Project: Catering for Individual Differences—Building on Variation CID(v) 2000-2003

1. Project: Catering for Individual Differences—Building on Variation CID(v) 2000-2003

2. Members Tripartite collaboration

3. Research Team • Consultant: Prof. Ference MARTON • Principal Investigators: Dr. LO Mun Ling, HKIEd Dr. PONG Wing Yan, HKU • Co-investigators (in alphabetical order): Dr. KO Po Yuk, HKIEd Dr. LEUNG Yuk Lun, HKU Ms. LO-FU Yin Wah Priscilla, HKIEd Ms. NG Fung Ping, HKU Dr. PANG Ming Fai, HKU

4. Partnership schools • St. Edward’s Catholic Primary School • S.R.B.A.C. Ho Sau Ki School Curriculum Development Institute • Attachment officers

5. Our view of “Catering for Individual Differences” • Project goal • Methodology • Results & Impact • Conclusion • Insights & Recommendations Outline

6. Our view of “Catering for Individual differences”

7. Trying to reduce the variation in learning outcomes of pupils in what they are supposed to learn, instead of to reduce the variation in abilities.

8. Learning is always the learning of “something”. Objects of Learning

9. What does it take to learn certain object of learning? To see the object of learning in new and meaningful ways such that knowledge acquired can be applied appropriately to new situations and to illuminate new phenomena.

10. Pupils’ different ways of seeing the object of learning will result in their different learning outcomes.

11. Why pupils fail to learn in school? Due to incomplete ways of seeingthat they have acquired of the object of learning, instead of their lack of ability.

12. What contributes to pupils’ incomplete ways of seeing? • Some children bring with them intuitive ways of seeing which become obstacles for new ways of seeing as the two may be in conflict.

13. Example 1: T: Guess what happens to the short hand when the long hand moves? S: The short hand will jump from one number to the next after the long hand moves a round.

14. What contributes to pupils’ incomplete ways of seeing? • Some children fail to focus on the critical aspects of what is to be learnt. • Some children have not been exposed to suitable learning experiences that make it possible for them to learn.

15. 已

16. 已 己 巳 已 己 巳

17. What are the critical conditions of catering for individual differences? • Defining the object of learning • Is the teaching of this object of learning worthwhile? • How is it related to the goal of education? • What are the difficulties that pupils will encounter when learning it? • What must they have learnt before they can acquire this particular concept/skill? • How is it related to the rest of the topic that have been taught or will be taught later in the year?

18. Pupil B The idea of “Building blocks” Pupil A

19. Rotation & Revolution 自轉、公轉 Rotation & Revolution 自轉、公轉 Sun 太陽 Earth 地球 Moon 月球 Tides 潮汐 Moon waxing 月盈 Solar eclipse 日蝕 Moon waning 月虧 Seasons 四季 Lunar eclipse 月蝕

20. S1:… whether there could be 12 solar eclipses in a year. I think it is possible for the Moon to pass between the Sun and the Earth once a month, since it revolves around the Sun. Although the Moon's orbit is tilted by 5 degrees, it is possible for a partial eclipse of the Sun to occur. Even the umbra or the penumbra is on the sea, we can still see it. …But it is stated on the website that solar eclipse only occurs twice a year, and I am not convinced. S2: But I think there should not be as many as 12 solar eclipses in a year. ... If the Moon were to pass through the same location every time it revolves, …say, on August 15 of the lunar calendar…it would be covered by the Earth, no Full Moon would happen. …The Moon should revolve like this, and sometimes, it has not yet arrived at that location, but this one. So, there should not be as many as 12 solar eclipses.

21. S3: Usually, I will not think of questions like “Is it possible for these two phenomena to happen at the same place?” Like what Ms. Kwong has raised just now, “Can we have Solar eclipse and Full Moon in the same day?” Very often, I will not consider both at the same time. Today, I recognized that it is impossible [for them to happen at the same time].

22. The “same learning outcomes” mean those important “building blocks” for pupils to progress in schools.

23. What are the critical conditions of catering for individual differences? b) Identifying critical features of the object of learning • What causes pupils’ difficulties? • Where are the learning gaps? • What are the important aspects that pupils fail to attend to? 14/8 or 14/16 ?

24. Q：Have you ever taken out a can of coke from the refrigerator? What happens on its surface? A：There are some water droplets on its surface. Q：Where do these water droplets come from? A：They come from the refrigerator. Q：You mean they are brought out from the refrigerator? （Pupil nodded）

25. A: Ms. Wong said that water will leak out from the bag of ice when there is water vapour. It really did. … Q: Will water leak out from the bag of ice? But it was in a plastic bag! A: … It’s like my bottle of drink I brought this morning, it was cold, and it also leaked. Q: Let me ask you a question: Is there water vapour here? A: No… Yes. Q: Why did you say “No” in the first place? A: Because I remembered what Ms. Wong said. Q: Don’t try to memorise. Think on your own. …Is there water vapour in air? A: No…. I can see none. … Q: Now, let me ask you again. Is there… water vapour? … What do you think? A: (Shaking head) No. Q: You say “NO”. Why? A: Water vapour will disappear, and will change back to air.

