如果把4、5年級學(xué)生完成2022-23學(xué)年年中英文MAP測試預(yù)設(shè)分?jǐn)?shù)的增長比作一場攀巖，那么大家可以看到，82%的學(xué)生攀上了比去年更高的高度，70%的學(xué)生更是提前到達(dá)了目的地！

與此同時，你會發(fā)現(xiàn)，這些學(xué)生的狀態(tài)并不緊繃，反而，他們放松又享受——因?yàn)樗麄冊谶m合自己的學(xué)習(xí)層級成長，同時又得到了剛剛好的輔導(dǎo)和支持。

個性化教學(xué)是啟明星對學(xué)生家庭的承諾。讓我們主要以英文和數(shù)學(xué)為例，來介紹三里屯校區(qū)在這些重要學(xué)科上的個性化教學(xué)是怎樣做的吧：

全年級一起上的英文大課

每個星期二上午8: 00，三里屯校區(qū)4年級3個班的所有學(xué)生都會參加80分鐘的英文個性化學(xué)習(xí)。

孩子們打破班級界限，按照學(xué)習(xí)需求分成若干組，分坐在不同的教室里，由英文老師、增益項(xiàng)目老師和預(yù)備老師進(jìn)行側(cè)重點(diǎn)不同的指導(dǎo)。

英文教學(xué)指導(dǎo)兼增益項(xiàng)目老師Nicole Shepard 守在教室外，隨時為各個課堂提供咨詢和支持。

英文老師Thomas Etherington指導(dǎo)學(xué)生學(xué)習(xí)詞的構(gòu)成，練習(xí)單詞的前綴、后綴等。

英文老師Adam Hough指導(dǎo)學(xué)生通過游戲Roll and Read練習(xí)高頻詞。

Erica Gasswint 老師指導(dǎo)4年級參加增益項(xiàng)目的學(xué)生閱讀英文版《地心游記》。這個項(xiàng)目剛剛開始，學(xué)生們根據(jù)小說相關(guān)信息拓展學(xué)習(xí)，完成了作者年表和相關(guān)地圖。

所有課堂都對標(biāo)學(xué)生的個性化需求。

“我們的目標(biāo)是滿足所有學(xué)習(xí)者的個性化需求，同時為每個人提供富有挑戰(zhàn)的學(xué)習(xí)內(nèi)容和任務(wù)。” Nicole Shepard老師說。

“學(xué)生們分組的依據(jù)不是水平高低，而是他們需要特別練習(xí)和掌握的某些技能，也就是說，分組是基于掌握某些目標(biāo)技能的需要而進(jìn)行的。比如，年中MAP測試結(jié)果顯示，一些孩子需要復(fù)習(xí)元音的使用和詞尾，他們就會接受 Sophie 老師的有針對性的指導(dǎo)……另一組學(xué)生掌握了所在層級的自然拼讀和解碼閱讀技巧，但是需要復(fù)習(xí)希臘語和拉丁語的詞根、比喻的用法和確定主題，那么他們就去Dean老師的小組，閱讀那些語言用法豐富的小說來復(fù)習(xí)和應(yīng)用這些技能……”

除了英文增益項(xiàng)目小組，其他所有小組都是流動的。每6周，老師們會根據(jù)MAP分?jǐn)?shù)和閱讀水平重新評估學(xué)生的需要進(jìn)行調(diào)整。

三里屯校區(qū)小而美的校園恰好成就了英文個性化教學(xué)的需求。“以4年級為例，4年級有3個班級，數(shù)量不多，但恰好能讓我們把3個班級的80分鐘英文課同時排在周二上午。這樣，所有4年級的英文老師、預(yù)備老師、語言支持老師、增益項(xiàng)目老師都能同時出現(xiàn)，在實(shí)現(xiàn)最大師生比的前提下，打破班級界限，把學(xué)生們分成盡可能多的小組，接受個性化學(xué)習(xí)指導(dǎo)。” 三里屯校區(qū)副校長吳晗介紹說，“在大規(guī)模的校園里，受場地和其他科目老師課表等因素所限，排課時間難以協(xié)調(diào)。另外，如果沒有足夠多的老師在同一時間進(jìn)入課堂，這樣精準(zhǔn)的分層實(shí)現(xiàn)起來是有困難的。”

在三里屯校區(qū)，英文的個性化教學(xué)涵蓋所有年級。除了在4、5年級提供80分鐘集中輔導(dǎo)，在1至3年級，老師們也提供針對性的支持，并組織學(xué)生進(jìn)行小組學(xué)習(xí)。

并不超綱學(xué)習(xí)的個性化數(shù)學(xué)課

三里屯校區(qū)的數(shù)學(xué)教學(xué)也提供個性化支持。比如在4、5年級，每周也會安排80分鐘大課，全年級學(xué)生按照需求分成3個組，由數(shù)學(xué)老師進(jìn)行個性化指導(dǎo)。

