1 . Using cooperative learning in a small class environment: Successful experience of a primary school

Chan Kam Wing, The Hong Kong Institute of Education

Lee Mang Ching, Sung Tak School

2 . Collaborative learning in small group inquiry in science

So Wing Mui, Winnie, The Hong Kong Institute of Education

3 . Promoting inquiry-based learning through group work: Problems and possibilities

Po Sum Cho, The Hong Kong Institute of Education

4 . From objective to portfolio assessment of small class teaching and learning

Hui King Fai, The Hong Kong Institute of Education

5 . Adopting constructivist teaching approaches in small groups: Experiences of early childhood educators

Li Yuen Ling, The Hong Kong Institute of Education

Lim Swee Eng Audrey, The Hong Kong Institute of Education

6 . Teachers' discourses on teaching in small classes: Implications for professional development

Lai Kwok Chan, The Hong Kong Institute of Education

In the past few years, various countries and regions in the Asia-Pacific Region have taken initiatives to reduce class sizes with the aim to enhance the effectiveness of teaching and learning in classrooms. The objectives include supporting learning of individual students, catering for diversity and promoting teacher-student and student-student interactions. Nevertheless, the degree of success of these initiatives, to large extent, depends on whether teachers have changed mindsets and adopted appropriate strategies to maximize the benefits of small class teaching.

The objective of this symposium is to present the findings from studies of teaching and learning in small class environments undertaken by members of the newly established Centre for Research and Development in Small Class Teaching at the Hong Kong Institute of Education. The first session will focus on the effectiveness of pedagogies that have been commonly adopted in small class environments. Dr. Chan Kam Wing and Mr. Lee Mang Ching will present the experiences of implementation of cooperative learning in small classes in a primary school in Hong Kong, with a particular focus on increased interactions among students. Dr. So Wing Mui and Dr. Po Sum Cho will examine the strategies to facilitate inquiry learning in small class settings. Dr. So will discuss a small scale study to investigate the learning of science processes and science thinking, while Dr. Po will identify the major constraints and suggest possibilities in facilitating inquiry-based learning through group work in the teaching of the General Studies subject.

In the second session, Hui King Fai will examine the value of portfolio assessment in evaluating the learning outcomes of students in small classes. Tracing the transformation of early childhood settings in Hong Kong, Dr. Joyce Li and Dr. Audrey Lim will report how preschool teachers adopt constructivist teaching approaches through working in small groups. Dr. Lai Kwok Chan will summarize a study of teacher discourses on the practice of small class teaching and draw some implication for teachers’ professional development.

1 . Preparing teachers to cater for diversity in Hong Kong schools: Attitudes, concerns and confidence

Forlin Chris, The Hong Kong Institute of Education

Chong Stella S.C., The Hong Kong Institute of Education

Au Mei Lan, The Hong Kong Institute of Education

2 . Teachers’ attitude towards the Inclusive Education policy and the problems encountered in implementing inclusive education in Hong Kong primary schools

Tsui Kwok Tung, The Hong Kong Institute of Education

3 . Teachers’ intercultural sensitivity and the pedagogy of educating non-Cantonese Speaking students

Yuen Celeste, Y.M., The Hong Kong Institute of Education

This symposium consists of three presentations discussing the issues of teacher preparation and teachers’ responses to inclusive education as an educational change in the mainstream schools in Hong Kong. Traditionally, students classified as being in need of special education were placed in categorical special schools and educational settings. The change towards integration/inclusion of children with diverse needs in the mainstream classrooms since the 1990's has incurred new challenges to school teachers in Hong Kong. Teachers’ support and readiness for including children with diverse needs in their classrooms is crucial since they are in the front line position implementing any innovation at the classroom level. It is therefore necessary to understand both pre-service and in-service teachers’ attitudes towards inclusion, their knowledge of children with diverse needs, the strategies they used to help these children learn and the difficulties they encountered.

