For Each and Everyone: Catering for Individual Differences through Learning Studies

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Hong Kong University Press, Sep 1, 2005 - Education - 188 pages
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This book describes a three-year research project which built on students' learning experience, and addresses the issue of individual differences in mainstream primary schools in Hong Kong. The Learning Study model described in this volume presents a view of learning which stems from a humanistic interest, and stresses on the possible "experiences" that the student has gone through in their learning process. This project went through cycles of action research in implementing, evaluating and modifying a lesson. A total of 29 Learning Studies were conducted and the results showed remarkable improvement in students' learning outcomes. Participant teachers also found the Learning Study model useful in their professional development.

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Lo, Pong, & Chik, 2005)
Your Bibliography: Lo, M., Pong, W., & Chik, P. (2005). For each and everyone. Hong Kong: Hong Kong University Press.


Building on Variation
Making Use of Learning Studies to Cater for Individual
Development and Impact
Two Learning Studies
The Effect of Learning Studies on Student Learning
Drawing Insights from the Catering for Individual
For Each and Everyone
Appendix 1
Appendix 2
Appendix 3
Appendix 4

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Page 7 - ... What is the advantage of such an hypothesis? It can be illustrated in this way. Appearances are the same both for the man who accepts the Copernican hypothesis that the earth revolves round the sun and for the man who does not accept it or knows nothing of it. As far as appearances go, both men see the sun rising in the east and setting in the west. But the Copernican hypothesis accounts for facts which cannot be accounted for on the geocentric hypothesis. Similarly, the world appears in the...
Page 5 - Skemp (1971) argued about the case of mathematics learning: [Mathematics] is widely known to be an essential tool for science, technology, and commerce; and for entry to many professions. These are goals which motivate many adults to mathematics; but they are too remote to be applicable to the early years of school, when we first begin mathematics.
Page 5 - To truly access the learners' perspective, we believe we have to ... ask learners what their experiences are like, watch what they do, observe what they learn and what makes them learn, analyse what learning is for them. (Marlon and Booth, 1997, 16) Furthermore, in order for children to experience "flow...

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