數(shù)學(xué)學(xué)習(xí)的知識點(diǎn)比較多，評估次數(shù)也頻繁一些，然而，也就是這些大小評估、作業(yè)情況、課堂表現(xiàn)等等細(xì)節(jié)，構(gòu)成了老師們觀察和判斷學(xué)生學(xué)習(xí)狀況的“坐標(biāo)系”。

“我們把學(xué)生分到某一組，并不取決于他的某一次考試成績，而是根據(jù)所有這些信息，根據(jù)他的成長趨勢。所以，幾乎每一次個性化課堂，對于數(shù)學(xué)增益項(xiàng)目以外的其他小組，我們都會考慮和微調(diào)學(xué)生的分組。”三里屯校區(qū)數(shù)學(xué)教學(xué)指導(dǎo)張劍婷說。

“比如在運(yùn)算單元，有的同學(xué)需要進(jìn)行運(yùn)算基礎(chǔ)知識與概念的復(fù)習(xí)和鞏固，有的同學(xué)需要對已掌握的知識進(jìn)行綜合理解和靈活運(yùn)用，有的同學(xué)可以挑戰(zhàn)解決更加復(fù)雜的實(shí)際問題。老師們會每周共同備課，討論每個孩子的學(xué)習(xí)情況，并針對他們各自的需求設(shè)計(jì)學(xué)習(xí)活動。” 張老師補(bǔ)充說，“我們的目標(biāo)不是輔導(dǎo)孩子超綱學(xué)習(xí)，而是根據(jù)國家課標(biāo)要求，通過教學(xué)上的調(diào)整，保證所有學(xué)生都在適合自己的水平上學(xué)習(xí)數(shù)學(xué)，拓展他們的數(shù)學(xué)思維。”

數(shù)學(xué)個性化學(xué)習(xí)的資料

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“所有學(xué)生都可以學(xué)習(xí)”

孩子的成長各有特點(diǎn)，也各有各的節(jié)奏，有些學(xué)生能輕松的先聲奪人，有些需要厚積，才能薄發(fā)。于是，在三里屯校區(qū)，個性化教學(xué)還包含一個更加細(xì)致的部分——學(xué)習(xí)支持老師Erik Gutiespi的工作。

“所有學(xué)生都可以學(xué)習(xí)”——這是Erik Gutiespi老師的信念。如果把課堂里的個性化教學(xué)實(shí)施比喻成一整套工程，他的工作就是尋找這套工程中那些不怎么順滑的點(diǎn)——也可能是工作方式，也可能是某些需要特別關(guān)注的學(xué)生，然后從專業(yè)角度提出建議，或者直接解決它。

“比如，我們有非常有天分的學(xué)生，他們學(xué)習(xí)的能力遠(yuǎn)在同年級水平之上。對于這樣的學(xué)生，我們常常需要關(guān)注他們的心理狀況，因?yàn)閷W(xué)習(xí)內(nèi)容不夠有挑戰(zhàn)，他們會覺得無聊。我就會和增益項(xiàng)目老師合作，一起研究怎樣把增益項(xiàng)目的內(nèi)容繼續(xù)延伸到適合這些學(xué)生的學(xué)習(xí)水平上。”

對于天賦型學(xué)生和需要特殊支持的學(xué)生，老師們都會制定只針對單個學(xué)生的支持計(jì)劃，并且告知家長。

作為專業(yè)支持教師，Erik在教學(xué)一線和管理層之間穿梭：每周，他會合中英文教師見面，討論個性化教學(xué)涉及的策略，比如4年級學(xué)生要學(xué)習(xí)英文詩歌單元，但是他們在詞匯方面還需要加強(qiáng)，Erik就和老師們決定先開展一些Mini課，幫助學(xué)生提前預(yù)備詞匯，這樣正式開始學(xué)習(xí)英文詩歌的時候，學(xué)生們就做好了準(zhǔn)備；

每兩周，Erik也會和管理層見面，這樣三里屯校區(qū)的管理團(tuán)隊(duì)便在宏觀層面，對個性化支持的策略和需求進(jìn)行討論，尋求解決的方案。

看，所有的學(xué)生都可以學(xué)習(xí)，只要以適合自己的節(jié)奏。

于是，我們在三里屯校區(qū)看到，孩子們在學(xué)習(xí)中不疾不徐，把學(xué)習(xí)自然而然地當(dāng)作生活的一部分，不是所以家長都期待在孩子們身上看到的狀態(tài)嗎？

If the expected scores of Grades 4 and 5 students on the 2022-23 mid-year English and Chinese MAP tests are likened to rock climbing, then82% of the students have climbed higher than last year and 70% have reached their goals ahead of schedule!

At the same time,we can see that our students are not at all nervous. Instead, they are relaxed and enjoying themselves—They are learning at a comfortable pace with proper guidance and support.

Daystar is committed to personalized learning. Let’s take a look at English and Math as examples of how we carry out personalized learning at our Sanlitun Campus:

Englsih Class Across Whole Grade

At 8:00 on Tuesday morning, three Grade 4 classes at Daystar Academy’s Sanlitun Campus are participating in an 80-minute session of individualized English learning.

Unlike most rigid classroom arrangements, students here are grouped in various classrooms according to different learning needs and getting individualized guidance from English, Language support and enrichment teachers and paraeducators.

