Theory of Variation argues that learning is always directed to a certain object of learning. Under each object of learning, there are many various aspects. Some of the aspects are more critical than the others. Failing to learning the critical features will stop students from mastering the object of learning. Therefore, in each Learning Study case, the research team first finds out students' prior knowledge and learning difficulties through pre-tests and pre-lesson interviews. Based on that, appropriate object of learning and its critical features are then identified. The intended object of learning is then enacted in classroom teaching and the lived object of learning is assessed through post-tests and post-lesson interviews. Very often the intended object of learning is revised and adjusted in different cycles of research lessons in order to achieve the best student learning outcomes. This paper illustrates how a group of in-service English Language teachers went through the systemic process of studying the intended object of learning, the enacted object of learning and the lived object of learning. It then discussed how such experience improves teachers' professional development in terms of developing better pedagogical content knowledge, learning to identify more appropriate object of learning and to teach the intended object of learning better with Theory of Variation.
|Publication status||Published - 2010|