Project

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Project Catering for Individual
DifferencesBuilding on Variation CID(v) 2000-20
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Members
Tripartite collaboration
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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

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Partnership schools

• St. Edwards Catholic Primary School

• S.R.B.A.C. Ho Sau Ki School

Curriculum Development Institute

• Attachment officers

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• Our view of Catering for Individual Differences
• Project goal
• Methodology
• Results Impact
• Conclusion
• Insights Recommendations

Outline
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Our view of Catering for Individual differences
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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.
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Learning is always the learning of something.
Objects of Learning
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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.
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Pupils different ways of seeing the object of
learning will result in their different learning
outcomes.
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Why pupils fail to learn in school?
Due to incomplete ways of seeing that they have
acquired of the object of learning, instead of
their lack of ability.
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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.

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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.
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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.

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?
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• ?

?
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?
?
?
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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?

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The idea of Building blocks
Pupil A
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Tides ??
Moon waxing ??
Solar eclipse ??
Moon waning ??
Seasons ??
Lunar eclipse ??
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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
calendarit 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.
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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.
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The same learning outcomes mean those important
building blocks for pupils to progress in
schools.
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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 ?
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QHave you ever taken out a can of coke from the
refrigerator? What happens on its
surface? AThere are some water droplets on its
surface. QWhere do these water droplets come
from? AThey come from the refrigerator. QYou
mean they are brought out from the
refrigerator? (Pupil nodded)
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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 Its
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 Dont 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.
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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 Its 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 isnt there
water in planets with no air? Why do we have
water since we have air?
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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.
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• 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.
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• 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.
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• 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.

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Goals of Education
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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.
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Methodology
Learning Study
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What is Learning Study?

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

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• 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.

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Theoretical framework

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

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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
variationvarying certain aspects of the object
of learning while keeping the others invariant,
to highlight its critical features.
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Main steps in a Learning Study

• Choosing and defining the object of learning

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• Ascertaining pupils prior knowledge and
  understanding of the object of learning

Pre-lesson interviews
Pre-test
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• Planning and implementing the research lessons
  with using variation as pedagogical tool

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• Evaluating the lessons
• Post-lesson interviews

Post-test
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• 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.

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• Reporting and disseminating the results

??
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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?
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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?

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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 Study to draw
  insights on and to address the research question.

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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.

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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.

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Results Impact
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Three phases of the project

• Phase 1 Exploration and preparation, 2000-2001
• Setting up an infrastructure to facilitate the
  projects 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

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Main Results

• 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?

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• Example 1 P.2 Mathematics
• Textbook Six types of Quadrilaterals

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Example 1 P.2 Mathematics
Object of learning Features of a rectangle Vs
parallelogram

• Critical Features
• 4 angles are equal in a rectangle and
• 2 pairs of opposite angles are equal in a
  parallelogram.

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• Example 2 P.3 The colour of light
• Textbook

• A rainbow consists of 7 colours (red, orange,
  yellow, green, blue, indigo and violet ).
• The 7 colours can be focused to form white light
• (sunlight).

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• Example 2 P.3 General Studies
• What was found to be most difficult for pupils?

Prism
Object of learning Conceptual understanding of
the relationship between white light (or
sunlight) and the colours of a rainbow

• Critical Features
• The prism is only a tool used to split up the
  white light.
• There is a direct relationship between white
  light and the rainbow.

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Main Results

• 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?

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Example 1 P.3 General Studies
The prism is only a tool used to split up the
white light.
Invariant
Varying
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Example 1 P.3 General Studies
There is a direct relationship between white
light and the rainbow.
Varying
Tools
Invariant
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(1) When white light passes through a prism, what
can be seen? (2) When a spectrum passes through
a magnifying glass, what can be seen?

• White light will split into a spectrum.
• A spectrum will be focused to form white light.

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Example 2 P.4 General Studies
Setting up a closed circuit
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Example 2 P.4 General Studies
Setting up a closed circuit
Which of the following circuit(s) could
successfully light up a bulb?
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Example 3 P.2 Mathematics
Part I Constructing and exploring the common
features of prisms and cylinders
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Example 3 P.2 Mathematics
Part II Categorizing three-dimensional objects
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Example 3 P.2 Mathematics
Total score 8
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Example 4 P.6 Chinese
Part 1
A baby in the sun is like a seedling, cant let
you sway in wind and rain. ?????????,???????,????

A baby in the sun is like a weed, cant let you
sway in wind and rain. ?????????,???????,????
A baby in the war is like a seedling, cant let
you sway in wind and rain. ?????????,???????,????

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Part 2
The small boat is like the cradle of my babyhood
Gently, tenderly Swaying in a river The small
boat is like a swing that I like to play In an
endless flow of water Rocking higher and higher
????????? ????? ????? ?????????? ??????? ?
???
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Part 2
The small boat is like the cradle of my babyhood
In an endless flow of water Rocking higher and
higher The small boat is like a swing that I
like to play Gently, tenderly Swaying in a river
????????? ??????? ???? ?????????? ????? ??
???
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Part 2
Surface meaning
Deep meaning

• Subjectthe motions of the small boat in
  different places
• Post-modifierdifferent phases of life
• Connotation

• SubjectDifferent phases of life
• Post-modifierthe motions of the small boat in
  different places
• Connotation

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Learning Outcomes Pre- and Post-test results
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Pupil B (lower ability)
Pre-test
Post-test
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Pupil A (higher ability)
Pre-test
Post-test
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Additional analysis HKATChinese



p lt 0.01
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A sample of pupils who scored less than 80 in
standardized score in 99/00
Number of pupils (among the 48) whose
standardized score increased or decreased by 01/02
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Main Results

• Are the participating teachers empowered to cater
  for individual differences using the three types
  of variation through engaging in Learning Studies?

