個體的特點。

我們盡最大力量提供相應的資源——“增益項目”就是其中之一，它為學有余力的學生提供更深、更廣的學習平臺。

今天，我們已經在啟明星小學部的多個學科開設了增益項目。為幫助家長和學生了解這個項目，今天，我們邀請到幾位教學一線的增益項目教師，請她們談一談：

增益項目和課堂學習是什么關系？

哪些學生可以入選？

具體的學習是怎樣開展的？

增益項目是“快班”嗎？

柳慧

北皋小學中文增益項目教師

張劍婷

三里屯小學數學增益項目教師

Julie Simmons

北皋小學英文增益項目教師

增益項目的目標學生是誰？

柳慧：差異化教學是啟明星近幾年的一個努力方向，增益項目是差異化教學的一種實施方法。在中文的常規課堂上我們觀察到，有些學生能迅速掌握知識要領，然后就不得不等待其他同學完成學習。這樣，他們在課堂上就會有一些空檔時間，不利用起來是非?？上У?。我們設立中文增益項目，是為這部分學生提供更深、更廣的學習平臺，幫助他們進行中文學習的拓展。

評分：★★★★☆

分類：劇情 / 犯罪

Julie：我們開設英文增益的目的是，識別出那些已經達到或是超出自己所在年級學習水平的學生，然后在課程框架內給予他們挑戰自己、做些打破常規事情的機會，來加深他們對知識的理解和掌握。

張劍婷：就數學學習來講，有一部分學生到了小學高年級，在數學技能和數學素養方面都表現得越發突出，在常規課堂上會“吃不飽”。那么我們就提供數學增益項目，成為他們更寬更廣的學習平臺。

數學增益項目的設計有2個思路——一個是在數學科目內挖得更深，引導學生更深入地學習數學知識，提升數學的核心素養；另一個是把數學和其他學科結合起來，比如從數學學習出發，結合一些需要解決的社會問題進行思考和探索，拓寬學生的視野。

增益項目學生也要完成常規課程學習，

那他們會不會多了一項額外的學習任務？

Julie：我的增益項目學生也要去常規的英文課堂學習，只是英文課的老師就不必對增益項目學生過多重復我在增益項目教授的一些標準了。我會把我的授課計劃提前交給英文老師，這樣他們就知道我在做什么了，所以增益項目對學生來說，不算額外的負擔。

另外，從某種意義上說，常規的英文課堂和增益項目的教學是融合的。我們把英文課和探究單元教學中的教學標準和教學方式，也應用在增益項目教學中，只是在增益課堂實踐得更深入。比如，5年級學生在常規課堂上通過學習文獻目錄來學習說明文寫作——增益項目就更進一步——學生們要撰寫參考文獻注釋，解釋引用了什么文獻，為什么引用這個文獻，這樣就在更高水平鍛煉了批判思維能力。

柳慧：中文增益項目也是類似的，增益項目的學生是要付出更多，但增益項目的學習目標和學習方式和常規課堂是一致的。學生也需要像常規課堂的要求那樣閱讀材料、提煉信息、輸出表達……不過他們學習和探索的話題并不局限于課內資料、而是更有廣度、深度，更有挑戰了。比如在常規課堂上，學生按照老師要求閱讀一篇文章，概括主要內容，在增益項目課堂上，他們需要概括的是一段資料，甚至一整本書。

張劍婷：數學增益項目也不脫離常規課堂的學習。比如我的學生有每周有6節數學課，其中4節他們在班級上，2節來增益課堂上。此外，數學增益項目的學習主題是基于常規課堂的，但難度上加深。對增益項目的學生來說，他們能把常規課堂的內容掌握得很好，參加增益項目是對他們更適合、也更有意義的體驗。

