WEBVTT 00:00:00.000 --> 00:00:17.000 I'm sure today the most popular word is visible, right? 00:00:17.000 --> 00:00:22.000 And so in the afternoon let's have a visible discussion. 00:00:22.000 --> 00:00:26.000 So to make our discussion more visible, first of all, 00:00:26.000 --> 00:00:36.000 I'd like to share the purpose of the discussion with you. So as for the purpose of the discussion, 00:00:36.000 --> 00:00:43.000 firstly I'd like to recap what has been discussed in the morning session, and then let's have 00:00:43.000 --> 00:00:52.000 a reflection on our working experience, and also let's have a reflection on some of the features 00:00:52.000 --> 00:00:54.240 of education in Asia. 00:00:54.820 --> 00:00:58.440 And finally, I'd like to share my interpretation 00:00:58.440 --> 00:01:02.200 of some of the implications of the visible research. 00:01:02.680 --> 00:01:05.500 And then we'll have a discussion. 00:01:06.900 --> 00:01:12.540 So now, let's recap what has been discussed 00:01:12.540 --> 00:01:14.140 in the morning session. 00:01:14.140 --> 00:01:17.020 So what impresses you most? 00:01:17.480 --> 00:01:19.520 What surprises you most? 00:01:19.520 --> 00:01:24.520 or what can you apply the finding in your own working context? 00:01:24.520 --> 00:01:27.700 Now, could you please talk to the person next to you 00:01:27.705 --> 00:01:33.585 and to share your experience or your ideas and maybe we have one or two 00:01:33.585 --> 00:01:40.585 minutes for this topic okay so what impresses you most or you know what do 00:01:40.585 --> 00:01:48.285 you disagree or what do you agree etc I think from my understanding and what 00:01:48.285 --> 00:01:55.585 impressed me most is teach for example is about the teacher-student relationship 00:01:55.585 --> 00:02:00.745 you know and I used to be a teacher in high school and at university and I 00:02:00.745 --> 00:02:05.965 realized the importance to establish rapport between teachers and students 00:02:05.965 --> 00:02:10.465 okay and do you still remember the effect size of teacher students 00:02:10.465 --> 00:02:15.925 relationship and I think it's about point eight point seven eight right and 00:02:15.925 --> 00:02:21.465 another example I think comes from my daughter's experience you know so my 00:02:21.465 --> 00:02:29.645 My daughter told me in junior high or junior secondary school, and she didn't like MAPS 00:02:29.645 --> 00:02:32.205 and she was not good at MAPS. 00:02:32.205 --> 00:02:38.505 And the main reason is she didn't like her MAPS teacher. 00:02:38.505 --> 00:02:46.445 I think it surprised me and then I'm very excited to find the evidence to see teacher 00:02:46.445 --> 00:02:50.085 and student relationship is very important. 00:02:50.085 --> 00:02:55.405 And so, and what about some of the features in Asia? 00:02:55.409 --> 00:03:01.429 to think about what's happening in our working context and to decide whether we can apply 00:03:01.429 --> 00:03:07.029 the findings from visible research into our work in practice. 00:03:07.029 --> 00:03:13.789 I want you to have a small discussion on some features of the education in Asia in terms 00:03:13.789 --> 00:03:22.569 of curriculum or teaching, learning, assessment and evaluation or school management or parents. 00:03:22.569 --> 00:03:25.809 Would you please again talk to the person next to you 00:03:25.809 --> 00:03:29.129 and share your idea, what do you think about the features, 00:03:29.129 --> 00:03:33.129 some of the senior features in Asia, okay please. 00:03:35.129 --> 00:03:37.609 You can choose one of the aspects, okay, 00:03:37.609 --> 00:03:40.049 curriculum or teaching or learning 00:03:40.049 --> 00:03:43.629 or assessment or evaluation, what do you think? 00:03:43.629 --> 00:03:47.049 So what do you think, assessment or evaluation in Asia 00:03:47.049 --> 00:03:49.849 or what do you think the teaching? 00:03:49.849 --> 00:03:51.009 Any ideas? 00:03:51.009 --> 00:03:58.009 Okay, so let's share your ideas with your colleagues. 00:03:58.009 --> 00:04:01.009 Okay, let's come back. 00:04:01.009 --> 00:04:07.009 And I'm sure many changes have taken place in Asia, 00:04:07.009 --> 00:04:11.009 but still we got some problems in the area of education. 00:04:11.009 --> 00:04:16.009 And for example, take English teaching in Asia as an example. 00:04:16.009 --> 00:04:19.009 For curriculum, I think in most of the countries, 00:04:19.009 --> 00:04:23.109 so we follow a top-down strategy for the curriculum 00:04:23.114 --> 00:04:30.114 curriculum and actually most of the curriculum focus on language and skill rather than other 00:04:30.114 --> 00:04:39.114 rather general skills. For example teaching, so we encourage the teacher to teach more 00:04:39.114 --> 00:04:48.114 communicatedly and I think teacher, student-centred teaching is encouraged in Asia but still we 00:04:48.114 --> 00:04:55.114 still we can find in the classroom, we can find some mechanical teaching or we can find 00:04:55.574 --> 00:05:02.574 teachers focus most on grammar. And as for assessment and evaluation, I think testing 00:05:03.354 --> 00:05:10.354 to test is very popular in most of the countries in Asia. It seems that doing, preparing the 00:05:10.354 --> 00:05:20.034 preparing the test or working on the test or ask the student to do more mechanical exercise, 00:05:20.034 --> 00:05:22.994 we can say that everywhere. 