For Each and Everyone: Catering for Individual Differences Through Learning StudiesMun Ling Lo, Wing Yan Pong, Pui Man Pakey Chik Hong Kong University Press, 2005 - 176 pages This book describes a three-year research project which built on students' learning experience, and addresses the issue of individual differences in mainstream primary schools in Hong Kong. The Learning Study model described in this volume presents a view of learning which stems from a humanistic interest, and stresses on the possible "experiences" that the student has gone through in their learning process. This project went through cycles of action research in implementing, evaluating and modifying a lesson. A total of 29 Learning Studies were conducted and the results showed remarkable improvement in students' learning outcomes. Participant teachers also found the Learning Study model useful in their professional development. |
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Résultats 1-3 sur 30
Page 46
... given quadrilateral . To these young students , all the three other angles in the quadrilateral " looked " opposite to the one given . This way of “ seeing ” angles in a quadrilateral would give these students a disadvantage in ...
... given quadrilateral . To these young students , all the three other angles in the quadrilateral " looked " opposite to the one given . This way of “ seeing ” angles in a quadrilateral would give these students a disadvantage in ...
Page 51
... given objects ( a triangular prism and a rectangular prism ) using plastic sticks and connectors . Next , groups of students were given a tool kit to construct a cylinder . The students then compared their constructions of prisms and ...
... given objects ( a triangular prism and a rectangular prism ) using plastic sticks and connectors . Next , groups of students were given a tool kit to construct a cylinder . The students then compared their constructions of prisms and ...
Page 54
... given sentence , i.e. , when the subject item is the third person singular ( “ he ” or " she " ) , " s / es " should be added to the verb . The lesson began with revision of the three professions taught in the previous lesson . Then ...
... given sentence , i.e. , when the subject item is the third person singular ( “ he ” or " she " ) , " s / es " should be added to the verb . The lesson began with revision of the three professions taught in the previous lesson . Then ...
Table des matières
Difference in learning outcomes and difference in motivation | 3 |
Conclusion | 21 |
The threeyear research project | 32 |
Droits d'auteur | |
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ability able academic achieving group analysis auction money auctioned prices average standardized score battery cater for individual Chik Chin P4 Chinese language Chinese poetry classroom closed circuit colour compared conception of price critical aspects critical aspects/features cycle demand factor difficulties dinosaur discern effect electric current English language example experience Ference MARTON flow focus focused group of students help students high-score group HKAT Hong Kong identified improve individual differences interviews intrinsic motivation knowledge learner Learning Study groups lesson plan Lesson Study light bulb low-score group Marton Math P1 mathematics mean score metaphors number of students object of learning observed paired t-test particular patterns of variation pedagogical Pong post-lesson post-test pre-test prism professional development purchasing power research lesson research team Scenario scientist's model simile structure subject matter supply teaching and learning Theory of Variation topic understanding water vapour white light whole group worksheet worthwhile objects