入選增益項目，學生需要達到什么標準呢？

柳慧：我們的篩選標準是公平和透明的，用多重標準選拔學生進入增益項目。中文增益項目的篩選標準主要包括：上一學年東城測試的成績、Level Chinese的級別，特別是非虛構類閱讀的級別、一年一度的寫作評估、還有我們最最看重的——學生平時成績的積累，包括剛剛教過學生的主班老師的整體介紹。之所以特別看重老師的介紹是因為，增益項目對學生是有挑戰的，他們不只要完成課內學習還要按時保質參加增益項目，到了期末還要完成增益項目的展示。那么，面對這么多任務，學生能不能疏解壓力，面對壓力？對學生這方面的評估，我們是特別尊重主班老師的意見的。

Julie：首先，我們通過MAP成績篩選出初選名單，我們主要關注MAP成績的綠色和藍色分數段，大約占年級總人數的12%到15%，但MAP成績并不是確定是否參加增益項目的決定性因素，我們要對學生進行進一步的測試。測試他們的英文流利度和準確性，使我們能夠了解他們的理解水平、他們在理解主要觀點和認知意識方面的表現、還有如何運用他們在學業中學到的技能來理解所閱讀的內容，以及解釋和反思所讀內容的能力。這使我們更好地確定學生是否能夠應對增益項目的挑戰。最后我還要和老師確認學生的行為和學術道德。就是說，即使學生在學術上表現非常出色，但如果他們的學術道德和態度不佳，那么他們也不適合參加增益項目，這是增益項目選拔的最終決定因素。

張劍婷：數學增益項目篩選學生會參考很多數據，比如MAP成績、形成性評估的成績、老師在課堂上對孩子的觀察等。另外，學生參加項目需要完成作業，也要在課堂上參與活動，所以會和我們簽訂一份協議，保證能夠在增益項目中完成基本的任務和行為。

您的增益項目正在進行什么有趣的活動？

張劍婷：數學增益課上我們會設計很多不同類型的活動，比如探討經典的數學問題、進行有趣的數學實驗、結合數學和其他學科的知識設計項目等等。4年級學生做過測試滑梯角度的實驗?；莸慕嵌榷啻?，上面的物體才能滑到最遠？答案是45度角。孩子們發現實驗結果和自己之前的猜想是不一樣的，其中原因是什么呢？可以在接下來探究課堂上去研究，這時他們要面對的不只是數學問題，也包含物理學的動能問題了。再比如，5年級學生正在學習《可能性》這個單元。我們在增益課堂上帶著學生做相關的實驗，感受理論概率和實驗概率可能出現的差異，還會探討經典的三門問題（Monty Hall Problem）。通過各種活動，學生對數學和生活中的數學問題會越來越有興趣，數學素養也得到提高。

柳慧：在北皋校區，這個學期的中文增益項目的主題是“中國歷史日”，學生通過歷史這個平臺提升自己的語言藝術。在課內，我們會有一些打開思路的練習，比如，我會讓孩子們用一種顏色或者形狀來形容某個歷史文人。孩子們的思維特別活躍，有的用白色形容李白，有的用一把寶劍加一支毛筆來形容辛棄疾……在課外，我們會觀看辯論賽和戲劇，讓孩子們了解語言表達可以有這么多不同的角度和形式。期末的展示形式也是豐富多樣的，有的孩子會做詩詞賞析的講座；有的孩子會用戲劇加上對話的形式表現人物的一生。

Julie：北皋5年級的英文增益項目的學習主題是“世界歷史日”。學生學習怎樣研究、收集、分析和總結資料，然后在這個基礎上選擇自己真正感興趣的“改變歷史的大事”作為主題，決定并實施展示方式，可以是一篇論文、一支紀錄短片、一個網站……明年3月，我們會去上海，和其他國際學校的學生一起參加世界歷史日比賽，在裁判面前展示和闡述研究成果。我們的目標是奪得前兩名，這樣就有資格去美國參加全球比賽！