On teacher preparation, Forlin, Chong and Au conducted a survey on a group of postgraduate students taking a module on catering for diversity in September 2005. A four-part likert instrument was used to obtain pre- and post-data. The survey aimed to find out whether there were changes in teachers' attitudes, beliefs, and concerns following participation in a course of study.

Regarding in-service teachers’ response towards the inclusive education (IE) policy, Tsui and associates conducted a survey in 232 primary schools in Hong Kong. Among them 152 joined the IE programme while 80 did not. Teachers’ acceptance of and their perceptions on the effectiveness of the policy will be discussed and compared. Also, teachers were asked to choose and rate 5 major difficulties encountered in implementing the IE by whole-school approach from a checklist. Initial analysis indicates that multiple categories of students with special needs in the same class, lack of relevant professional (special education or IE) training and high student-teacher ratio were three major difficulties that most frequently chosen by the teachers.

In dealing with the needs of non-Cantonese speaking students with diverse cultural background inside mainstream classrooms, Yuen found that complaints of inadequate professional support and trainings were commonly reported by teachers. The study compares and discusses the intercultural sensitivity of both pre-service and in-service teachers. 103 pre-service teachers attending full-time postgraduate diploma in education programme and 386 in-service secondary school teachers participated in the Intercultural Development Inventory (IDI) questionnaire survey.

All the papers analyze the findings and draw implications for teacher professional development and training needs in Hong Kong.

1 . The Measurement of Mathematics Pedagogical Content Knowledge (MPCK)

Lim-Teo Suat Khoh, Nanyang Technological University

2 . Development of MPCK in Pre-service Teachers

Yeo Kai Kow Joseph, Nanyang Technological University

Cheang Wai Kwong

Chan Chun Ming Eric

3 . MPCK Variables Valued by Schools' Mathematics Department Heads

Chua Kwee Gek, Nanyang Technological University

Lim-Teo Suat Khoh , Nanyang Technological University

Ng Luan Eng

An important determinant of student learning is the quality of teaching which is, in turn, affected by teachers’ knowledge of discipline-specific pedagogy. Thus a clearer understanding of what constitutes Mathematics Pedagogical Content Knowledge (MPCK) and its development is crucial for improving teacher education courses. The three papers in this symposium will address different aspects of MPCK for primary teachers in Singapore.

The first paper entitled The Measurement of Mathematics Pedagogical Content Knowledge will describe an operational definition of MPCK in terms of four constructs and the development of an instrument to measure them. The items of the instrument were designed specifically to measure these constructs in the context of Singapore’s primary mathematics curriculum.

The second paper, Development of MPCK in Pre-service Teachers will examine the findings concerning the performance of a sample of pre-service primary teachers in the MPCK instrument. Comparison of the performance on 2 tests taken at the beginning and end of their Postgraduate Diploma in Education Programme provides information on the varying development of different MPCK constructs and mathematical topics during the programme.

While the MPCK operational definition was developed by teacher educators, practitioners’ views of what constitute important MPCK-in-action variables as displayed in teacher practices will provide an additional practical dimension to the understanding of MPCK. The third paper, MPCK Variables Valued by Schools’ Mathematics Department Heads, presents the quantitative and qualitative findings of a survey of primary schools’ mathematics department heads on their perceptions of the importance of various teachers practices in contributing towards effective mathematics teaching and learning.