26. A: Actually, there is no water in air, but it is transformed from water. Q: What do you mean by “air being transformed from water” ? Do you mean water transforming into oxygen, carbon dioxide that we breathe in? A: Not carbon dioxide… Q: How about oxygen? A: It’s possible… Actually, there is hydrogen in air. Hydrogen rises up to the sky, they hit each other and turn into water. Water gathers to form a cloud and falls down when it becomes too large a cloud … Q: …Then, is there water vapour in air?A1: Yes. A： “Yes” and “No”. …Because if water is present everywhere in air, we will be drown. Water and air cannot mix… Q： …But the teacher just said that there is water vapour in air, and you believe it! A: Actually, … why isn’t there water in planets with no air? Why do we have water since we have air? …

27. The role of the teacher in catering for individual differences is thus to consciously structure learning experiences that help pupils to discern the critical features identified for the object of learning.

28. Pong and Morris (2002) The crux in having an impact on pupil learning actually lies in how teachers make specific content of learning available to pupils.

29. Marton and Tsui (In press) What the teachers focused on, what aspects were being varied and what aspects were being kept invariant could either constrain learning or make learning possible. It is more likely that pupils learn when it is possible for them to learn, than when it is not.

30. Gu (1991) after observing hundreds of classrooms in the Shanghai area for many years, arrived at the empirical conclusion that good classroom practices are characterized by particular patterns of variation in dealing with the objects of learning.

31. Objectives Object of Learning 1 Object of Learning 2 Discernment (Theory of Learning and Awareness) Critical Feature 1 Critical Feature 2 Critical Feature 1 Pattern of variation Pattern of variation Strategy 1 Strategy 1, 2, 3 Outcomes Outcomes Goals of Education

32. Project Goal We aimed at helping every child to learn what is worthwhile, essential and reasonable for them to learn in the school curriculum so that they can proceed in schooling.

33. Methodology Learning Study

34. “Learning Study” draws its inspiration from the systematic and intensive investigation by Japanese and Chinese teachers into particular lessons—“research lessons”. It is a systematic process of enquiry into teaching and learning, employing action research methodology. What is Learning Study?

35. The primary focus is on an object of learning, not teaching methods. • It differs from a “Lesson Study” as described by Stigler and Hiebert (1999): It is theoretically grounded.

36. The theoretical framework of variation is used to achieve the object of learning. It is guided by three types of variation. Theoretical framework

37. Three types of variation V1: Variation in pupils’ ways of seeing the object of learning V2: Variation in teachers’ ways of dealing with the object of learning V3: Variation as a pedagogical tool Conscious effort in creating patterns of variation—varying certain aspects of the object of learning while keeping the others invariant, to highlight its critical features.

38. Main steps in a Learning Study: • Choosing and defining the object of learning

39. Ascertaining pupils’ prior knowledge and understanding of the object of learning Pre-lesson interviews Pre-test

40. Planning and implementing the research lessons with using variation as pedagogical tool

41. Evaluating the lessons Post-lesson interviews Post-test

42. Pre-test and Post-test are parallel in design, where appropriate assessment items are used. • Pre-test is used to collect useful information on pupils’ difficulties, for lesson planning. • Post-test is used to feedback on how well the plan was implemented and how it could be improved.

43. Reporting and disseminating the results 報告

44. Main research question: Is it feasible to use Learning Study which is premised on the three types of variation to help catering for individual differences in mainstream schools?

45. Specific research questions: • Can worthwhile objects of learning that serve as foundations to pupils’ learning be identified? • Can critical features of these intended objects of learning be found? • Can teachers make use of pattern(s) of variation to help pupils of different abilities to grasp the critical feature(s) identified for their learning of a particular object of learning? • Are the participating teachers empowered to cater for individual differences using the three types of variation through engaging in Learning Studies?

46. Data collection and analysis: 1. Learning Studies A total of 29 Learning Studies were carried out in the subjects of Mathematics (14), Chinese language (11), General Studies (3), and English language (1), resulting in 29 research lessons. • Data collected: audio recordings and notes of the regular meetings, the lesson plans and video recordings of the research lessons, and the pre- and post-test papers completed by pupils, and/or recordings of pupil interviews. • Data analysis: A case study was built from the data collected in each Learning Studyto draw insights on and to address the research question.

47. 2. Teacher interviews • Data collected: audio recordings and the subsequent transcription of each teacher interview. • Data analysis: a source for triangulation with the data collected in each Learning Study.

48. 3. Additional sources • Data collected: i. the written feedbacks by some of the participating teachers, the school principals and the representative of CDI; and ii. the results of the Hong Kong Attainment Test in Chinese Language and Mathematics at Primary 4, 5 and 6 in the ` academic year of 2000/2001, 2001/2002 and 2002/2003 respectively to be provided by the ID evaluation team. • Data analysis: a source for triangulation with the data collected.

49. Results & Impact

50. Three phases of the project: • Phase 1 : Exploration and preparation, 2000-2001 Setting up an infrastructureto facilitate the project’s implementation • Phase 2: Development and consolidation, 2001-2002 Enhancing teachers’ capability in running Learning Study cycles • Phase 3: Capacity building and preparation for withdrawal, 2002-2003 Building capacity of the leaders so that Learning Study can take root in the schools