參加增益項目的學生有什么變化嗎？

Julie：這個學年的英文增益項目剛開始不久，還沒有收集到反饋，但是我們去年的增益項目得到不少積極的評價。特別是上學期期末，家長們看到孩子能在那么多人面前用英文流利展示自己的學習成果展示都非常驚喜！而這些學生的MAP測試成績也在提高，比如大多數學生都有5到10分的提升。不僅如此，我們也看到，之前的增益項目學生為中學的英文學習做好了準備，并能在學習中幫助其他同學。

柳慧：短短一個多月，增益項目同學的變化令人驚喜。首先他們對中國歷史產生濃厚了興趣，思考問題時從開放度到批判性都進步明顯，比如4年級的同學提出：“一位帝王愛民如子到底是功還是過？” 其次他們表達自己更加自信，“增益教室里的問題沒有標準答案，每個人的想法都很寶貴！” 比如5年級一位同學大膽提出：“這位作家寫歷史人物傳記時表達了太多主觀情緒，真是太不應該了！”另外，他們的自學能力得到了提升。4年級同學完全靠自己觀看辯論賽、分享交流、制作海報等，厘清了一場復雜的辯論賽的全部流程；5年級同學在閱讀歷史書籍過程中通過做不同形式的讀書筆記大大提升了閱讀理解的深度與寬度！

張劍婷：我在參加增益項目的學生身上看的一種現象挺讓我欣喜的——他們能感受到這個項目的難度和挑戰，但是他們又不懼怕這樣的挑戰，而且樂于接受，還能享受克服挑戰之后的樂趣。從卷面的評估來說，他們的成績一定是提高的，當然我們不會單一看重卷面評估，我們更看重他們綜合執行一個數學項目的全方位能力的提升。

為介紹包括增益項目在內的支持服務，啟明星星爸星媽學院特意錄制了一期視頻《在啟明星，如何支持學生的個性化發展》，歡迎掃碼收看：

At Daystar, we strive to enrich the learning experience of every student.We work to ensure that this learning experience remains true to our teaching objectives while also corresponding to the individual characteristics of the students.

To this end, we do our best to provide appropriate resources—the Enrichment Program is one such resource.

Currently, the Daystar Sanlitun and Beigao elementary school campuses have Enrichment Programs for several subjects. These programs provide a deeper and broader learning platform for students who have the time and space to receive additional instruction. Let’s have a few of the teachers involved with the Enrichment Program introduce it to us:

What is the relationship between the Enrichment Program and classroom learning?

What kind of students are selected for the Enrichment Program?

How are the specialized lessons conducted?

Is the Enrichment Program the “fast learners’ class”?

Liu Hui

Elementary Chinese

EnrichmentProgram

Specialist,

Beigao Campus

Cimi Zhang

Elementary Math

EnrichmentProgram

Specialist,

Sanlitun Campus

Julie Simmons

Elementary English

EnrichmentProgram

Specialist,

Beigao Campus

Who is the Target Student for the Program?

Liu Hui: Daystar has always been focusing on differentiated teaching, and the Enrichment Program is part of that implementation process.In the Chinese classroom, we have observed that some students are able to quickly grasp the essentials and then have to wait for other students to finish. When this occurs, these students are left sitting there, and it’s pity for this time to go to waste. Through the Chinese Enrichment Program, we provide these students with a deeper and broader learning platform to help them expand their Chinese language learning.

評分：★★★★☆

分類：劇情 / 犯罪

Julie:The purpose of the English Enrichment Program is to identify students who have reached or exceeded the level of learning in their grade.Then we provide them with opportunities to challenge themselves and do different things within the curriculum framework to deepen their understanding and capabilities.

Cimi:Some students who have progressed to the upper grades of elementary school excel in mathematics. Lessons taught as part of the regular curriculum may not be sufficient to satisfy their thirst for knowledge. That’s why we provide a more extensive learning platform for them in the form of the Math Enrichment Program.