1 . The Concepts and Logistics of the Course

Luk-Fong Yuk Yee, Pattie, The Hong Kong Institute of Education

2 . Personal Growth of Teachers

Shek Mei Po, Mabel, The Hong Kong Institute of Education

3 . Children in the School Systems

Lung Ching Leung, The Hong Kong Institute of Education

Cheung Suk Mee, The Hong Kong Institute of Education

4 . Children in the Family

Luk Fong Yuk Yee, Pattie, The Hong Kong Institute of Education

5 . Case Analysis-Integration of Counselling Theories , Skills and Current Issues

Yim Shui Wa, The Hong Kong Institute of Education

The educational reforms started in the 1990’s in Hong Kong have created lots of stresses and strains for teachers in Hong Kong. This symposium presents the design and the implementation of a pilot five-week block release refresher teacher development course for primary school teachers in Hong Kong, namely “ Personal Change of Teachers in the Face of Change”, which attempts to address the changing roles and identities of teachers as a response to rapid societal changes. The authors argue that this course could be a suitable model for teacher development in the era of educational change. Suitability of such a course development model to other places would be discussed.

The symposium will be divided into five papers. The first paper, “The concepts and logistics of the course” provides an over view of the design and the implementation of the course. The second paper “Personal Growth of Teachers” presents the “why” and “how” of “personal wellness” as the core for a teacher development programme. The third paper, “Children in the School Systems” presents the importance and the means of re-positioning oneself in the midst of changing and overlapping roles of teachers. The fourth paper, “Children in the Family System” highlights the new needs of children emerging from the changing family terrains and the resultant teachers’ roles. The fifth paper, “ Case Analysis-Integration of Counselling Theories , Skills and Current Issues” brings out how children’s problems are part and parcel of the societal system. At the same time, it also called for teachers to know the boundaries of when to intervene, when to withdraw and when to refer students making use of school and community resources.

Paper One: The Concepts and Logistics of the Course

This paper presents the overall aims, content, teaching strategies and assessments of the course. The core of this course is for teacher to reclaim his/her always evolving multiple identities. The main concept used is “self in contexts” which includes the understanding of the teacher’s and students’ selves and their interaction in the changing contexts of the family and school systems embedded in the changing society of Hong Kong. As such, it also uses a systems approach. The logistics of the course including course promotion, course duration, time tabling and management of the course will be discussed. It is important that curriculum design must synchronize with course management.

Paper Two: Personal Growth of Teachers

The purpose of this paper is to critique teachers’ personal growth experience through the group process. Much professional development for teachers is aimed at the mastery of technical skills and new knowledge emerging from the educational reform. For teachers, the change agents, personal growth is a core part of the professional development. The personal growth group assisted teachers to review their state and roles under the educational reform embedded in societal changes, to rebuild their vision and mission as the teaching professional in the new era, and to enhance their self-management skill and personal growth. This study adopted the action research design and qualitative data is collected to investigate the teachers’ personal experience in the group process. The new direction of teacher development program design and its implications will be discussed.

Paper Three: Children in the School Systems

The module aims at facilitating participants to re-position themselves in the midst of changing and overlapping roles of teachers and to cater the increasing diversified nature of the individual needs of students. The module contents concentrate on the implementation of principles and concepts of guidance in school through the Invitational Education, the changing multiple roles of teachers in relation to the whole person development of students, and awareness of the individual needs of students and strategies for helping them. The VMS method is designed to get participants’ feedback at the end of the module on their “valuable (V) learning experience in the module”, “the muddiest (M) point in the module” as well as “suggestions (S) for improvement”. Participants’ self-assessment reveals that they treasure the learning of this module and moreover, their feedback can contribute to the improve ment in content and pedagogy of teaching in next action cycle.

Paper Four: Children in the Family

This paper argues for the inclusion of the new needs of children emerging from the changing family terrains and the resultant teachers’ roles as a core part in a teacher professional development programme in the midst of rapid familial and societal changes. Family systems theories enhance teachers to understand their own families and their children’ families, enabling them to cope better both in their own home life and in their school work with children. Teachers reported better understanding of children and their problem behaviors using a “children in family system” framework. Many teachers describe “using a new lens” in looking at students after the completion of the module. Teachers also redefine their roles and boundaries while dealing with children from changing family situations and alternative family types. Relevance of such a module for a teacher professional development course in the midst of educational reform is discussed.