00:05:22.994 --> 00:05:30.174 As for parents, I think most of the parents, especially in the Chinese community, most 00:05:30.174 --> 00:05:34.594 of the parents have very great expectation on their children. 00:05:34.594 --> 00:05:39.514 And many parents want their children to go to the best school and have the best job. 00:05:39.514 --> 00:05:43.674 That's the reality in Asia or in the Chinese community. 00:05:43.674 --> 00:05:46.434 And I think to solve the problems, 00:05:46.434 --> 00:05:50.814 we can't just base on our common sense or our experience. 00:05:50.818 --> 00:05:57.818 What we need to do is try to find some evidence or find some support from the research and 00:05:57.818 --> 00:06:03.818 that's very important for policy makers or for teachers or for principals. 00:06:03.818 --> 00:06:11.818 So here comes some implication from visible research and I think it's only my interpretation 00:06:11.818 --> 00:06:20.818 of the findings from visible research. I'm not going to cover all the areas of visible research. 00:06:20.818 --> 00:06:29.218 And I just want to focus on some very hot topics or some most debated issues in Asia. 00:06:29.218 --> 00:06:38.218 So, personally, I'm sure the findings from visible learning will have great impacts on our beliefs and behaviors. 00:06:38.218 --> 00:06:48.618 So, especially in terms of some for policy makers, for principals, for teachers, for students, and for parents. 00:06:48.618 --> 00:06:52.978 And let's see my interpretation. 00:06:52.978 --> 00:06:57.778 So from Deb's presentation this morning, I learned a lot. 00:06:57.778 --> 00:07:01.798 And then here I try to summarize some of the implications 00:07:01.798 --> 00:07:03.918 from the findings of the research. 00:07:03.918 --> 00:07:06.578 And firstly, for policy makers. 00:07:06.578 --> 00:07:10.238 So I think for policy makers, 00:07:10.238 --> 00:07:13.058 the implications lies in two aspect. 00:07:13.058 --> 00:07:16.718 The first is about assessment and evaluation. 00:07:16.718 --> 00:07:18.518 I think it's very important. 00:07:18.523 --> 00:07:27.443 And as Deb tells us, formative evaluation is very important in students' assessment practice. 00:07:27.443 --> 00:07:34.763 But as we can see, in all the documents, especially the documents issued by the educational department, 00:07:35.363 --> 00:07:41.363 so in different countries, we can see the term formative evaluation, actually. 00:07:41.803 --> 00:07:47.263 For example, in the National Curriculum Standard, we can see the term formative evaluation. 00:07:47.263 --> 00:07:52.963 But what does formative evaluation mean for you? 00:07:53.703 --> 00:07:57.243 So, I mean document is one thing, but practice is another. 00:07:57.643 --> 00:08:05.503 So many teachers realise the importance of give the student formative assessment, 00:08:05.763 --> 00:08:06.303 but how? 00:08:06.583 --> 00:08:11.623 They have no idea how to achieve the objective, okay? 00:08:11.983 --> 00:08:13.783 So here I think formative assessment, 00:08:13.783 --> 00:08:18.783 maybe we can use, for example, we can use the performance assessment, we can use the 00:08:18.783 --> 00:08:26.023 classroom assessment, we try to use the portfolio assessment, but in practice we seldom use formative 00:08:26.023 --> 00:08:33.023 assessment. But as we can see from the research and the effect size is very high, you know, 00:08:33.023 --> 00:08:39.023 so it's quite important. So I'm sure in the curriculum standard or in our policy making, 00:08:39.023 --> 00:08:42.023 and we have to highlight this aspect. 00:08:42.023 --> 00:08:44.783 And the second aspect is something to do 00:08:44.783 --> 00:08:46.223 with teacher professional 00:08:46.227 --> 00:08:52.867 development. As we can see from the research, this is a crucial component in our policy 00:08:52.867 --> 00:09:00.107 planning. And I'm sure in all the documents in all the countries in Asia, we do have some 00:09:00.107 --> 00:09:09.387 plans for teacher professional development. But how can we promote teacher professional 00:09:09.387 --> 00:09:15.827 development and what should we do in this area? I think we can draw some implications. 00:09:15.827 --> 00:09:21.827 For example, the first implication is about the classroom management skills. 00:09:21.827 --> 00:09:28.427 So normally speaking in Asia in the teacher training program we cover different areas. 00:09:28.427 --> 00:09:36.027 For example, the subject matter knowledge and the pedagogy thing and some other things 00:09:36.027 --> 00:09:42.627 like how to manage the classroom and how to solve the discipline problem and for example. 00:09:42.627 --> 00:09:48.847 But classroom management skills can be one of the key topics in our teacher training program. 