1 The Chinese University of Hong Kong Development & Research Project Motivation and Models of Learning among Primary School Students in the Subjects of.

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The Chinese University of Hong Kong

Development & Research Project

Motivation and Models of Learning among Primary School Students in the Subjects

of Chinese, English and Mathematics

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Members of the Research Team

Principal Investigator: Prof. Wong Hin-wahChinese Subject

Ms. Chui Ching-ying, Mr. Ng Mau-yuen, Eric,Prof. Tong Choi-wai, Mr. Yeung Chi-kwan

English SubjectProf. Man Yee-fun, Evelyn, Mr. Sze Man-man, Paul

Mathematics SubjectMr. Lau Ying-chuen, Mr. Law Huk-yuenMr. Tang Kon-ming, Prof. Wong Ngai-ying

Researcher: Prof. Lee Chi-kin, JohnAssistant School Development Officer: Ms. Chu Ka-wing, JuliaProject Assistant: Ms. Ho Bik-yu, Beatrice, Ms. Yu Wing-sze, Taina

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Participating Schools

LKWSFL Wong Yiu Nam Primary School

CUHKFAA Thomas Cheung School

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1. Foreword—(1)

The focal point of this project is not only confined to the students’ academicachievements; we are more concerned aboutthe students’ maintenance of their interestand engagement in learning, and themultiplicity of their learning models.

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1. Foreword—(2)

The foci of the project centers round: Motivation and Models of learning Learning engagement Teacher empowerment Reflective teaching and Action research Professional development of teachers

and curriculum leaders Collaborative Partnership

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2. Views on individual differences

Each student is an individual different from all other students;

Over emphasis on pencil-and-paper exam results may neglect students’ effort;

Catering for individual differences is not solely to reduce the differences in test or exam results. Rather it is to lead students to find personal meaning in learning and to learn how to learn.

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3. Strategies in catering for individual differences—(1)

Concept and Goals

Our starting points are not the school organizational system or the structure of the curriculum. Instead, we begin with the status quo, with reality.

We believe that to analyze thoroughly the teaching problems in schools and consider theories about student motivations in learning will develop school teachers’ sensitivity to individual differences among students.

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3. Strategies in catering for individual differences—(2)

Strategy of development adopted: T: TaskA: AuthorityR: RecognitionG: GroupingE: EvaluationT: Time

(Epstein, 1989)

We aim at changing the present learning model, performance-goal orientation, to one of mastery-goal orientation.

Operational Mode of strategies

Enhancement of teachers’ motivation and models of teachingMaintenance of students’ learning motivation and models of

learning

Big Wheel

Individual Difference

Collaborative Partnership

Small Wheel

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Operational Mode of strategies

Workshop onTARGET model

Curriculum & Instructional LeadershipTeacher reflection & professional development

Teacher empowerment & Improvement of school culture

Collaborative Partnership:Build up Mutual Trust

Relationship among university, school & CDIRelationship between school & parents

Improvement in teaching Models

Big Wheel

Subject Meetings/ Workshops on Subject TeachingCore Group (on teaching and learning) Meeting

Interview with PrincipalsParents’ Meeting

Interview with Students & ParentsSchool-wide Dissemination

Consultants’ Meeting with CDI officers

Enhancement of teachers’ motivation and models of teachingMaintenance of students’ learning motivation and models of

learningIndividual Difference

Collaborative Partnership:Build up Mutual Trust

Relationship among university, school & CDIRelationship between school & parents

Improvement in teaching Models

Small Wheel

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5. Research Design

5 aspects of the study:

Study of the students Study of the teachers (including PSM(CD)s) Study of the principals Study of the parents Study of the researchers

Multiple channels and angles of observation to collect and analyze data (Table)

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6. Improvement in learning and teaching

Change in school culture

Individual to collaborative culture

Collective lesson planning, Peer lesson observation, etc. and the formation and development of the Core Group of Teaching and Learning

Improvement in subject teachingA wide range of various strategies are developed by teachers at two participating schools to enhance their teaching and learning.

