Sharing sessions of school-based action research on 'Response to educational research by teachers' professionalism - Learning by Doing'

Programme

'Responses to educational research – Learning by Doing'

Learning by Doing – teachers' responses to educational research

Traditionally, teachers tend to concentrate primarily on students' marks and rankings when evaluating the data of educational research. Factors affecting students learning effectiveness are generally neglected. How are data obtained in educational research related to teaching and professional development of teachers?

The magic of reading

Through critically reflecting on own teaching of reading, teachers experience changes in their belief and practices in the teaching of reading. By putting the new pedagogy into practice, they begin to grasp the reading strategies conducive to developing students' high order reading skills.

Expanding the reading horizons

In an attempt to stimulate students' interest in reading and to equip them with the ability to read independently, Chinese language teachers try out various reading strategies in their lessons. These strategies include: "story palm", "concept mapping", "thought provoking activity", and "question design". How do the teachers implement these strategies? What are the effects of these strategies on language learning?

Interaction between assessment data and practical knowledge in "Writing" classes

Reflecting on territory-wide assessment data, areas of weakness in students' writing were identified. Through collective reflection and critical inquiry in four cycles, authentic writing activities were designed to enhance students' writing skills in the identified areas. Practical knowledge was generated in the development process.

Learning by doing in Mathematics – problem solving in action

Large-scale educational research indicates that language plays a pivotal role in the learning of Mathematics. Forming themselves into a learning community, a group of teachers work together to identify the best way to initiate and promote interactive learning and to create space for students to express their understanding of Mathematical concepts by making use of the Mathematics problems.

Learning by doing – learning science through experiments

In order to guide students to acquire knowledge, scientific concepts and process skills, teachers use experiments to assist the students to learn the skill of problem solving through hands-on experience. The learning experience prompts teachers to reflect on their teaching.

Knowledge re-visited in the contexts of teaching and learning

The ability to ask intelligent questions is vital to knowledge generation. Teachers need to be challenged to ask questions from time to time. They are prompted to formulate questions, collect evidence, analyse data, and reflect on their learning experiences.