00:09:49.407 --> 00:09:54.287 And for example, how to organize the class, how to organize group work or pair work, 00:09:54.487 --> 00:09:58.787 how to monitor the process of discussing, something like that. 00:09:58.787 --> 00:09:59.947 It's really important. 00:10:00.367 --> 00:10:04.307 But while teacher subject matter knowledge is less important, 00:10:05.007 --> 00:10:07.547 so according to the findings from the research. 00:10:07.907 --> 00:10:11.487 And here, I think I want to highlight is what I mean here, 00:10:11.487 --> 00:10:13.927 the teacher's subject of math and knowledge, 00:10:13.932 --> 00:10:24.372 to deep knowledge. It seems that we just teach very superficial things in the 00:10:24.372 --> 00:10:31.612 classroom, right? Especially at primary school or in junior high school, right? So 00:10:31.612 --> 00:10:40.172 maybe it's not a good decision to teach a lot deep knowledge in the teacher 00:10:40.172 --> 00:10:46.112 training program. Okay and then it's about the methodology. So when we plan the 00:10:46.112 --> 00:10:51.752 professional development program I think micro teaching is one of the most 00:10:51.752 --> 00:10:57.332 effective ways to promote teacher refresh and improvement. So what do 00:10:57.332 --> 00:11:01.892 what do we mean by micro teaching? I think this term is I think most of you 00:11:01.892 --> 00:11:06.212 are familiar with this term right? We try to ask the teacher to read you their 00:11:06.212 --> 00:11:10.292 lesson and then we have the discussion in a small group and they can have the 00:11:10.292 --> 00:11:17.832 refreshing so try to use that not so but in in in China for example in most of 00:11:17.832 --> 00:11:24.632 the teacher training program so I think we like to use a lecture style training 00:11:24.632 --> 00:11:29.772 right and the speakers stand here in the front and all the teachers just sit 00:11:29.772 --> 00:11:35.632 there and listen you know and no discussion no participation so here 00:11:35.632 --> 00:11:39.632 Here, micro-teaching, maybe we can try more. 00:11:39.632 --> 00:11:41.632 So, here I got a question. 00:11:41.636 --> 00:11:48.636 question is, maybe in the discussion part and then we can maybe touch this issue. Like 00:11:50.016 --> 00:11:55.956 for example, does teacher math knowledge have a significant and related effects on students 00:11:55.956 --> 00:12:02.956 in senior high school? So what I mean is in senior high school, so sometimes we have to 00:12:04.076 --> 00:12:11.076 teach deep knowledge rather than very surface knowledge. So that's it, we're in high school. 00:12:11.076 --> 00:12:13.176 So that's the question for you. 00:12:14.176 --> 00:12:17.936 Okay, and the second aspect is for principal. 00:12:17.936 --> 00:12:24.936 So from the findings, we can have some ideas 00:12:25.476 --> 00:12:28.456 about leadership style and school management. 00:12:29.296 --> 00:12:31.576 So leadership style is a hot topic here. 00:12:31.716 --> 00:12:33.956 I think this morning, so one of the participants 00:12:33.956 --> 00:12:37.536 has a question about the leadership style. 00:12:37.676 --> 00:12:39.576 So what's the difference between two styles? 00:12:39.576 --> 00:12:42.416 So principles are important of course, 00:12:42.416 --> 00:12:44.656 I think it's obvious for school development 00:12:44.656 --> 00:12:49.336 but instructional leadership has more significant effect. 00:12:49.336 --> 00:12:51.256 So from my understanding, 00:12:51.256 --> 00:12:55.716 I think instructional leadership is very popular 00:12:55.716 --> 00:12:58.016 maybe in China, so today. 00:12:58.016 --> 00:13:02.176 So I think from these findings, it does work 00:13:02.176 --> 00:13:04.816 and then maybe it leads to more effective 00:13:04.816 --> 00:13:06.496 students' achievement. 00:13:06.496 --> 00:13:09.336 So I think we can have further discussion 00:13:09.341 --> 00:13:15.961 leadership style later. So the second aspect is about school management. So from the findings 00:13:15.961 --> 00:13:24.961 we can learn something about the class size and the streaming students. So class size is 00:13:24.961 --> 00:13:33.481 really a hot topic or debated topic in Asia. So especially in the country such as China, 00:13:33.481 --> 00:13:35.841 So because we have very large population, 00:13:36.421 --> 00:13:39.281 normally we have a very, very big class size. 00:13:39.801 --> 00:13:44.581 And for example, some of the class has 60 students or even 70 students. 00:13:44.581 --> 00:13:49.561 But many teachers complain because of the big class size. 00:13:50.401 --> 00:13:53.341 My students have low achievement. 00:13:54.181 --> 00:13:55.161 So is it true? 00:13:55.641 --> 00:14:00.481 Actually, from the findings of the research, it's not true. 00:14:00.481 --> 00:14:05.721 So class size, big class size is not the main reason for learners' no achievement. 00:14:06.181 --> 00:14:11.401 From my understanding, teaching strategies are more important. 