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7. Research findings: Changes taking place in participants—Students(1)

Student questionnaire(refer to ER-p.16, 7.1.1. & CR-p54, 7.1.1.)

FindingsStudents’ self concept is generally high in the

first year. Then it tends to get slightly lower in the second and third year.

When students get to a higher form, they will encounter more difficult subject content, and their interest and motivation in learning and learning motivation will likely be adversely affected.

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7. Research findings: Changes taking place in participants—Students(2)

Student interview(refer to ER-p.17, 7.1.2. & CR-p.58-7.1.2.)

The topics of the first two interviews focus on dimensions of students’ experiences and impression of school life: how they see “going to school”, “attending class”, “homework”, “dictation”, “teachers”, “classmates” and “school”.

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7. Research findings: Changes taking place in participants—Students(2)

The interview data is summarized from two dimensions:

(1) How the students view learning (refer to ER-p.17, 7.1.2.1. & CR-p.59, 7.1.2.1.1.)

(2) How the students view their teachers (refer to ER-p.18-7.1.2.2. & CR-63, 7.1.2.1.2.)

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7. Research findings: Changes taking place in participants—Teachers(1)

Observations by the university researchers

Increase in taking the initiative in teaching Self-reflection Opening up the classroom and meeting

challenges Using research to enhance teaching and

professional development

(refer to ER-p.19, 7.2.1. & CR-p.64-7.2.1.)

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7. Research findings: Changes taking place in participants—Teachers(2)

Interviews with teachers: The “Changed” and the “Unchanged”

(refer to ER-p.20, 7.2.2. & CR-p.70, 7.2.2.)

Changes in teacher Changes in teaching model, beliefs, concepts about

teaching (refer to ER-p.24, 7.2.2.1. & CR-p.71, 7.2.2.1.)

Views on collaborative lesson planning (refer to ER-p.21, 7.2.2.1. & CR-p.77, 7.2.2.1. b)

Views on collaboration among teachers (refer to ER-p.22, 7.2.2.1. & CR-p.79, 7.2.2.1. c)

Views on teacher empowerment, teacher autonomy (refer to ER-p.23, 7.2.2.1. & CR-p.82, 7.2.2.1. d)

Views on reflective teaching (refer to ER-p.23, 7.2.2.1. & CR-p.84, 7.2.2.1. e )

Views on co-operating with parents (refer to ER-p.23, 7.2.2.1. & CR-p.84, 7.2.2.1. f)

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7. Research findings: Changes taking place in participants—Teachers(3)Reasons for the teachers’ changes

(refer to ER-p.24, 7.2.2.2. & CR-p.85, 7.2.2.2.) Students’ reactions and changes Collaboration among colleagues The leadership of subject leaders The support of university experts Identifying with the model TARGET The parents’ impetus The principals’ encouragement and support The mobilization of the whole school Some teachers are self-motivated To be answering the call of educational reform

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7. Research findings: Changes taking place in participants—Teachers(4)

Changes out of expectation (refer to ER-p.24, 7.2.2.3. & CR-p.89, 7.2.2.3.)

Teachers’ personal change and growth Materials-design with own efforts The project could reap quick returns Begin to realize that pressure can be

minimized if teachers are able to collaborate nicely and to achieve professional growth in due course.

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7. Research findings: Changes taking place in participants—Teachers(5)

The Unchanged (refer to ER-p.25, 7.2.2.5. & CR-p.91, 7.2.2.4.)

The curriculum content of some subjects is still packed;

Some teachers in the schools still do not accept reform;

Principals support the teachers strongly; Parents’ concern about their children.

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7. Research findings: Changes taking place in participants—Teachers(6)

Teachers’ personal growth(refer to ER-p.25, 7.2.2.5. & CR-p.93, 7.2.2.5.)

Enhanced understanding of the curriculum Raised teachers’ sense of autonomy over

the curriculum More active concern over students Increased team spirit More capable of designing learning activities More patient with students Increased confidence in teaching

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7. Research findings: Changes taking place in participants—Teachers(7)

Relationship between teachers’ personal growth and the development of the school: tightly interconnected

(refer to ER-p.26, 7.2.2.6. & CR-p.96, 7.2.2.6.)

