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Small Class Teaching in the East Asian Region

Small Class Teaching in the East Asian Region Discussant: Dr Magdalena Mo Ching Mok Department of Educational Psychology, Counselling & Learning Needs The Hong Kong Institute of Education 18 February 2004 Advancement and Expectation in the East Asian Region for Small Classes

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Small Class Teaching in the East Asian Region

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  1. Small Class Teaching in the East Asian Region Discussant: Dr Magdalena Mo Ching Mok Department of Educational Psychology, Counselling & Learning Needs The Hong Kong Institute of Education 18 February 2004

  2. Advancement and Expectation in the East Asian Region for Small Classes From minimum basic education to proficiency and quality education • Timeliness: International trend, new paradigm in the conception of learning, advancement in pedagogy, technological advancement, economic growth & stability, knowledge economy, low birth rate • Societal expectation: Shanghai, Japan, Taiwan, Korea, Macau, Hong Kong,...

  3. Making Policy Choices Cost-benefit Issues: • How to finance small classes & related expenses? • Is reducing class size the best alternative? “Number of teacher or quality of teacher” (Harris & Plank, 2000) East Asian Solutions: • Flexibility (Yaosaka, 2004) • Small class as a carrier; revolutionary changes in the conception of education (Mao, 2004) • Underpinnings of small classes (Chang, 2004)

  4. Evidence of Benefits of Small Classes(Chang, 2004; Mao, 2004; Yaosaka, 2004) Student level • Academic: engagement, learning, critical thinking & high level thinking, knowledge & understanding • Social & affective: participation (ADHD), interaction, sense of success, self-expression, discipline, absenteeism reduction Teacher level • Pedagogy: instructional strategies, curriculum, teaching materials, assessment & evaluation, learning culture • Professionalism:Capacity & perspective Classroom & School levels • Classroom atmosphere; environment, buildings & equipment, policy, planning & administration Societal level: more understanding

  5. Strategies of Small Class in East Asian Region (Chang, 2004; Mao, 2004; Yaosaka, 2004) Flexibility & Adaptive • flexible class size (local needs; curriculum needs; student needs, etc.) Individualised • individualised instruction, student-centred, accommodating different learning styles Multi-mode & multilevel • teaching approaches, teaching materials, assessment, media of teaching Innovative • Project Based Learning

  6. Pedagogy Vision Changes in the Teacher Capacity Morale Class Size Changes in student achievement Relations Changes in the Student Learning behaviour Social behaviour Changes in the classroom milieu Available learning resources Why Do Small Class Make a Difference in the Region?

  7. Thank you!

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