Project Catering for Individual Differences Building on Variation

Project: Catering for Individual Differences— Building on Variation CID(v) 2000 -2003 01 – 12 - 2003

Members Tripartite collaboration 01 – 12 - 2003

Research Team v Consultant: Prof. Ference MARTON v Principal Investigators: Dr. LO Mun Ling, HKIEd Dr. PONG Wing Yan, HKU v 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 01 – 12 - 2003

Partnership schools v St. Edward’s Catholic Primary School v S. R. B. A. C. Ho Sau Ki School Curriculum Development Institute v Attachment officers 01 – 12 - 2003

1. Our view of “Catering for Individual Differences” 2. Project goal 3. Methodology 4. Results & Impact 5. Conclusion 6. Insights & Recommendations Outline 01 – 12 - 2003

Our view of “Catering for Individual differences” 01 – 12 - 2003

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. 01 – 12 - 2003

Learning is always the learning of “something”. Objects of Learning 01 – 12 - 2003

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. 01 – 12 - 2003

Pupils’ different ways of seeing the object of learning will result in their different learning outcomes. 01 – 12 - 2003

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. 01 – 12 - 2003

What contributes to pupils’ incomplete ways of seeing? a) Some children bring with them intuitive ways of seeing which become obstacles for new ways of seeing as the two may be in conflict. 01 – 12 - 2003

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. 01 – 12 - 2003

What contributes to pupils’ incomplete ways of seeing? b) Some children fail to focus on the critical aspects of what is to be learnt. c) Some children have not been exposed to suitable learning experiences that make it possible for them to learn. 01 – 12 - 2003

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What are the critical conditions of catering for individual differences? a) Defining the object of learning v Is the teaching of this object of learning worthwhile? v How is it related to the goal of education? v What are the difficulties that pupils will encounter when learning it? v What must they have learnt before they can acquire this particular concept/skill? v How is it related to the rest of the topic that have been taught or will be taught later in the year? 01 – 12 - 2003

The idea of “Building blocks” Pupil A Pupil B 01 – 12 - 2003

Tides 潮汐 Seasons 四季 Moon Solar eclipse waxing Moon 日蝕 Lunar eclipse 月盈 waning 月虧 月蝕 Rotation & Revolution 自轉、公轉 Earth 地球 Rotation & Revolution 自轉、公轉 Sun 太陽 Moon 月球 01 – 12 - 2003

S 1: … whethere 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. S 2: 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. 01 – 12 - 2003

S 3: 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]. 01 – 12 - 2003

The “same learning outcomes” mean those important “building blocks” for pupils to progress in schools. 01 – 12 - 2003

What are the critical conditions of catering for individual differences? b) Identifying critical features of the object of learning v What causes pupils’ difficulties? v Where are the learning gaps? v What are the important aspects that pupils fail to attend to? 14/8 or 14/16 ? 01 – 12 - 2003

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） 01 – 12 - 2003

A: Q: A: Q: A: Ms. Wong said that water will leak out from the bag of ice when there is water vapour. It really did. … Will water leak out from the bag of ice? But it was in a plastic bag! … It’s like my bottle of drink I brought this morning, it was cold, and it also leaked. Let me ask you a question: Is there water vapour here? No… Yes. Why did you say “No” in the first place? Because I remembered what Ms. Wong said. Don’t try to memorise. Think on your own. …Is there water vapour in air? No…. I can see none. … Now, let me ask you again. Is there… water vapour? … What do you think? (Shaking head) No. You say “NO”. Why? Water vapour will disappear, and will change back to air. 01 – 12 - 2003

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? A 1: 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? … 01 – 12 - 2003

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. 01 – 12 - 2003

v 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. 01 – 12 - 2003

v 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. 01 – 12 - 2003

v 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. 01 – 12 - 2003

Goals of Education Objectives Object of Learning 1 Object of Learning 2 Discernment Critical Feature 1 Critical Feature 2 Pattern of variation Strategy 1, 2, 3 Outcomes (Theory of Learning and Awareness) 01 – 12 - 2003

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. 01 – 12 - 2003

Methodology Learning Study 01 – 12 - 2003

What is Learning Study? n “Learning Study” draws its inspiration from the systematic and intensive investigation by Japanese and Chinese teachers into particular lessons— “research lessons”. n It is a systematic process of enquiry into teaching and learning, employing action research methodology. 01 – 12 - 2003

n The primary focus is on an object of learning, not teaching methods. n It differs from a “Lesson Study” as described by Stigler and Hiebert (1999): It is theoretically grounded. 01 – 12 - 2003

Theoretical framework n The theoretical framework of variation is used to achieve the object of learning. n It is guided by three types of variation. 01 – 12 - 2003

Three types of variation V 1: Variation in pupils’ ways of seeing the object of learning V 2: Variation in teachers’ ways of dealing with the object of learning V 3: 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. 01 – 12 - 2003

