This paper explores how Learning Study, a Hong Kong version of the Japanese Lesson Study, serves to relate teaching to learning at the classroom level. Learning Study is premised on a conceptual framework that builds on three types of variation in a specific object of learning: variation in students' understanding of the object of learning (V1); variation in teachers' understanding and ways of handling the object (V2); and the use of patterns of variation based on the Theory of Variation (V3). Each Learning Study begins with a careful consideration of what pupils are supposed to learn (i.e. object of learning) and what is/are critical for them to be able to learn it (i.e. critical features). A pre- test is used to help the team to collect pupils' prior understandings of the object of learning which may constitute their learning difficulties. Taking into account students' different understandings of the object of learning, teachers collaborate with researchers from tertiary institutes to develop ways to structure the lesson in terms of pattern of variation aiming to make possible the learning of the critical features identified for the object of learning. Teachers in the team then teach the lesson in cycles. Lesson observation, post-lesson conference, post- test and post-lesson student interview are arranged after each cycle of lesson and the data collected are analyzed and triangulated to optimize the improvement that can be made in the next cycle. This paper draws on the data of two learning studies supported by the government-funded Progressive and Innovative Primary Schools Project of the Hong Kong Institute of Education and discusses how the teachers became aware of what was crucial in teaching the chosen topic – the critical features that students had to attend to, by relating the act of teaching to the corresponding student learning outcomes.

This paper will report how practicing teachers implement an interdisciplinary curriculum in Hong Kong classrooms. General Studies, as an interdisciplinary subject first developed for primary curriculum, has essential contribution to enhance meaningful learning relevant to daily experiences and develop pupils' high order thinking skills. Thus, the realization of the intended aims and objectives of this curriculum is of pivotal importance for the achievement of the overall aims of education for the 21st century. Through questionnaire survey, pre and post-lesson interviews and lesson observation, the researchers examine whether intended aims of the General Studis Curriculum have been achieved. Implications and suggestions will be discussed in relation to professional development of practicing teachers on integrated teaching.

There is a growing consensus that schools and practising teachers can, in collaboration and/or in partnership with higher education institutions, make valuable contributions to initial and continuous teacher development, specifically when teachers can see how their efforts result in improved student learning and achievement. Learning Study, a Hong Kong version of the Japanese Lesson Study, was developed and used as a tool in a three-year project (2000 - 2003) for improving teaching and learning. Learning Study, which is built on a school-university partnership model, and is grounded in a theoretical framework of variation (Marton & Booth, 1997), was found to be powerful for teachers' professional development. In four years' time, Learning Study has spread from two primary schools to over a hundred primary and secondary schools, and over a hundred Learning Studies had been developed. Learning Study was also used in mentoring to facilitate the forming of a "learning community", to supplement the one to one mentor-mentee model, where the professional growth of all teachers involved was enhanced. In this symposium, we will illustrate how learning communities can be facilitated through engaging teachers in action research cycles of Learning Studies, in which teachers are empowered to learn from their students, from each other and from research as well.

An ongoing project is investigating online learning-oriented assessment (Carless, 2003) on a two-year project to redesign seven teaching and learning modules at the Hong Kong Institute of Education. Simultaneously the project team is developing key principles for online learning assessment. The project uses 'design experiments' (Brown, 1992; Collins, 1992), 'development research' (van de Akker, 1999) or 'use-inspired research' (Stokes, 1997) for the ongoing project. Use-inspired research "includes basic research that seeks to extend the frontiers of understanding but is also inspired by considerations of use" (Stokes, 1997, p. 74). Our focus has been to improve the use of learning-oriented assessment in eight separate modules (four completed and three in-progress) in teacher-education. Four teacher-educators from four different departments: Early Childhood Education, Information and Applied Technology, Creative Arts and the Centre for Learning, Teaching and Technology participated in the project. Throughout the project we have examined teachers' perceptions of assessment, teaching and learning and technology through video-interviews and concept mapping. In addition we have conducted video-focus groups with students within our classes to determine their perceptions about the new forms of assessment that we have trialled. Online learning technology has significantly changed the landscape of teaching, learning and assessment and allows new possibilities. Learning management systems like Blackboard have unique affordances in allowing collaboration between students. The use of group activities and student-centred approaches like project-based learning allow students to collaborate, debate, negotiate and crystallize their ideas whilst working within a socio-constructivist framework. The nature of the learning task is a predominant factor in the collaborative skills developed by the students. Project-based learning is defined as "an instructional technique in which meaningful