Designing the Math Enrichment Program involves two approaches.The first is to delve deeper into the subject of mathematics, guiding students to study math in a more profound manner and enhancing their core math literacy. The second approach is to integrate math with other disciplines. For instance, we can combine it with social issues that need to be solved, which helps to broaden students’ perspectives.

Is the Enrichment Program Additional

Learning Task for Students?

Julie:My students who participate in the Enrichment Program also need to attend regular English Learning Acquisition (ELA) classes. I cover certain standards in the program, so the English teachers don’t need to repeat too much of the content with the students. Of course, I share my teaching plan to the English teachers ahead of time so that they will know what I’m teaching. This way, the Enrichment Program, is not an additional burden for the students.

In addition, in a sense, English classes and the Enrichment Program are integrated. We apply the standards and methods of the ELA classes and inquiry unit teaching to the Enrichment Program, but the program instruction goes deeper.For example, 5th-grade students learn expository writing by studying bibliographies in their regular class. The Enrichment Program takes it a step further. Students need to write annotated bibliographies to explain what literature is cited and why they cited that particular source, thus cultivating a higher level of critical thinking.

Liu Hui:The Chinese Enrichment Program requires participating students to put in more effort, but the learning objectives and methods of the program are consistent with those of regular classrooms. Just as in their regular classes, students must read texts, extract information, and express opinions. However, their learning and exploration topics are not limited to in-class materials. Instead, they are broader, deeper, and more challenging. For example, in a regular classroom, students may read an article and produce a summary of the main ideas in accordance with the teacher’s requirements. In an Enrichment Program classroom, the students may need to summarize a larger quantity of information or even a whole book.

Cimi:The Math Enrichment Program is not detached from regular classroom learning. Instead, the learning topics are based on those of the regular curriculum but provide a greater challenge.Students who participate in the Enrichment Program have already mastered the content taught in the regular classroom, so the program provides a more suitable and meaningful experience for them.

What Kind of Students are Selected

for the Enrichment Program?

Liu Hui:Our screening criteria are fair and transparent. We use multiple criteria to select students for the Enrichment Program. The screening criteria for the Chinese Enrichment Program mainly include: their score from the previous academic year’s Dongcheng Test; their level in Level Chinese , especially their non-fiction reading level; their annual writing evaluation; and,most importantly, their daily performance evaluation, which includes a comprehensive introduction from the main classroom teacher who has most recently taught the students.The reason we emphasize the importance of the teacher’s introduction is because the Enrichment Program poses challenges for students. They not only need to complete in-class assignment, but also need to participate in the Enrichment Program with punctuality and quality. At the end of the semester, they also need to present on their accomplishments in the Enrichment Program. With so many tasks in front of them, it’s important to assess whether they can handle the stress and pressure. In this regard, we highly respect the opinions of the main classroom teachers.

Julie:First, we get a preliminary list through screening MAP scores. We mainly focus on the green and blue bands, which account for approximately 12% to 15% of the total number of students in the grade. MAP scores, however, are not the sole determining factor for participation in the Enrichment Program. Next, we conduct further assessment to assesses students’ English fluency and accuracy, which helps me understand their comprehension levels, performance in understanding key ideas, and cognitive awareness. It also gives me an idea of how well they apply their academic skills to reading comprehension, as well as their ability to explain and reflect on the content. This helps me to better determine whether students will be able to handle the challenges of the Enrichment Program. Finally, I talk to their teachers to confirm their behavior and work ethic.That is to say, even if students perform very well academically, if their work ethic and attitude are not good, they may not be suitable for the Enrichment Program. This is the ultimate deciding factor in the selection process.

When selecting students for the Math Enrichment Program, we look at a lot of data, such as MAP scores, formative assessment scores, and teacher observations of students during class. In addition, students participating in the program need to complete assignments and participate in classroom activities. Because of this,we ask students to sign an agreement stating their commitment to completing basic tasks and activities as part of the Enrichment Program.

What Interesting Activities are Currently

Going on in Your Enrichment Program?

