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_aMaurice, Galton, _eauthor. _91773 |
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_aLearning to teach small classes : _blessons from East Asia / _cMaurice Galton, Kwok Chan Lai and Kam Wing Chan. |
| 264 | 1 |
_aAbingdon, Oxon ; _aNew York, NY : _bRoutledge, _c2015. |
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| 300 | _a1 online resource (xii, 189 pages .) | ||
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_atext _btxt _2rdacontent |
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| 337 |
_acomputer _bc _2rdamedia |
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| 338 |
_aonline resource _bcr _2rdacarrier |
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_a"The justification for smaller classes has traditionally been that students can receive more individual attention and be provided with a curriculum that promotes student centred learning. However, in Asia where student engagement is generally over 90% in primary school classrooms, the focus of smaller classes is for teachers to increase the quality of their teaching, building on the already impressive levels of student engagement. Learning to Teach Small Classes comprehensively instructs teachers on ways they can utilise the advantage of a smaller class to its fullest potential. It works through different case studies and gives examples of successful classroom practice in each of the core subject areas (Chinese, English and Mathematics). Chapters include: - Setting Objectives, Asking and Answering Questions - Sustaining Successful Group and Pair Work - The Use of Feedback and Assessment for Developing Independence in Learning - Bringing it all together and Sustaining Effective Practice With questions for discussion and further suggested reading, this book is a invaluable resource for anyone involved in East Asian teaching and education policy"-- _cProvided by publisher |
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| 504 | _aIncludes bibliographical references and index. | ||
| 588 | 0 | _aPrint version record. | |
| 505 | 0 | _aCover; Half Title; Title Page; Copyright Page; Table of Contents; List of figures; List of tables; Preface; Part I Background: principles of small class teaching; 1 Small class teaching: the East Asian context; Background; Education reforms in East Asia; Demographic changes and class-size reduction in East Asia; Mainland China; Hong Kong; Singapore; Macau; Taiwan; Learners from Confucian heritage cultures; Alternative perspectives; Teaching and learning in the changing context of small class teaching; Research into small class teaching: the Hong Kong context; Challenges. | |
| 505 | 8 | _a2 Learning for teaching and teaching for learningWays of knowing; A framework for learning?; Learning as information processing; Learning as constructing and reconstructing knowledge; Socio-cultural contexts in learning; Teachers constructing their own learning of small class teaching; Learning as developing expertise; Linking learning with teaching; Teaching as transmission; Teaching for understanding; Cultivating thoughtful discourse; Dialogic teaching; The use of suitable wait times; Explaining why as well as how; A teaching framework for developing understanding. | |
| 505 | 8 | _aPart II Application of six principles to small class practice3 Setting objectives, asking and answering questions; The importance of identifying learning goals; Setting objectives in the affective domain; Asking pupils questions; Categorising types of questions; Extending questioning; Wait times; The architecture of classroom seating as an aid to discussion; Scaffolding questioning; Helping pupils to ask questions; 4 Sustaining successful group and pair work; Small class teaching and group work; Elements of co-operative learning; Composition of grouping; Issues arising from group work. | |
| 505 | 8 | _aTraining students for group workConclusion; 5 The use of feedback and assessment for developing independence in learning; Learning to learn; The importance of feedback; Assessment practice in Hong Kong primary classrooms; The meanings of assessment for learning; Assessment for learning and the key principles of small class teaching; Setting effective objectives is essential to assessment for learning; Assessing group work: a special case; What aspects of group work should be assessed?; Assessing individual contributions to group work; Assessing the group's contribution. | |
| 505 | 8 | _aProcedures for assessing group productivityPart III Implications for small class teaching in an East Asian context; 6 Bringing it all together and sustaining effective practice; Active participation and active learning: what do they mean?; Social and emotional learning; Creating a positive classroom climate; Changing classroom practice; Communities of practice; The Hong Kong experience: learning circles; The role of the school principal; Collecting evidence on which to judge classroom action; 7 Some questions, answers and a little bit of encouragement; Questions about the six principles. | |
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_aClass size _zEast Asia. _91774 |
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_aEducation _zEast Asia. _91775 |
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_aAcademic achievement. _2fast _0(OCoLC)fst00794949 _91780 |
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_aEast Asia. _2fast _0(OCoLC)fst01243628 _91783 |
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_aLai, Kwok Chan, _eauthor. _91784 |
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_aChan, Kam Wing, _eauthor. _91785 |
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_iPrint version: _aMaurice, Galton. _tLearning to teach small classes. _z9780415831529 _z0415831520 _w(DLC) 2014003305 |
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