00:14:12.161 --> 00:14:17.481 And for example, if you teach a class of 60 students or 70 students, 00:14:18.341 --> 00:14:21.721 and then you have to learn how to organize group work or pair work, 00:14:22.081 --> 00:14:26.241 and you have to promote the communications between learners. 00:14:26.241 --> 00:14:29.741 So that's an issue we talk about. 00:14:29.741 --> 00:14:33.901 I think in China, so now, many schools try to 00:14:33.901 --> 00:14:37.041 promote the students' achievement 00:14:37.046 --> 00:14:39.386 by reducing class size. 00:14:39.386 --> 00:14:42.166 So think about that, think about this decision. 00:14:42.166 --> 00:14:44.426 Does it work or not? 00:14:44.426 --> 00:14:48.806 And the second is about streaming students. 00:14:48.806 --> 00:14:52.646 So it does not make big difference for learners' achievement 00:14:52.646 --> 00:14:56.026 when a school streams its students. 00:14:56.026 --> 00:14:59.806 So I think it's common for most of the schools 00:14:59.806 --> 00:15:02.946 in Asia or in China, you know. 00:15:04.166 --> 00:15:05.986 The school tend to stream the student 00:15:05.986 --> 00:15:08.086 according to their ability. 00:15:08.086 --> 00:15:11.166 So sometimes they have some class called, 00:15:11.166 --> 00:15:15.166 entitled key class, or the upper level class. 00:15:16.366 --> 00:15:18.826 But it's not good for the good student 00:15:18.826 --> 00:15:21.726 or the poor student to improve their achievement. 00:15:21.726 --> 00:15:25.726 So that's why many parents really want their children 00:15:28.226 --> 00:15:31.266 to go to the key class, we call it, 00:15:31.266 --> 00:15:35.066 the class with high ability students. 00:15:35.066 --> 00:15:38.486 But it doesn't work from the writing. 00:15:39.746 --> 00:15:42.966 I think another issue is if possible, 00:15:42.966 --> 00:15:46.566 and now we can talk about the school uniform command. 00:15:46.566 --> 00:15:50.466 So in many schools, all the students are required 00:15:50.466 --> 00:15:52.966 to wear uniform every day. 00:15:52.966 --> 00:15:56.966 So is it important for students achievement? 00:15:58.946 --> 00:16:03.566 So I read the book about visible learning research, 00:16:03.566 --> 00:16:04.746 and then, 00:16:04.750 --> 00:16:11.110 Hattie mentioned this issue, and I think it's a hot topic in Asia. 00:16:11.110 --> 00:16:17.550 So maybe we can do some research, or maybe we can express your ideas 00:16:17.550 --> 00:16:19.470 considering your working context. 00:16:20.570 --> 00:16:22.950 Okay, that's the second aspect. 00:16:23.310 --> 00:16:25.210 The third is for teachers. 00:16:25.950 --> 00:16:32.410 So for teachers, I think we can draw many, many implications from the research. 00:16:32.410 --> 00:16:37.130 So I try to categorize into three aspects. 00:16:37.390 --> 00:16:41.950 The first, we can learn something about teaching strategies and decision making. 00:16:42.570 --> 00:16:46.390 And the second part, we can learn something about professional development 00:16:46.390 --> 00:16:50.510 and the last teacher-students relationship. 00:16:50.510 --> 00:17:06.950 So from the research, we can learn about how to teach and what to teach. 00:17:06.950 --> 00:17:14.250 I just tried to select 14, which I think is relevant to our working context for you. 00:17:14.250 --> 00:17:18.410 So for example, about the teaching of problem solving 00:17:18.410 --> 00:17:22.410 school, so it's more effective for high school students. 00:17:24.130 --> 00:17:27.910 So if you teach at primary school, if you are principal 00:17:27.910 --> 00:17:32.450 of a primary school, so maybe you have a problem 00:17:32.455 --> 00:17:37.455 is less effective if you promote problem solving skills. 00:17:39.235 --> 00:17:41.355 And second, teachers are not expected 00:17:41.355 --> 00:17:44.175 to emphasize learning styles. 00:17:44.175 --> 00:17:45.955 So remember this morning, 00:17:45.955 --> 00:17:50.275 so we talked about matching learning style. 00:17:50.275 --> 00:17:53.415 Students, especially young learners, 00:17:53.415 --> 00:17:57.155 are encouraged to combine different learning strategies. 00:17:57.155 --> 00:18:01.755 Okay, for me, I think, so probably for young learner, 00:18:01.755 --> 00:18:06.175 especially for learners in primary school. 00:18:06.175 --> 00:18:11.175 So it's probable that they are so too young 00:18:12.915 --> 00:18:17.155 to think about learning style mentally, you know. 00:18:17.155 --> 00:18:21.695 So it's one of the issue I want to raise. 00:18:21.695 --> 00:18:24.195 And third, learners learn more effectively 00:18:24.195 --> 00:18:26.315 when working with peers. 00:18:26.315 --> 00:18:27.395 I think it's obvious. 00:18:27.395 --> 00:18:31.595 So we need more cooperation in classroom 00:18:31.595 --> 00:18:34.935 and good work and power is encouraged in class. 00:18:34.935 --> 00:18:38.215 So from the finding we can see good work 00:18:38.215 --> 00:18:41.875 will lead to greater achievement for the students. 00:18:41.875 --> 00:18:45.975 And again, lastly, and scaffolding is important. 00:18:45.975 --> 00:18:50.435 And we are encouraged to scaffold learning 00:18:50.435 --> 00:18:55.375 by providing learners with work examples and guidelines. 