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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Page 108
... increase ) and Class 4A ( about 6.1 % increase ) respectively . This supports our claim that some children fail to learn not because of their innate ability but because they are not provided with learning experiences that enable them to ...
... increase ) and Class 4A ( about 6.1 % increase ) respectively . This supports our claim that some children fail to learn not because of their innate ability but because they are not provided with learning experiences that enable them to ...
Page 119
... increased in the post - test 6 No. of studies in which the increase in the mean score was significant 5 2000/01 6 2001/02 15 2002/03 Total 6 27 15 6 27 13 6 24 ( Please refer to Appendix 4 for more detailed information and result of the ...
... increased in the post - test 6 No. of studies in which the increase in the mean score was significant 5 2000/01 6 2001/02 15 2002/03 Total 6 27 15 6 27 13 6 24 ( Please refer to Appendix 4 for more detailed information and result of the ...
Page 129
... increase was observed in the third year of study approaching the norm ( the p value being smaller than 0.05 calculated using a one - tailed paired t - test ) . Also , there was a statistically significant increase in the average ...
... increase was observed in the third year of study approaching the norm ( the p value being smaller than 0.05 calculated using a one - tailed paired t - test ) . Also , there was a statistically significant increase in the average ...
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