Cimi:In the Math Enrichment Program classroom, we design many different types of activities, such as exploring classic mathematical problems, conducting interesting mathematical experiments, and designing projects that integrate mathematical knowledge with other disciplines. Our 4th grade students have conducted experiments to determine the angle of a slide. What angle should the slide be to make an object placed on it slide the farthest? The answer is a 45-degree angle. Students found that the experiment results were different from their initial guesses. Why was this? This became a question we could explore and study in the classroom. For this topic, they not only faced math problems, but also problems regarding kinetic energy in physics. Another example is our 5th grade students who are studying the unit “Possibility”. In the Enrichment Program, we lead students in conducting relevant experiments, allowing them to experience the differences between theoretical probability and experimental probability. We also explore the classic Monty Hall Problem. Through these activities, students become increasingly interested in math and math-related problems in daily life, and their mathematical literacy also improves.

Liu Hui:The theme of this semester’s Chinese Enrichment Program is “Chinese History Day”. Students use history as a platform to enhance their language abilities. In class, we do brainstorming exercises, such as asking students to describe a character using a color or shape. The students’ minds are quite active. For example, some students used white to describe Li Bai, while others used sword and brush pen to describe Xin Qiji. Outside of class, we take students to debate competitions and plays to help them understand that there are many different perspectives and various forms used to express opinions. The presentation at the end of the semester is diverse, with some students giving a lecture-style analysis of Li Bai’s poetry while others use drama to depict the life of historical figures.

Julie:The theme for the 5th-grade Enrichment Program at Beigao elementary school this semester is “National History Day”. Students learn how to research, collect, analyze, and summarize information. Then they choose a “historical event that changed the world” that interests them. They also need to decide on a presentation format, which can be a paper, short documentary, website, or another type of presentation. Next March, we will go to Shanghai to participate in the National History Day competition with other international schools. We will present and explain our research results to the judges. Our goal is to be in the top two so that we will be eligible to participate in the global competition in the United States.

Have You Observed any Progress

in the Enrichment Students?

Julie:We just started our English Enrichment Program for this academic year, so we haven’t received any feedback yet. Last year’s program received a lot of positive evaluations. Especially at the end of last semester, parents were very happy and surprised to see their children showcase their learning achievements fluently in English in front of so many people! The MAP test scores for these students also improved. For example, most of the students’ scores have improved by 5 to 10 points. We have also observed that former Enrichment Program students are well-prepared for Middle school English learning and are able to help other students in their studies.

Liu Hui:In just over a month, the changes in students in the Enrichment Program are pleasantly surprising. Firstly, their interest in Chinese history has deepened, and they have made significant progress in their openness to ideas and thinking critically. For example, a fourth grade student asked the question, “Is it a merit or a fault for an emperor to love the people like his own children?” Secondly, they have become more confident when expressing themselves. “There are no standard answers to the questions in the Enrichment Program classroom, and everyone’s ideas shall be valued!” as a fifth grade student boldly put forward, “This writer expresses too many subjective emotions when writing historical biographies. It’s really inappropriate!” In addition, their ability to learn on their own has improved. For example, 4th grade students were able to break down the entire process of a complex debate competition on their own by watching debates, holding discussions, and creating posters. Fifth grade students greatly improved the depth and breadth of their reading comprehension by taking various forms of notes while reading history books.

Cimi:I am delighted to see a phenomenon among the students participating in the Enrichment Program—they can feel the difficulty and challenge of the program, but they are not afraid. Instead, they are willing to accept the challenges and enjoy overcoming them. In terms of assessments, their scores have definitely improved. Of course, we do not focus solely on assessments. We also focus on their comprehensive mathematical competency and ability.

Reminder:

Daystar Parents Academy has made a video entitled “How to Support Students' Personalized Development at Daystar Academy (Take Beigao Elementary School as an Example)”. The video introduces detailed information about Studentt Service including the Enrichment Program. Please scan the QR code to watch the video:

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