00:18:55.375 --> 00:18:56.675 I think this is important. 00:18:56.675 --> 00:19:00.155 In a classroom, sometimes we find the teacher just simply give 00:19:00.159 --> 00:19:05.099 some task to the student, but they never explain, 00:19:05.199 --> 00:19:06.799 they never give them instruction. 00:19:07.499 --> 00:19:11.279 So that's why sometimes students have very low achievement. 00:19:12.739 --> 00:19:14.739 Okay, another five strategies. 00:19:15.819 --> 00:19:18.319 So F is about feedback. 00:19:19.099 --> 00:19:22.899 So this one impressed me most as well. 00:19:23.639 --> 00:19:26.959 So feedback is very important to help the student understand 00:19:26.959 --> 00:19:28.859 their performance and what to do less. 00:19:28.859 --> 00:19:34.679 When we talk about visible learning, so we mean we want the student, we want to help the 00:19:34.679 --> 00:19:40.039 student to know where they are and where to go last. 00:19:40.039 --> 00:19:46.179 As teachers, if you don't give feedback to students, I think they have no way to understand 00:19:46.179 --> 00:19:50.179 what is happening in their learning. 00:19:50.179 --> 00:19:58.499 I think one of the examples that surprised me most is from a Chinese newspaper, I learned 00:19:58.499 --> 00:20:02.659 some of the primary school students were asked to 00:20:02.659 --> 00:20:06.279 do a lot of homework during winter holiday. 00:20:06.279 --> 00:20:09.579 So they complain a lot because as you know, 00:20:09.579 --> 00:20:12.679 we have the spring festival during the winter holiday. 00:20:12.679 --> 00:20:16.359 But they spend about one month on their homework. 00:20:16.359 --> 00:20:18.619 Finally, when they went back to school, 00:20:18.619 --> 00:20:22.059 what they receive is only two Chinese letters. 00:20:22.059 --> 00:20:25.579 Say, already read, . 00:20:25.579 --> 00:20:27.859 So all the parents and students 00:20:27.864 --> 00:20:34.604 were very disappointed, you know, because they spent a huge amount of time and energy 00:20:34.604 --> 00:20:41.644 on the homework, but no feedback. So I think this morning Deb gave us some suggestions 00:20:41.644 --> 00:20:49.964 how to give feedback, right? So let's think about it. And then speak clearly and tell 00:20:49.964 --> 00:20:56.924 students the lesson learning objectives explicitly. As I did at the beginning, I want to make 00:20:56.924 --> 00:21:01.884 the discussion visible and that's why I tell you the purpose of the discussion 00:21:01.884 --> 00:21:07.844 so and try to make the student know try to make the student understand their 00:21:07.844 --> 00:21:16.064 learning purpose and learn where they should go next is about the classroom 00:21:16.064 --> 00:21:21.364 discussion I think is mentioned in all the documents from all the countries 00:21:21.364 --> 00:21:26.944 right in the curriculum standards discussion and get student involved in 00:21:26.944 --> 00:21:30.964 learning more actively so fluid discussion they can improve their 00:21:30.964 --> 00:21:37.984 achievement and nest help students to become autonomous to be able to 00:21:37.984 --> 00:21:43.144 articulate learning outcomes so report their performance as we can see in the 00:21:43.144 --> 00:21:48.624 video this morning and the kids told his mom was happening at school you know 00:21:48.624 --> 00:21:50.544 what he has learned. 00:21:50.544 --> 00:21:54.664 So that's one of our purpose of education 00:21:54.664 --> 00:21:55.564 and try to promote. 00:21:55.568 --> 00:22:02.128 autonomy. So the next one is about examination. Teaching to test cannot 00:22:02.128 --> 00:22:09.528 bring big gains in learner achievement. I really want the policy makers to get 00:22:09.528 --> 00:22:16.508 access to this kind of evidence because as policy makers at different we just 00:22:16.508 --> 00:22:22.008 ask the teacher please don't teach to test, please don't give your student too 00:22:22.008 --> 00:22:25.488 too many mechanical exercise, but why? 00:22:25.488 --> 00:22:27.948 We need to explain, we need the evidence. 00:22:27.948 --> 00:22:31.608 So try to read this research and then you can understand. 00:22:31.608 --> 00:22:35.568 So from the data all over the world, 00:22:35.568 --> 00:22:38.708 it indicates teaching to test cannot 00:22:38.708 --> 00:22:41.388 give you very positive impact. 00:22:41.388 --> 00:22:44.748 Actually teaching to test narrows your curriculum 00:22:44.748 --> 00:22:48.748 because you just teach what is to be tested in the test. 00:22:48.748 --> 00:22:52.168 Okay, again formative assessment. 00:22:52.168 --> 00:22:55.408 So because for the policy maker I mentioned this issue, 00:22:55.408 --> 00:22:56.988 I will not repeat it again. 00:22:56.988 --> 00:22:59.628 So formative assessment should be one of the main assessment 00:22:59.628 --> 00:23:01.148 modes in daily teaching. 00:23:01.148 --> 00:23:05.048 And actually in Guangdong, so in my institution, 00:23:05.048 --> 00:23:07.748 actually I'm now working on a project 00:23:07.748 --> 00:23:11.548 is to promote formative assessment in the province. 