For Each and Everyone: Catering for Individual Differences through Learning StudiesHong Kong University Press, 1 sept. 2005 - 188 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 ix
... Theory developed by Marton and his colleagues ( 1997 , 1998 ) as its theoretical underpinning . Thirdly , it viewed pupil diversity as a positive feature of schooling and not as a problem , such that catering for diversity was viewed ...
... Theory developed by Marton and his colleagues ( 1997 , 1998 ) as its theoretical underpinning . Thirdly , it viewed pupil diversity as a positive feature of schooling and not as a problem , such that catering for diversity was viewed ...
Page 3
... Theories regarding motivation are numerous and varied . The traditional behaviourist model explains motivation according to reinforcements experienced through stimulus - response reactions but fails to account for the observation that ...
... Theories regarding motivation are numerous and varied . The traditional behaviourist model explains motivation according to reinforcements experienced through stimulus - response reactions but fails to account for the observation that ...
Page 7
... theories has also added fuel to the debate regarding the effectiveness of various teaching arrangements , such as whole - class teaching versus individualized instruction , group discussion versus seatwork , small class versus large ...
... theories has also added fuel to the debate regarding the effectiveness of various teaching arrangements , such as whole - class teaching versus individualized instruction , group discussion versus seatwork , small class versus large ...
Page 9
... theory of pedagogy which is premised on our view of teaching and learning ; and finally , we explain how such a ... theories . What emerged is a conclusion that students do bring their own ideas and beliefs about the world ( especially ...
... theory of pedagogy which is premised on our view of teaching and learning ; and finally , we explain how such a ... theories . What emerged is a conclusion that students do bring their own ideas and beliefs about the world ( especially ...
Page 14
... theories , but they can also be associated with skills , attitudes , or values . Thus , an object of learning has two aspects : a general aspect and a specific aspect . The general aspect has to do with the capabilities we wish to ...
... theories , but they can also be associated with skills , attitudes , or values . Thus , an object of learning has two aspects : a general aspect and a specific aspect . The general aspect has to do with the capabilities we wish to ...
Table des matières
9 | |
Making Use of Learning Studies to Cater for Individual | 27 |
Trustworthiness of data | 38 |
The Effect of Learning Studies on Student Learning | 114 |
Triangulation with the Hong Kong Attainment Tests | 123 |
Drawing Insights from the Catering for Individual | 133 |
The way forward | 139 |
8 | 145 |
Appendix 1 | 151 |
Appendix 2 | 159 |
Appendix 3 | 162 |
Appendix 4 | 164 |
References | 169 |
Index | 175 |
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Expressions et termes fréquents
ability able academic achieving group analysis auction money auctioned prices average standardized score battery cater for individual 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 implementation 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 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
Fréquemment cités
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 20 - This confuses a theory of pedagogy (teaching) with a theory of knowing. Constructivists assume that all knowledge is constructed from previous knowledge, irrespective of how one is taught (Cobb.
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...
Références à ce livre
The Changing Role of Schools in Asian Societies: Schools for the Knowledge ... Kerry J. Kennedy,Zijian Li Aucun aperçu disponible - 2008 |