Paper Five: Case Analysis – Integration of Counselling Theories, Skills and Current Issues

Life in Hong Kong has been changing rapidly for the past two or three decades. The changes are visible in many areas, including social values, politics, technology, family structure, work pattern, life style and educational standard. How do the Hong Kong children react to all these rapid changes? They need more situation-oriented, individual guidance. As s chool children problems handled by teachers are increasingly more complex, very often embedded in changing societal contexts.  Our teachers need renewed skills and knowledge, a more analytical approach and wider sharing of good practices to cope effectively with their daily work.

The course on 'Case Analysis' - Integration of Counselling Theories, Skills and Current Issues bring out different case issues that faced by the teachers such as children psychological and mental problems, behavioral, study, family, crisis and trauma problems. Throughout real cases illustration, the teachers were able to understand more on the reasons behind the problems, their roles and boundaries to help the children, as well as how to make referral by using school and community resources.

從系統評核與新初中一生成績編班試的學科測驗對香港教育的衝擊談起 ……

顏 明仁 , 香港教育學院

蔡 國光 , 教育評議會

張 志鴻 , 香港資助小學校長會

葉 錦元 , 香港中學校長會

李 少鶴 , 香港初等教育研究學會

儲 富有 , 香港津貼中學議會

蔡 楷俊 , 津貼小學議會

香港小學已有一段時間不用參與高風險的公開考試，可惜有兩個關鍵及具威嚇性的評估：系統評核和初中一生學科測驗卻出現了。系統性評核由 2004 / 05 年度於小三和小六年級進行，而中一生學科測驗評估則在 2006 年 7 月進行，這兩項考試對香港學校教育的生態發展造成了變化。我們的小學生將無可能不再操練考試，再追隨中學生一起做評估的練習。

系統性評核緊隨有巨大壓力的學校外評施行，再加上人口縮減，大量新的學校和直資學校引入後，教育變得更為市場化，主流的官津補學校均面臨巨大壓力，學校受到能否生存的威脅。雖則教統局重申系統性評核只用作學校改善之用，然而，教統局也強調會考慮把做得不好的學校公佈，讓家長得知。系統性評核就可能變成縮班或殺校的理由，學校將無可避免要強化學生為評估而做的準備。

另一個學校面對的威脅是新中一生學科測驗的引入。這本是為所有升中一學生而設的編班試。學生要憑藉最近兩年的平均成績，用作就讀學校分配中學一年級學額的依據，而且這成績影響的是兩年後考生的學弟和學妹的升中一機會。小學為了取得更好的升中學位，將無可避免加強為參加這考驗的操練。我們開始看到坊間出現中文、英文和數學的補充在學校書單中。而且，更有學校設定短期、中期或長期的目標，要求教師提升預期的學業成就。

香港初等教育研究學會和教育評議會於 2006 年初，合作調查了 1173 名教師對系統性評核的意見，發現 94 % 受訪者認同系統性評核帶給學生壓力，師長和家長認同這無法使快樂學習變成可能，學校也必要為學生加強操練評估。 80 % 受訪者同意這評估干擾了正常的教學和學習，學生用了很長的時間加強口言測驗。 75 % 受訪者懼怕系統性評核變成教統局的殺校工具。

從以上證據，這兩項考試經已干擾了學校的正常教學。我們的小三和小六學生，以至中學學生，面對強大的考試壓力，而小六學生更要在一年之內面對三項評估，包括學校內評估、交分給教統局，跟著的系統評估和 7 月舉行的新中一生學科測驗。

評估有多種面相的功能，我們要對其原理、目的、實施用在教育上的評鑑和測量加以理解才是。作為教師，我們珍惜評估是蒐集信息，用以改善學習和提供的課程用途。評估能用作問責和改善學生學習之用。但是在師生均埋身於高風險評估下，他們那有能力和空間回應教育改革，在八種學習領域有發展和培養九種共通能力呢？