00:23:11.548 --> 00:23:14.948 And then we want to change the testing culture 00:23:14.948 --> 00:23:16.748 so in our region. 00:23:16.748 --> 00:23:20.628 So, and then more homework is not a guarantee 00:23:20.628 --> 00:23:23.268 of improvement in learners' performance. 00:23:23.273 --> 00:23:29.353 So until now, I have no idea why teachers would like to give so much homework to the student. 00:23:30.293 --> 00:23:34.813 So I think we need to maybe do a survey for that. 00:23:35.273 --> 00:23:40.793 Is it a time of responsibility for teachers to give the students so much homework? 00:23:41.273 --> 00:23:43.693 And last night, I went to the website. 00:23:43.893 --> 00:23:45.233 I read one of the articles. 00:23:45.573 --> 00:23:50.553 It's about the Chinese primary school students' homework. 00:23:50.553 --> 00:23:54.953 and the students were asked to, during the holiday, 00:23:54.953 --> 00:23:58.733 they were asked to do 100 sit up. 00:23:58.733 --> 00:24:01.073 You know why they have to do sit up? 00:24:01.073 --> 00:24:05.353 Because the PE exam, you know, they asked to do sit up. 00:24:05.353 --> 00:24:08.253 So every day they asked to do 100 sit up. 00:24:08.253 --> 00:24:11.653 They asked to copy 50 English words. 00:24:11.653 --> 00:24:15.013 They asked to write one diary a week 00:24:15.013 --> 00:24:18.333 of 50 maps problem. 00:24:18.333 --> 00:24:19.993 They have to work for that. 00:24:19.993 --> 00:24:24.173 So too much, and what's the significance of the homework? 00:24:24.173 --> 00:24:29.173 So I think it's a good implication for us teachers 00:24:29.173 --> 00:24:32.093 or parents. 00:24:32.993 --> 00:24:35.573 And then do consider managing skills 00:24:35.573 --> 00:24:37.593 when you plan your lesson. 00:24:37.593 --> 00:24:40.753 So I think generally for teachers, for you, 00:24:40.753 --> 00:24:42.933 when you plan your lessons, 00:24:42.933 --> 00:24:47.933 maybe you just consider the purpose of your teaching, 00:24:47.933 --> 00:24:50.973 or maybe you think about the teaching process 00:24:50.977 --> 00:24:57.977 procedures or you think about the teaching methods, you seldom think about the management 00:24:57.977 --> 00:25:06.977 skill. So for example, when you organize the group work, how to monitor the progress? If 00:25:06.977 --> 00:25:13.977 you give an English lesson, how can you push the students to talk in English during the 00:25:13.977 --> 00:25:18.977 group work? I think it's a kind of management skill. It's important to think about that 00:25:18.977 --> 00:25:26.417 in your lesson planning. Okay, and next, it's not necessary to provide individual 00:25:26.417 --> 00:25:31.517 learning programs for each student, a program for learning for each student. 00:25:31.517 --> 00:25:41.897 Oh, sorry, typo. And then for teacher, so the second aspect is about professional 00:25:41.897 --> 00:25:45.977 development. I think it's obvious, it's common sense. Professional development is 00:25:45.977 --> 00:25:53.897 important but what we need to do is in what way and how so that's the how 00:25:53.897 --> 00:25:59.597 issue maybe we in our discussion later we can talk about that how to promote the 00:25:59.597 --> 00:26:06.297 professional development again here I want to emphasize my co-teaching okay 00:26:06.297 --> 00:26:13.057 the last one is teacher students relationship so establishing a pleasant 00:26:13.057 --> 00:26:16.557 and rapport with students is helpful, okay, 00:26:16.557 --> 00:26:18.677 for students' achievement. 00:26:18.682 --> 00:26:22.182 And now when we recap what has been discussed, 00:26:22.182 --> 00:26:25.722 I told you what impressed me most is this, 00:26:25.722 --> 00:26:29.442 the data about teacher-students relationship. 00:26:29.442 --> 00:26:31.602 I don't think all the teachers realize 00:26:31.602 --> 00:26:34.422 the importance of this now. 00:26:34.422 --> 00:26:37.922 At least in practice, I don't think they try their best 00:26:37.922 --> 00:26:40.242 to improve their relationship. 00:26:40.242 --> 00:26:43.162 Some of the teachers, they never take time 00:26:43.162 --> 00:26:46.362 to build relationship with the student, 00:26:46.362 --> 00:26:49.062 to build a rapport with the students. 00:26:49.062 --> 00:26:50.202 But this is important. 00:26:50.202 --> 00:26:52.262 I think it's to do with the motivation 00:26:52.262 --> 00:26:54.502 and to do with their learning interests 00:26:54.502 --> 00:26:58.442 and to do with their sense of being respected. 00:26:58.442 --> 00:27:02.442 So, especially for high school students 00:27:03.622 --> 00:27:07.122 or maybe for girls students, I think. 00:27:07.122 --> 00:27:09.362 Because I think girls students sometimes care 00:27:09.362 --> 00:27:11.822 the sense of being respected. 00:27:11.822 --> 00:27:14.422 I learned this from my daughter, you know, 00:27:14.422 --> 00:27:16.422 from her experience. 00:27:18.922 --> 00:27:21.842 Okay, and let's move to the learners. 00:27:21.842 --> 00:27:25.842 So for learners, what can we learn from the findings 00:27:25.842 --> 00:27:27.542 of the research? 