Nicole Shepard, English Coach and Enrichment Teacher, is on hand to offer advice and support.

English teacher Thomas Etherington instructs students on word formation and monitors practice of prefixes, suffixes, etc.)

English teacher Adam Hough guides students through a “Roll and Read” game to practice high-frequency words.

Teacher Erica Gasswint guides Grade 4 students participating in the Enrichment Program to read the English version of Journey to the Center of the Earth. Students first expand their basic knowledge by drawing maps and completing a chronology about the author.

All classes are structured according to students' need.

“Our goal is to meet all learners where they are at, while still providing challenging and engaging content for everyone.” says Ms. Nicole Shepard.

“We divide the students into groups, not just according to their level, but also according to the skills they need to develop.In other words, classroom arrangement and learning materials are based on mastering certain skills at each level. For example, mid-year MAP test results show that some students need to review vowel usage and word endings, so they will get targeted guidance from Ms. Sophie. Another group has mastered phonics and decoding reading skills at their grade level, but they need to review and improve their knowledge of Greek and Latin roots, metaphors, and key themes. So, these students go to Teacher Dean’s group to read novels featuring richer language.”

Apart from the English Enrichment Program group, all other groups change regularly. Every six weeks, teachers reassess students’ needs and make adjustments based on learners’ MAP scores and reading assessments.

Our small and exquisite Sanlitun Campus is happened to meet the demand for individualized English teaching.“Take Grade 4 for an example: There are three classes in total, which is not a large number, so it allows us to schedule the 80-minute English classes for all three classes on Tuesday morning. In this way, all English teachers, paraeducators, language support teachers, and Enrichment Program teachers for Grade 4 can take classes at the same time.Such individualized learning guidance can be provided while maintaining the optimal student-teacher ratio by breaking the boundaries of classes and dividing students into as many small groups as possible,” explained Hannah Wu, Vice Principal of Daystar Academy’s Sanlitun Campus. “In large campuses, it’s not easy to coordinate schedules of teachers due to limitations in space and the schedules of various subject teachers. If we don’t have enough teachers at the same time, it’s hard to cater to students of different levels.”

At our Sanlitun Campus, we provide personalized English learning for all grade levels. In addition to 80-minute sessions in Grades 4 and 5, teachers also provide individualized support as well as group tutoring for students in Grades 1 to 3.

Math Class Expanding Mathematical Thinking

Daystar Academy’s Sanlitun Campus also provides individualized math learning support. For example, in Grades 4 and 5, we have 80-minute classes every week where students are divided into three groups based on their needs of targeted guidance from math teachers.

Math learning involves many knowledge points and more tests than other subjects. Tests, homework, and classroom performance thus lay the basis for teachers to judge the status of students’ learning.

“We divide students into groups, not based on their performance in a single exam, but on multiple and comprehensive assessment data. So, apart from the Math Enrichment group, we may change the groupings in almost every personalized session,” said Cimi Zhang, Math Coach at Daystar Academy’s Sanlitun Campus.

“For example, in the calculation unit, some students need to review and consolidate arithmetic fundamentals and concepts, some need to synthesize and apply their knowledge flexibly, and some can be challenged to solve more complex real-world problems. Teachers plan lessons together every week, discussing each student's academic performance and designing learning activities to meet their individual needs.” added Cimi.“Based on national curriculum requirements, we ensure that each student effectively learns the most appropriate knowledge for their level and expands their mathematical thinking.”

數(shù)學(xué)個性化學(xué)習(xí)的資料

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All Students Can Learn

Every student develops at their own pace. Some excel effortlessly, while others require more support. Therefore, at Daystar Academy’s Sanlitun Campus, individualized teaching also involves another very meticulous aspect—the work of learning support teacher Erik Gutiespi.

Erik Gutiespi believes that“All students can learn.”One way of approaching individualized teaching is for teachers identify risk points in any learning task—this could involve changing the teaching method or paying more attention to certain students.

“For instance, some of our students’ abilities are far beyond their grade level. We often need to pay special attention to their state of mind because they may get bored if the lesson content is not challenging enough. I work with Enrichment Program teachers to figure out how to extend the Enrichment Program to keep these talented students engaged.”

For gifted students and those in need of special support, teachers designed individualized support plans and keep parents updated about their child’s learning.

As an experienced learning supporter, Erik shuttles between teaching and management roles.

Every week, he meets with Chinese and English teachers to discuss personalized teaching strategies. For instance, if Grade 4 students have an upcoming English poetry unit but need to build up their vocabulary in advance, Erik and the teachers would design learning activities to first teach them important new words. This way, when the poetry unit begins, everyone can be well-prepared.

Every two weeks, Erik also meets with the management team of the Sanlitun Campus to discuss personalized teaching strategies and needs at a macro level, and seek solutions.

All students can learn effectively, as long as they receive targeted guidance and support.

Isn’t it every parent’s wish to see their children flourish in their education? At Daystar’s Sanlitun Campus, students learn at their own pace with personalized support and effective study becomes a fundamental part of their daily lives.

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