For Each and Everyone: Catering for Individual Differences through Learning Studies
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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Making Use of Learning Studies to Cater for Individual
Trustworthiness of data
Impact of the project
Two Learning Studies
The Effect of Learning Studies on Student Learning
Empowerment of teachers
For Each and Everyone
Triangulation with the Hong Kong Attainment Tests
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Page 17 - ... that supports understanding, and that learning with understanding is important for the development of expertise because it makes new learning easier (ie, supports transfer). Learning with understanding is often harder to accomplish than simply memorizing, and it takes more time. Many curricula fail to support learning with understanding because they present too many disconnected facts in too short a time — the "mile wide, inch deep
Page 40 - ... the case study researcher typically observes the characteristics of an individual unit - a child, a clique, a class, a school or a community. The purpose of such observation is to probe deeply and to analyse intensively the multifarious phenomena that constitute the life cycle of the unit with a view to establishing generalizations about the wider population to which that unit belongs.
Page 134 - The understandings of the disciplines represent the most important cognitive achievements of human beings. It is necessary to come to know these understandings if we are to be fully human, to live in our time, to be able to understand it to the best of our abilities, and to build upon it
Page 20 - A common misconception regarding "constructivist" theories of knowing (that existing knowledge is used to build new knowledge) is that teachers should never tell students anything directly but, instead, should always allow them to construct knowledge for themselves. This perspective confuses a theory of pedagogy (teaching) with a theory of knowing.
Page 28 - By people in a group or an organisation becoming conscious of others' ways of thinking and experiencing different phenomena, each consciousness gets linked to others and a collective consciousness arises, richer, more inclusive and, under certain circumstances, more powerful than any singular consciousness or the sum of them.
Page 7 - ... What is the advantage of such an hypothesis? It can be illustrated in this way. Appearances are the same both for the man who accepts the Copernican hypothesis that the earth revolves round the sun and for the man who does not accept it or knows nothing of it. As far as appearances go, both men see the sun rising in the east and setting in the west. But the Copernican hypothesis accounts for facts which cannot be accounted for on the geocentric hypothesis. Similarly, the world appears in the...
Page 5 - Skemp (1971) argued about the case of mathematics learning: [Mathematics] is widely known to be an essential tool for science, technology, and commerce; and for entry to many professions. These are goals which motivate many adults to mathematics; but they are too remote to be applicable to the early years of school, when we first begin mathematics.
Page 19 - When some aspect of a phenomenon or an event varies while another aspect or other aspects remain invariant, the varying aspect will be discerned. In order for this to happen, variation must be experienced by someone as variation, (p.
Page 5 - To truly access the learners' perspective, we believe we have to ... ask learners what their experiences are like, watch what they do, observe what they learn and what makes them learn, analyse what learning is for them. (Marlon and Booth, 1997, 16) Furthermore, in order for children to experience "flow...