small class size debate

If learning If learning is the real concern is the real concern

……

Kai-ming ChengKai-ming ChengFaculty of Education, University of Hong KongFaculty of Education, University of Hong Kong

November 7, 2004November 7, 2004

If learning is the real If learning is the real concern,concern,

then I have nothing to add.then I have nothing to add.

However, …However, …

wer

e

Do we know what we are Do we know what we are debating?debating?

Are we debating about Are we debating about the pros and cons of the pros and cons of small class teaching?small class teaching?

NO!NO!

Nature of the debate …Nature of the debate … Political debatePolitical debate

Whether or not Korean society is ready Whether or not Korean society is ready to bear the social cost of teacher to bear the social cost of teacher

layoff?layoff?

Professional debateProfessional debate

Whether or not reduction of class size is Whether or not reduction of class size is a priority policy move at this moment?a priority policy move at this moment?

Let us be Frank!!!Let us be Frank!!!

Different implications,Different implications,

If small classes won the case If small classes won the case ……

Political debate:Political debate: Enough number of small classes to Enough number of small classes to

offset teacher layoffoffset teacher layoff

Professional debateProfessional debate All classes should be smallAll classes should be small

The political debate …The political debate … The social cost of teacher layoffThe social cost of teacher layoff::

teacher unemploymentteacher unemployment teacher unrest teacher unrest unionismunionism

The financial cost of smaller classesThe financial cost of smaller classes:: increase of student unit costincrease of student unit cost increase of the weight of teacher salariesincrease of the weight of teacher salaries deprivation of other developmentsdeprivation of other developments

Where is the balance?Where is the balance?

The Shanghai case …The Shanghai case …

Social cost Social cost >> Financial cost Financial cost

Positively promote small classPositively promote small class

In incremental (experimental) stepsIn incremental (experimental) steps

A conscious strategic decision!A conscious strategic decision!

The professional debate …The professional debate …

Questions to answerQuestions to answer

1.1. What is the optimal size of a What is the optimal size of a learning community?learning community?

2.2. When are smaller classes When are smaller classes better?better?

3.3. What are the priorities in What are the priorities in improving student learning?improving student learning?

1. 1. The Learning Community: The Learning Community: Optimal ModeOptimal Mode 30 in Japanese Kindergartens30 in Japanese Kindergartens

““Better to have a class of 10-12?”Better to have a class of 10-12?”

““No, maybe better for the teacher, but not for the No, maybe better for the teacher, but not for the children.”children.”

Home-schooling in US Home-schooling in US 120 in Western Australia120 in Western Australia

The case for Collaborative Learning!The case for Collaborative Learning!

A matter of Culture!A matter of Culture!

22. When are small classes . When are small classes better?better? HK: 45 >>35 HK: 45 >>35

Improvement in learning?Improvement in learning?

Reduction in teacher workload?Reduction in teacher workload?

““Small classes are better”: Small classes are better”: Common sense?Common sense?

22. When are small classes . When are small classes better?better? When does good learning take When does good learning take

place?place? Students are motivatedStudents are motivated

Students receive individual careStudents receive individual care

Students learn from the groupStudents learn from the group

Ample learning resourcesAmple learning resources

Environments conducive to learningEnvironments conducive to learning

22. When are small classes . When are small classes better?better? When will good learning When will good learning notnot take take

place?place? Lessons are boringLessons are boring Students are not engagedStudents are not engaged Assignments are repetitive and routineAssignments are repetitive and routine There is no individual careThere is no individual care There is no interaction in classThere is no interaction in class Messages are discouragingMessages are discouraging …………....

22. When are small classes . When are small classes better?better? Underpinning paradigmsUnderpinning paradigms

Teachers transmit knowledge to Teachers transmit knowledge to studentsstudents

Students are passive receivers of Students are passive receivers of knowledgeknowledge

Students learn as isolated Students learn as isolated individualsindividuals

Class size is a teachers’ concernClass size is a teachers’ concern

Conventional Conventional ClassesClasses

Learning Learning CommunitiesCommunities

LLecturingecturing Problem-based Problem-based LearningLearning

22. When are small classes . When are small classes better?better?Challenging the assumptions:Challenging the assumptions:

Is class a everlasting Is class a everlasting concept?concept?

Is class the temple of Is class the temple of learning?learning?

3.3. The priorities The priorities

The notion of prioritiesThe notion of priorities

A is very goodA is very good

B, C, D are also very goodB, C, D are also very good

What should we do?What should we do?


Policy agendaPolicy agenda:: Smaller classesSmaller classes Better teachersBetter teachers More resourceful learning environmentsMore resourceful learning environments More diverse learning experienceMore diverse learning experience More education for more studentsMore education for more students Stronger higher educationStronger higher education ………………


Cost of Smaller Classes Cost of Smaller Classes (32/37 (32/37 >>25)>>25)

Increase in teacher-student Increase in teacher-student ratio ratio (1:18/19)(1:18/19)

Increase in student unit costIncrease in student unit cost

Increase in overall expenditures Increase in overall expenditures in the school sectorin the school sector


Opportunity costsOpportunity costs More resources in basic educationMore resources in basic education

vis-à-visvis-à-vis developments beyond basic developments beyond basic education education

More resources for teachers’ salariesMore resources for teachers’ salariesvis-à-visvis-à-vis more resources for student more resources for student

learninglearning More resources in classroomsMore resources in classrooms

vis-à-visvis-à-vis learning experiences beyond learning experiences beyond classroomsclassrooms


Are we ready to tolerate all these Are we ready to tolerate all these opportunity costs?opportunity costs? Fewer people with more education?Fewer people with more education?

Less resources for students but Less resources for students but more on teacher salaries?more on teacher salaries?

More resources in classrooms and More resources in classrooms and less for other learning experiences?less for other learning experiences?

Should we go for smaller Should we go for smaller classes?classes?

… … if we are convinced that if we are convinced that teacher layoff and unrest is teacher layoff and unrest is something we could not something we could not tolerate.tolerate.

Let us be Frank?Let us be Frank?

Let us tell citizens the truth!Let us tell citizens the truth!

Let them know the real Let them know the real debate!debate!

Let them decide!Let them decide!

Don’t cheat!Don’t cheat!

Don’t raise false hopes!Don’t raise false hopes!

Thank you!Thank you!