Small Class Teaching in the East Asian Region.ppt

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 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,... 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) 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 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