00:27:27.542 --> 00:27:30.462 I think this morning I learned two things 00:27:30.462 --> 00:27:32.982 which is important for learners. 00:27:32.982 --> 00:27:35.942 And the first is reflects on what study skills 00:27:35.942 --> 00:27:38.622 you're using and try to combine different strategies 00:27:38.622 --> 00:27:39.682 in learning. 00:27:40.922 --> 00:27:43.922 And for most of the students, 00:27:43.922 --> 00:27:46.382 We have no sense what strategy is. 00:27:46.387 --> 00:27:53.547 I think in most of the documents, for example in the curriculum standard, we encourage the 00:27:53.547 --> 00:27:55.607 student to use more strategy. 00:27:55.607 --> 00:28:02.527 For example use cognitive strategy or metacognitive strategy or resource strategies. 00:28:02.527 --> 00:28:07.187 And as teachers or as principal or as policy makers. 00:28:07.187 --> 00:28:13.067 So before we made the decision we have to learn what strategy is and we have to maybe 00:28:13.067 --> 00:28:17.747 it lists some strategy which is useful for learners. 00:28:17.747 --> 00:28:20.647 And on the other hand, I think what we need to do 00:28:20.647 --> 00:28:25.007 is to encourage the student to find their own strategy 00:28:25.007 --> 00:28:28.567 or to find the effective strategies for themselves. 00:28:29.787 --> 00:28:34.787 Okay, so this part is about study skills and strategies. 00:28:36.907 --> 00:28:39.567 Okay, last is for parents. 00:28:39.567 --> 00:28:41.887 So what can we learn? 00:28:41.887 --> 00:28:44.887 So as parents, I think some of you are parents here. 00:28:45.067 --> 00:28:50.447 I think when I read the book, I'm very impressed by this part 00:28:50.447 --> 00:28:54.327 about the implications for parents. 00:28:54.747 --> 00:28:59.307 The first is understanding of schooling and learning. 00:28:59.307 --> 00:29:03.547 So in this aspect, and I think we got some idea, 00:29:03.707 --> 00:29:06.127 for example, sending the children to summer school 00:29:06.127 --> 00:29:09.187 does not have a significant influence on their achievement. 00:29:09.187 --> 00:29:10.767 Summer school. 00:29:10.767 --> 00:29:14.087 Summer school is very popular in Asia. 00:29:14.091 --> 00:29:16.011 or especially in China. 00:29:16.791 --> 00:29:19.131 So I think all the students are very busy 00:29:19.131 --> 00:29:22.131 during summer holiday or during winter holiday. 00:29:22.531 --> 00:29:24.071 They go to summer school, 00:29:24.831 --> 00:29:26.571 they go to language class, 00:29:26.971 --> 00:29:28.431 they go to drawing class. 00:29:29.311 --> 00:29:34.411 But it does not have great impact on their achievement. 00:29:36.151 --> 00:29:39.291 So generally, I think from the data all around the world, 00:29:39.511 --> 00:29:42.331 but I think from my points of view, 00:29:42.331 --> 00:29:47.331 it depends on what you learn in summer school, right? 00:29:47.971 --> 00:29:51.411 And how they teach at summer school. 00:29:51.411 --> 00:29:55.191 So the second part is parents are encouraged 00:29:55.191 --> 00:29:57.571 to make investment in time and energy 00:29:57.571 --> 00:30:00.811 in the children's early stage education. 00:30:00.811 --> 00:30:04.791 Early stage education is very popular in Asia 00:30:04.791 --> 00:30:06.831 because for most of the parents, 00:30:06.831 --> 00:30:10.311 they have great expectation on their children. 00:30:10.311 --> 00:30:13.811 They want their children to go to the best school 00:30:13.811 --> 00:30:15.711 in the region. 00:30:15.711 --> 00:30:17.851 From the data we can see, 00:30:17.851 --> 00:30:22.791 it did have positive impacts on students' achievement. 00:30:22.791 --> 00:30:27.591 So for me, I can't go back because 00:30:27.591 --> 00:30:29.671 now my daughter is 16 years old 00:30:29.671 --> 00:30:33.071 and then I think if I know this research 00:30:33.071 --> 00:30:35.371 and then I read the research before 00:30:35.371 --> 00:30:38.531 and then maybe I have right decision 00:30:38.531 --> 00:30:41.791 and try to spend time for her early stage 00:30:41.796 --> 00:30:49.896 education. So then the second aspect is about the involvement. Spend more time 00:30:49.896 --> 00:30:55.236 with children and be involved actively in their learning. I'm trying to do it and 00:30:55.236 --> 00:31:02.916 then to see whether it lists the students achievement. Okay and here I got another 00:31:02.916 --> 00:31:08.016 discussion point is, is there any evidence to support the idea that school 00:31:08.016 --> 00:31:15.016 choice is related closely to children's achievement. So what do you think about that? I think we 00:31:15.016 --> 00:31:21.696 can have some implication from the research. Because I think school choice is a very hot 00:31:21.696 --> 00:31:28.696 topic in Asia and many parents, they really just want their children to go to primary 00:31:28.696 --> 00:31:34.996 really just want their children to go to primary school or public school, you know, and the 00:31:34.996 --> 00:31:42.996 key school or the normal school, so school choice. So it's another topic. So we need 00:31:42.996 --> 00:31:50.876 to consider. Okay, so besides what has been discussed this morning and some other variables 00:31:50.876 --> 00:31:57.576 described in visible learning research, I think we need to have further discussion because 00:31:57.576 --> 00:32:00.876 it provides evidence for decision making 00:32:00.876 --> 00:32:03.396 and guidelines for current practice. 