Six Principles of SCT (PPT_Version).pdf - Lesson 4 Small...

Lesson 4
Dennis, Fung Chun-Lok
Faculty of Education
The University of Hong Kong
[email protected]
1
Small Class Teaching and Six
Key Principles to Increase the
Effectiveness of Smaller Classes

1. What is ‘Small Class Teaching’ (SCT )
[5 keywords]?
2. What are the indicators of success for
small class teaching?
2

What is ‘Small Class Teaching’ (SCT)?
[5 Keywords]
3

The Role of Teacher in SCT
4

The Role of Teacher in SCT
5

6
Using a Framework of
Six Key Principles to Increase the
Effectiveness of Smaller Classes
Maurice Galton
Faculty of Education,
University of Cambridge UK

7
Six Principles to guide
improvements in practice
• Clear statement of learning objectives
• Extended questioning during whole class discussion
• More active pupil participation
• Increased cooperation between pupils by working in
pairs and groups
• Less use of corrective and more informing feedback
• More use of the assessment for learning approach
Whenever possible exploration precedes instruction and examples are
situated in contexts that are meaningful to the pupils

8
Justification for the Six Principles
1. Empirical: John Hattie’s meta analysis of
numerous studies shows that following
these principles results in considerable
gains in attainment .
2. Theories of learning (particularly social
constructivist ones) predict many of these
empirical findings, particularly the idea
that ‘talk drives learning.’

9
Six Principles
CURRICULUM
LEARNING
OBJECTIVES
PEDAGOGY
PUPIL
PARTICIPATION
PAIR/GROUP
WORK
QUESTIONING
FEEDBACK
ASSESSMENT
ASSESSMENT
FOR LEARNING

What is the meaning of
‘Knowledge’?
 Types of knowledge
 Objectivism (knowledge exists, accurate and precise,
true or false)
 Subjectivism (knowledge exists? subject to change,
self-interpretation)
 Constructivism (knowledge don’t exist, need to create
together)
 Creation of Knowledge
10

What is ‘Constructivism’ ?
1. Objectivism concerns the reality that operates away from any
conscious thought, judgement or feeling . It underpins positivism by
offering assurance of unambiguous and accurate knowledge of the
world (Crotty, 1998). Historically, the introduction of objectivism is
considered as a fundamental characteristic of a science (May,
2001)
--- Discovery, already exists ! (e.g. Science, Newton first law)
2. Subjectivism concerns nature and existence of every object
depends solely on someone's subjective awareness of it.
---- Perceive, maybe or not exist ! (e.g. Social Science, Feng Shui
風水 ) ( )
3. Constructivism concerns ‘reality and knowledge are socially
constructed’.
----- Create knowledge, not exist yet! (e,g, Hikikomori, 隱蔽青年 ,
reclusive teenagers)
()
Source:
global/feng-shui-lecture-
of-master-so-dvd-vol-1-
cable-tv-program-hong-
kong/1004488797-0-0-0-
en/info.html

12
FIRST Key Principle: Specifying
learning objectives
 Too often objectives are specified only in terms
of the content or task (e.g. To count in tens from
one to a hundred, to memorise the words of a
song/poem)
 Teachers need also to consider the purpose
behind these activities . Is it to facilitate problem
solving (counting), to aid comprehension
(recitation), etc?