Main steps in a Learning Study: 1) Choosing and defining the object of learning 01 – 12 - 2003

2) Ascertaining pupils’ prior knowledge and understanding of the object of learning Pre-lesson interviews Pre-test 01 – 12 - 2003

3) Planning and implementing the research lessons with using variation as pedagogical tool 01 – 12 - 2003

4) Evaluating the lessons Post-lesson interviews Post-test 01 – 12 - 2003

v Pre-test and Post-test are parallel in design, where appropriate assessment items are used. v Pre-test is used to collect useful information on pupils’ difficulties, for lesson planning. v Post-test is used to feedback on how well the plan was implemented and how it could be improved. 01 – 12 - 2003

5) Reporting and disseminating the results 01 – 12 - 2003

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? 01 – 12 - 2003

Specific research questions: 1) Can worthwhile objects of learning that serve as foundations to pupils’ learning be identified? 2) Can critical features of these intended objects of learning be found? 3) 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? 4) Are the participating teachers empowered to cater for individual differences using the three types of variation through engaging in Learning Studies? 01 – 12 - 2003

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. v 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. v 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. 01 – 12 - 2003

2. Teacher interviews Number of individual interviews conducted Year 01/02 37 Year 02/03 31 v Data collected: audio recordings and the subsequent transcription of each teacher interview. v Data analysis: a source for triangulation with the data collected in each Learning Study. 01 – 12 - 2003

3. Additional sources v 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. v Data analysis: a source for triangulation with the data collected. 01 – 12 - 2003

Results & Impact 01 – 12 - 2003

Three phases of the project: v Phase 1 : Exploration and preparation, 2000 -2001 Setting up an infrastructure to facilitate the project’s implementation v Phase 2: Development and consolidation, 2001 -2002 Enhancing teachers’ capability in running Learning Study cycles v 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 01 – 12 - 2003

Main Results: 1) Can worthwhile objects of learning that serve as foundations to pupils’ learning be identified? 2) Can critical features of these intended objects of learning be found? 01 – 12 - 2003

Example 1: P. 2 Mathematics v Textbook: Six types of Quadrilaterals 01 – 12 - 2003

Example 1: P. 2 Mathematics Object of learning: Features of a rectangle Vs parallelogram Critical Features: 1. 4 angles are equal in a rectangle; and 2. 2 pairs of opposite angles are equal in a parallelogram. v What was found to be most difficult for pupils? What is/are the opposite angle(s) of Angle A? A 01 – 12 - 2003

Example 2: P. 3 The colour of light v Textbook: 1. A rainbow consists of 7 colours (red, orange, yellow, green, blue, indigo and violet ). 2. The 7 colours can be focused to form white light 3. (sunlight). 01 – 12 - 2003

Example 2: P. 3 General Studies v What was found to be most difficult for pupils? Light ｘ Prism Magnifying glass Object of learning: Conceptual understanding of the relationship between white light (or sunlight) and the colours of a rainbow Critical Features: v The prism is only a tool used to split up the white light. v There is a direct relationship between white light and the rainbow. 01 – 12 - 2003

Main Results: 3) 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? 01 – 12 - 2003

Example 1: P. 3 General Studies The prism is only a tool used to split up the white light. Invariant Varying Soap bubbles A Prism Spraying water 01 – 12 - 2003

Example 1: P. 3 General Studies There is a direct relationship between white light and the rainbow. Varying Tools Invariant 01 – 12 - 2003

Light ｘ Magnifying glass (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? (a) White light will split into a spectrum. (b) A spectrum will be focused to form white light. 01 – 12 - 2003

Example 2: P. 4 General Studies Setting up a closed circuit 01 – 12 - 2003

Example 2: P. 4 General Studies Setting up a closed circuit Which of the following circuit(s) could successfully light up a bulb? 01 – 12 - 2003

Example 3: P. 2 Mathematics Part I: Constructing and exploring the common features of prisms and cylinders Varying Pupils’ constructions Correct and Incorrect Constructions/ features Invariant A given prism v What is discerned: characteristics of a prism 01 – 12 - 2003

Example 3: P. 2 Mathematics Part II: Categorizing three-dimensional objects Varying Prisms Non-prisms Common features of prisms 01 – 12 - 2003

Example 3: P. 2 Mathematics Total score= 8 The number of pupils who 01 – 12 - 2003

Example 4: P. 6 Chinese Part 1 A baby in the sun is like a seedling, can’t let you sway in wind and rain. [陽光中的寶寶如幼苗，難讓你在風裏搖，雨中飄。] A baby in the sun is like a weed, can’t let you sway in wind and rain. [陽光中的寶寶如野草，難讓你在風裏搖，雨中飄。] A baby in the war is like a seedling, can’t let you sway in wind and rain. [戰爭中的寶寶如幼苗，難讓你在風裏搖，雨中飄。] 01 – 12 - 2003

