(individualizedinstructions,whole-classteaching,projectlearning,peerlearning,reciprocalteaching,andsoon).,,wemightnoticethatwhenspecificcontentisdealtwith,someofitsaspectsarevaried,= ax+b,forinstance,theteachermightkeepbinvariant (e.g.,b = 0) andsubstitutedifferentvaluesfora (e.g.,a= 1,1/2,2,3, …),,theteachermightkeeptheslopeinvariantandvarythebvalue,,-interceptisvaried,,,=ax+b,theoutcomemayagainbedifferent.
,,MartonandPang(2006)foundthatinfivecomparablehigh-achievingsecondaryschoolclasses,taughtbyfivehighlyexperiencedteachers,theproportionofstudentswhomasteredadifficulteconomicconceptvariedbetween6% and97% .
LearningCantonesewords.
IntwocomparablesecondgradeclassesinHongKong,thestudentsweresupposedtolearnsevenChinesewordsinthecontextofashortstory (Chik ＆ Lo,2004).Theirsuccesswasmeasuredbymeansofa “cloze-test”, ashortnoveltextwithanumberofwordsdeleted,,all30studentscompletedthetaskcorrectly,,itwasfoundthatinClassAdifferentaspectsofeachword (form,meaning,pronunciation) weredealtwithinconjunctionwithoneother (i.e.,theseaspectswerekepttogetherforeachword).Bywayofcontrast,inClassBeachaspectwasdealtwithseparately (i.e.,wordsweregroupedaccordingtoeachaspect).ThismeantthatinClassAtheintegrityoftheChinesewordswasmaintained (theirrelatedaspectswerekepttogether),whereasinClassBtheaspectswerekeptseparateandthewordsappearedonceforeachaspect.
