Small class teaching and the inclusive philosophy behind it as a catalyst: A case of school revival

Kam Wing Paul CHAN, Yiu Nam Daniel TANG, Kwok Chan LAI, Ka Chun NG

Research output: Other contribution

Abstract

The aim of the seminar is to share with colleagues the success of a project on the inclusive philosophy behind Small Class Teaching (SCT) as a catalyst for teacher development and school improvement that have contributed to a successful turnaround of a school which was on the brink of closure to one that is now recognized by the local community for its quality of education. To begin with, professional support in the form of workshops on cooperative learning, collaborative lesson planning, lesson observation and the inducing of changes to the learning environment, were provided by The Centre for Development and Research in Small Class Teaching (The Centre) to empower the teachers involved to use SCT as a facilitator in optimising their pupils’ learning. In return, the principal and teachers of the school contributed to knowledge transfer by sharing their experiences on the Teachers’ Professional Development Days organized by The Centre and at Small Class Teaching symposiums in Mainland China. The project has not only enhanced the effectiveness of implementing SCT in the School, but has also had wider policy implications since the government began to implement SCT in local primary schools in 2009/10. Copyright © 2010 The Hong Kong Institute of Education.
Original languageEnglish
Publication statusPublished - Jan 2012

Citation

Chan, K. W., Tang, Y. N., Lai, K. C., & Ng, K. C. (2012, January). Small class teaching and the inclusive philosophy behind it as a catalyst: A case of school revival. Sharing sessions conducted at the knowledge transfer (KT) sharing sessions, The Hong Kong Institute of Education, Hong Kong, China.

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