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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

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
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
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
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
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
why do small class make a difference in the region

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?