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a. Teachers views of the projects approach to
catering for individual differences
by looking into pupils different ways of
understanding something... we were actually
catering for pupils of different abilities.
Pupils of lower abilities are often weak at
seeing things in a more comprehensive way. So, if
we can show them different ways of thinking, they
will be able to view things in a comprehensive
manner. (TJL TI 0203)
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b. Teachers understanding and use of assessments
We chose a certain topic, then we focused on that
specific topic in setting the pre-test, the
purpose of which was not for assigning marks to
pupils, but for collecting information (about
pupils understanding of the topic) this was
different from our practices in the past. But
setting pre-tests is quite a difficult job. (WWY
TI 0203)
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Example 1 P.1 Mathematics
Calculate the sum of the three digits given in
the box, and circle the two digits that you add
up first.
9 1 2
Answers ( )
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(No Transcript)
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Example 2 P.4 General Studies
Question Fanny places a cold drink on a table.
After a while, she notices that there are some
water droplets on the surface of the cold drink.
Where do these water droplets come from? Circle
the most appropriate answer. A. Leaking from
the cold drink B. Coming from air C. Coming
from the refrigerator D. Others, please specify.
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(No Transcript)
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c. Teachers understanding and use of the
theoretical framework
what we have achieved in these several research
lessons is that we were able to approach the
topic in a clear and specific way, unlike what we
did in the past while we only set the teaching
objective in a broad and general sense, for
example, how to develop pupils generic skills,
how to develop pupils learning. (CTF TI 0203)
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One persons wisdom is limited. What you can
think about would not be able to exhaust all the
pupils problems. If different teachers tried to
find out what difficulties their pupils would
encounter, making use of their collective wisdom,
then finding ways to deal with it, I find that
this is very helpful from the perspectives of
both pupils and teachers. (IMK TI 0203)
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The theory of variation not only enables us to
look at the problem from different perspectives,
both pupils and teachers can make use of
variation to examine a particular topic. For
example, squashing a rectangle changes it to a
parallelogram. We can compare the variations in
the diagrams similarities and differences in
properties. This theory can be put into practice
in different subjects. Its only a question of
whether you do it consciously or subconsciously.
If you do it consciously, you will strengthen the
use of it and be able to apply it a bit more
thoroughly. (CLP TI 0203)
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d. Teachers professional development within the
project

• They gained better knowledge of their pupils.
• They developed better understanding of the
  subjects they taught.
• They were willing to exercise professional
  judgment to adjust (or even to modify) the
  intended lesson plan in order to accommodate
  pupils variation in understanding during the
  lesson.
• They gained confidence in tailoring the
  curriculum
• They gained experience in being action
  researchers.
• They shared their experience and knowledge gained
  in public seminars.

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Impact on School Development

• Schools development within the project

The project help to enhance our teachers
confidence and professionalism. At the same time,
our school has also developed into a learning
organisation which is vibrant with the culture of
innovation and peer collaboration. (ISB Sch1
0203)
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This project widened the view of our teachers in
seeing individual differences not only in terms
of ability, but also in terms of pupils
different ways of experiencing and understanding
the world. This gives teachers a sense of success
and satisfaction. On the other hand, this has
led to the narrowing of the differences in
pupils learning outcomes, and pupils various
potentials being maximised. (LKH Sch2 0203)
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Impact on School Development

• Schools future adoption of Learning Study

School 1 A QEF project supporting Learning
Study School 2 A major tool for school internal
development
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It is often remarked that education reform
could bring about school development. But I would
say it is lesson study that nurtures the
schools culture, helps teachers to design
curriculum, offers an opportunity for teachers
professional development, and provides a
blueprint for the schools curriculum reform. We
will continue to treat this as a major item for
school development. (NWL Sch2 0203)
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Conclusion
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• 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?

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Can it be sustainable and transferable?
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Dissemination activities and their impact

• 10 seminars / workshops given to the partnership
  schools
• 33 public seminars / workshops
• 6 local / international conferences

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Insights Recommendations
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Learning Study
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Major Recommendations
Bridge the gap between the reform goals and
practice

• Curriculum development to be based on research
  which takes into consideration how pupils learn
• An evolutionary approach to schools curriculum
  making

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Major Recommendations
Build capacity for collegial learning
Provide a context for peer review and classroom
observation and conferencing

• Learning Study as a model for building a learning
  community for staff development purposes.

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Major Recommendations
Empower teachers

• Assessment for learning via the conceptual
  framework based on variation
• Learning study as a core component of any teacher
  education programmes, e.g. engaging in Learning
  Study at least once a year, and sharing their
  experience with other teachers.

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What is more

• More Learning Studies should be done to discover
  effective patterns of variations and how they can
  be applied in different subject areas.
• The tripartite partnership between the schools,
  the Curriculum Development Institute and the
  research team was considered a win-win option for
  all parties involved. This mode of operation is
  recommendation for future endeavours.

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End