Relationship between the project and the development of the schools: to hasten the overall development of the schools

(refer to ER-p.26, 7.2.2.7. & CR-p.97, 7.2.2.7.)

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7. Research findings: Changes taking place in participants—Teachers(7)

Problems and challenges faced by teachers(refer to ER-p.26, 7.2.2.8. & CR-p.97, 7.2.2.8.)

Not really know how best to help those students who are weak in learning ability or have great difficulties in learning learn with efficiency;

Not enough manpower or time Some teachers in the schools are still skeptical

about the efficiency of the project Really need help from “experts” in the relevant

field

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7. Research findings: Changes taking place in participants—Principals(1)

Interview with principals(refer to ER-p.27, 7.3. & CR-p.99, 7.3.)

Principal A(refer to ER-p.27, 7.3.1. & CR-p.99, 7.3. A-E)

Changes in the teachers perceived by the principal

Recognized that students can change teachers

Self reflection on the principal himself Continuation of the project in the school Problems and challenges

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7. Research findings: Changes taking place in participants—Principals(2)

Principal B(refer to ER-p.28, 7.3.2. & CR-p.104, 7.3. A-C)

Changes in the role of the principal Reflection on the principal’s role The Unchanged The attitude of the parents in co-operating

with the school

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7. Research findings: Changes taking place in participants—ParentsInterview with parentsParents’ perception of the teaching in the school and the students’ learning (refer to ER-p.29, 7.4. & CR-p.110, 7.4.)

Reasons for changing schools (refer to ER-p.29, 7.4.1. & CR-p.111, 7.4.) Views on subject teaching (refer to ER-p.30, 7.4.2. & CR-p.112, 7.4.) Changes in students (refer to ER-p.30, 7.4.3. & CR-p.113, 7.4.) New understanding of students’ homework (refer to ER-p.30, 7.4.4. & CR-p.114, 7.4.) Change in views towards dictation (refer to ER-p.31, 7.4.5. & CR-p.114, 7.4.) The understanding of the relationship between

reading and learning (refer to ER-p.31, 7.4.6. & CR-p.115, 7.4.)

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7. Research findings: Changes taking place in participants—Researchers

Interview with researchers(refer to ER-p.32, 7.5. & CR-p.129, 7.5.)

The understanding of the conceptualization of the project

The role of the project researchers The understanding of the entire project The experience gained in participating in the

project and its relevance to teacher education

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8. The dissemination of the project

To disseminate the experience of the project with CDI (refer to ER-p.34, 8.1. & CR-p.138. 8.1.)

Publication of monographs (refer to ER-p.34, 7.2. & CR-p.141, 8.2.)

Application of one participating school to join the Seed Project for the sake of experience-dissemination

(refer to ER-p.34, 8.3. & CR-p.142, 8.3.)

Presentation in 3 regions conference on Curriculum Leadership & Evaluation

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9. Conclusion—(1)

No educational problems can be solved by one party, so the concept of collaborative partnership becomes a bridge connecting educational theory and practice.

Teaching is an interactive process. This means not only that teachers and students interact. It also means interaction between school and family.

Learning by doing is a central tenet of the Project.

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9. Conclusion—(2)

Educational reform required time. Its effectiveness may not be measurable by quantification. On the long march to educational reform, wayfarers need to hold steady their educational principles, pay attention to students’ needs, be sympathetic to and have faith in teachers’ capacity. We need patience and persistence. It really requires the support and understanding of every stakeholder, indeed every citizen. That, too, is part of the true meaning of “No one is dispensable”.

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Theoretical consideration

1. Zeichner and Gore （ 1990 ） suggest that interface between individual teachers and their schools reveals a critical gap in our understanding of change. (Richardson, ed., 2001, 4th Handbook of Research on Teaching, p.929)

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Theoretical consideration 2. Effects of Teacher Change on Students.

Few studies of teacher change in either the individual or organizational literature move toward examining what happens to student learning when teachers change their practices. Within a community, student learning should be assessed longitudinally to determine the effects of teacher change on student learning over a number of years.(Richardson, ed., 2001,p.929)