00:32:03.396 --> 00:32:06.476 So these variables include, 00:32:06.476 --> 00:32:09.496 so for example, vocabulary programs, 00:32:09.500 --> 00:32:14.500 As we can see, the effect size is up to 0.67. 00:32:15.860 --> 00:32:20.860 So vocabulary programs, especially for language subjects, 00:32:20.980 --> 00:32:23.780 English or Chinese or another country, 00:32:23.780 --> 00:32:25.700 maybe your mother tongue, okay? 00:32:27.060 --> 00:32:29.380 Firmness instruction. 00:32:29.380 --> 00:32:31.700 Take English teaching as an example. 00:32:31.700 --> 00:32:35.660 In China, according to the national curriculum standard, 00:32:35.660 --> 00:32:40.060 Teachers are not encouraged to teach from this. 00:32:40.060 --> 00:32:42.860 So shall we change the decision 00:32:42.860 --> 00:32:47.060 or shall we need to go to the research 00:32:47.060 --> 00:32:48.760 and think about that? 00:32:50.060 --> 00:32:53.760 Another one is the use of calculators. 00:32:53.760 --> 00:32:56.560 So why I'm interested in this variable? 00:32:56.560 --> 00:32:59.360 Because I think in some of the primary school 00:32:59.360 --> 00:33:02.560 or junior high school, 00:33:02.560 --> 00:33:06.700 the students can use calculators 00:33:06.700 --> 00:33:09.080 even when they have the examination. 00:33:10.120 --> 00:33:13.380 So shall we allow the student to use the calculators? 00:33:15.440 --> 00:33:18.540 But as we can see, the effect size is 0.27. 00:33:19.060 --> 00:33:22.840 That means it has negative impacts on students' achievement. 00:33:24.220 --> 00:33:27.260 The fourth is the outdoor adventure programs. 00:33:28.400 --> 00:33:30.320 So 0.52. 00:33:32.560 --> 00:33:37.200 That means outdoor programs have positive impacts 00:33:37.205 --> 00:33:39.365 on students achievement. 00:33:39.365 --> 00:33:42.365 I think this issue is extremely important 00:33:44.365 --> 00:33:47.485 for Chinese policy maker. 00:33:47.485 --> 00:33:51.365 So as we can see now in practice for school, 00:33:51.365 --> 00:33:54.805 for whatever reason, so we seldom organize 00:33:54.805 --> 00:33:56.765 the outdoor programs for students, 00:33:56.765 --> 00:34:00.845 or we never organize the adventure programs for students. 00:34:03.005 --> 00:34:06.485 So the next one is about bilingual programs. 00:34:07.205 --> 00:34:12.205 So some of the schools try to run some bilingual programs, 00:34:12.205 --> 00:34:14.705 but as it works, it's popular, 00:34:14.705 --> 00:34:19.705 but not many people think about the evidence from research. 00:34:19.705 --> 00:34:23.965 So as we can see, it's 0.37. 00:34:23.965 --> 00:34:28.965 So that means not very great impacts on students' achievement. 00:34:30.085 --> 00:34:33.785 And then frequency or effects of testing. 00:34:33.785 --> 00:34:38.785 I think this finding is really useful or important 00:34:39.405 --> 00:34:44.165 for the teachers in Asia because I think in Asian context, 00:34:44.165 --> 00:34:48.125 so testing to test is very popular. 00:34:48.125 --> 00:34:52.285 So I think we need to think about that from the research. 00:34:52.285 --> 00:34:55.285 And last is about peer tutoring, so .55. 00:34:59.205 --> 00:35:02.565 So that means great impact, okay? 00:35:02.565 --> 00:35:04.905 I think in the discussion session, 00:35:04.909 --> 00:35:07.909 and you can talk about this. 00:35:07.909 --> 00:35:13.909 Okay, last, I want to raise some more questions for you. 00:35:14.909 --> 00:35:19.909 So in the discussion part, so the first is about the reforms 00:35:19.909 --> 00:35:22.909 or the innovations in your countries. 00:35:22.909 --> 00:35:26.909 What do you think have made to promote students' learning? 00:35:26.909 --> 00:35:30.909 What you have done and is effective and it works? 00:35:30.909 --> 00:35:37.509 it worse. And the second is about the problems. How to solve the problem. What can you learn 00:35:37.509 --> 00:35:45.509 from the findings and how to make your decision. The last one, in what way you can apply the 00:35:45.509 --> 00:35:53.789 findings to improve your policy making or teaching practice. Okay. I think that's all 00:35:53.789 --> 00:35:56.249 for my talk. 00:35:56.769 --> 00:36:00.749 So I really want to share my ideas 00:36:00.749 --> 00:36:03.009 about the interpretation of the finding. 00:36:03.709 --> 00:36:06.549 So now actually it's your time 00:36:06.549 --> 00:36:08.969 to share your ideas with your colleagues 00:36:08.969 --> 00:36:10.789 and all your friends. 00:36:10.969 --> 00:36:13.369 Now let me hand over to Isabel. 00:36:13.669 --> 00:36:14.649 Thank you very much. 00:36:14.649 --> 00:36:15.649 Thank you. 00:36:23.789 --> 00:36:25.789 .