Part 2 The small boat is like the cradle of my babyhood 小船像我幼時的搖籃 Gently, tenderly 輕輕柔柔的 Swaying in a river 在河上搖晃 …… …… The small boat is like a swing that I like to play 小船像我愛玩的盪鞦韆 In an endless flow of water 在無盡的流域裏 Rocking higher and higher 愈盪愈高 01 – 12 - 2003

Part 2 The small boat is like the cradle of my babyhood 小船像我幼時的搖籃 In an endless flow of water 在無盡的流域裏 Rocking higher and higher 愈盪愈高 …… …… The small boat is like a swing that I like to play 小船像我愛玩的盪鞦韆 Gently, tenderly 輕輕柔柔的 Swaying in a river 在河上搖晃 01 – 12 - 2003

Part 2 Surface meaning: Deep meaning: • Subject—the motions of the small boat in different places • Subject—Different phases of life • Post-modifier—different phases of life • Post-modifier—the motions of the small boat in different places • Connotation 01 – 12 - 2003

Learning Outcomes: Pre- and Post-test results Task Pre-test Post-test Writing a poem with proper use of simile and in proper format 39% 71% n with proper use of simile 48% 73% n in proper format 70% 85% 01 – 12 - 2003

Pupil B (lower ability) Pre-test Post-test 01 – 12 - 2003

Pupil A (higher ability) Pre-test Post-test 01 – 12 - 2003

Additional analysis: HKAT—Chinese * * p < 0. 01 01 – 12 - 2003

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 01 – 12 - 2003

Main Results: 4) Are the participating teachers empowered to cater for individual differences using the three types of variation through engaging in Learning Studies? 01 – 12 - 2003

a. Teachers’ views of the project’s 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) 01 – 12 - 2003

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) 01 – 12 - 2003

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: ( ) 01 – 12 - 2003

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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. B. C. D. Leaking from the cold drink Coming from air Coming from the refrigerator Others, please specify. 01 – 12 - 2003

Pre-test Post-test A. Leaking from the cold drink 24. 27% 10. 68% B. Coming from air 37. 86% 68. 93% C. Coming from the refrigerator 31. 07% 18. 45% D. Others, please specify. 6. 80% 1. 94% 01 – 12 - 2003

c. Teachers’ understanding and use of 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) 01 – 12 - 2003

One person’s 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) 01 – 12 - 2003

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. It’s 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) 01 – 12 - 2003

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. 01 – 12 - 2003

Impact on School Development: v 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 Sch 1 0203) 01 – 12 - 2003

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 Sch 2 0203) 01 – 12 - 2003

Impact on School Development: v Schools’ future adoption of Learning Study School 1: A QEF project supporting Learning Study School 2: A major tool for school internal development 01 – 12 - 2003

It is often remarked that “education reform” could bring about school development. But I would say it is “lesson study” that nurtures the school’s culture, helps teachers to design curriculum, offers an opportunity for teachers’ professional development, and provides a blueprint for the school’s curriculum reform. …We will continue to treat this as a major item for school development. (NWL Sch 2 0203) 01 – 12 - 2003

Conclusion 01 – 12 - 2003

1) Can worthwhile objects of learning that serve as foundations to pupils’ learning be identified? 2) Can critical features of these intended objects of learning be found? 3) 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? 4) Are the participating teachers empowered to cater for individual differences using the three types of variation through engaging in Learning Studies? 01 – 12 - 2003

Can it be sustainable and transferable? 01 – 12 - 2003

Dissemination activities and their impact: v 10 seminars / workshops given to the partnership schools v 33 public seminars / workshops v 6 local / international conferences Ø 42 primary schools (PIPS, 2002 -2003) Ø 50 secondary schools (STEM, 2003 -2004) Ø 30 self-funding schools (e. g. QEF, 2003 -2004) 01 – 12 - 2003

Insights & Recommendations 01 – 12 - 2003

Bridge the gap between the reform goals and practice Build capacity for collegial learning Provide a context for peer review and classroom observation and conferencing Learning Study Empower teachers 1. Sensitize teachers to good lesson 2. 2. Learn subject matter better 3. 3. Develop “the eyes to see pupils” 01 – 12 - 2003

Major Recommendations: Bridge the gap between the reform goals and practice v Curriculum development to be based on research which takes into consideration how pupils learn v An evolutionary approach to schools’ curriculum making 01 – 12 - 2003

Major Recommendations: Build capacity for collegial learning Provide a context for peer review and classroom observation and conferencing v Learning Study as a model for building a learning community for staff development purposes. 01 – 12 - 2003

Major Recommendations: Empower teachers v Assessment for learning via the conceptual framework based on variation v 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. 01 – 12 - 2003

What is more… v More Learning Studies should be done to discover effective patterns of variations and how they can be applied in different subject areas. v 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. 01 – 12 - 2003

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