謝老師 - 專業成長經驗分享 (18-2-2012)

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  • TH had five years of teaching experience in schools when she joined LCP in September 2005.She was attracted to the use of a discussion forum, which she considered to be an additional channel for students to learn some important scientific concepts in a more interesting way when she attended a teacher workshop on KB in 2004. She started trying this out in 2005-06 when she changed to a new school whose principal encouraged all teachers to adopt more student-centered inquiry-oriented approaches to teaching. She experimented with KB implementation in her grade 7 science classes during each of those three years. In addition to working collaboratively with teachers in the local network, TH participated in the Knowledge Building International Program (KBIP, Laferrierre and Law, 2010) during the 06-07 and 07-08 school years.
  • TH had five years of teaching experience in schools when she joined LCP in September 2005.She was attracted to the use of a discussion forum, which she considered to be an additional channel for students to learn some important scientific concepts in a more interesting way when she attended a teacher workshop on KB in 2004. She started trying this out in 2005-06 when she changed to a new school whose principal encouraged all teachers to adopt more student-centered inquiry-oriented approaches to teaching. She experimented with KB implementation in her grade 7 science classes during each of those three years. In addition to working collaboratively with teachers in the local network, TH participated in the Knowledge Building International Program (KBIP, Laferrierre and Law, 2010) during the 06-07 and 07-08 school years.
  • She was attracted to the use of a discussion forum, which she considered to be an additional channel for students to learn some important scientific concepts in a more interesting way when she attended a teacher workshop on KB in 2004.
  • Do not know much about knowledge building, only attended some seminars about KB.Believe that students could automatically discuss the questions, learn and understand more about the concepts when Discussion questions and KF platform are provided. She used theme park rides in Disneyland and Ocean Park as an anchor for the unit to make the targetedscientific concepts more interesting and accessible, as she explained in the interview:“I spent a lot more time [than normal] to prepare [for this unit], and found a lot of resources on the web. Ialso gave students a model roller coaster to investigate this topic. I didn’t really do this before, …… Thestudents found these to be interesting, ..…. There was not much discussion in the classroom.”
  • Do not know much about knowledge building, only attended some seminars about KB.Believe that students could automatically discuss the questions, learn and understand more about the concepts when Discussion questions and KF platform are provided. She used theme park rides in Disneyland and Ocean Park as an anchor for the unit to make the targetedscientific concepts more interesting and accessible, as she explained in the interview:“I spent a lot more time [than normal] to prepare [for this unit], and found a lot of resources on the web. Ialso gave students a model roller coaster to investigate this topic. I didn’t really do this before, …… Thestudents found these to be interesting, ..…. There was not much discussion in the classroom.”Reason for continuation – attending a KB seminar, and students of other teachers (Teacher network) could successfully do it.
  • She was attracted to the use of a discussion forum, which she considered to be an additional channel for students to learn some important scientific concepts in a more interesting way when she attended a teacher workshop on KB in 2004.
  • Notes for Facilitations:Focused on designing and guiding the discussion, including the incorporation of the KB principles (Ss should demonstrate community knowledge, collective responsibility and democratizing knowledge. ) and use of the KF functions.Tentative schedule and dependent on the students’ progress.Not much guidance are given to students for writing reflection.
  • Tackling problems of understanding through discussion (Class Level)
  • Students’ field work:To exploreWhat lives in the areas (understanding of life cycle and growth of specific plants and animals)The relationship among plants, animals, humans and the environment.To prepare short description of the site with photographs ready to be shared.
  • Students’ field work:To exploreWhat lives in the areas (understanding of life cycle and growth of specific plants and animals)The relationship among plants, animals, humans and the environment.To prepare short description of the site with photographs ready to be shared.
  • Usually “why” and “how” questions more than “what”, “who”, “where” and “when” (but not always true, and usually has exception on “what/ what if” questions.)Usually facilitate explanatory typed answersUsually facilitate diversified ideas for exploration of the answer. (more than 1 answer)Usually facilitate generation of more inquiry answers under the umbrella of the seed/big inquiry question.Usually facilitate the use of data, information or authoritative source to answer the questionUsually facilitate collection of new information for further exploration.
  • Some examples for Criteria of Good questions:Opened end questions rater than just factual questions or just asking for definition.Usually “why” and “how” questions more than “what”, “who”, “where” and “when” (but not always true, and usually has exception on “what/ what if” questions.)Usually facilitate explanatory typed answersUsually facilitate diversified ideas for exploration of the answer. (more than 1 answer)Usually facilitate generation of more inquiry answers under the umbrella of the seed/big inquiry question.Usually facilitate the use of data, information or authoritative source to answer the questionUsually facilitate collection of new information for further exploration.
  • Examples for Good Discussion are:Usually in theoretical level rather than in opinion level, Usually includes explanation and illustration (reasons) of an idea / viewUsually includes the use information and authoritative source to support an idea / viewUsually could identify a general pattern from some phenomenon, observations, with explanatory reasons. Usually with connection of prior knowledge/ ideas have been discussedUsually facilitate generation of more inquiry questions for further discussion. under the umbrella of the seed/big inquiry question.Usually facilitate further discussion (a number of build on notes)Usually includes the use of data, information or authorization source for explanation/support an view.Usually facilitate further exploration/ testing of ideas in action (e.g. conducting experiment, interviews, survey, researches, etc.)Usually facilitate collection of new information for further exploration. Usually facilitate the creation of new knowledge or new levels of understanding.
  • Re-iterations of “Identifying Good Discussion” & “Discussion” for idea improvement.
  • Students could acquire better reasoning skills, e.g. they could learn and explain the interaction of predators, prey, competitors and food within an environment by inquiry-based learning.Students could acquire better meta-cognitive skills by reflecting on their own learning progress and understanding progressively. Students could learn the concepts of carrying capacity, maximum sustainable density, dynamic equilibrium, density dependent factors and independent factors, competitor, predator, prey, population control methods through studying an authentic problem (climate change) by inquiry-based learning.Students could acquire and learn some graphing skills and data interpretation skills, and they can describe and interpret the population – time graph.Carrying capacityInterdependentFood dependentPredator-prey
  • (From individual level, to group level, and class level)
  • (From individual level, to group level, and class level)
  • (From individual level, to group level, and class level)
  • (From individual level, to group level, and class level)
  • (From individual level, to group level, and class level)
  • 你的討論有幫助你建構新知嗎? (或只是重複又重複一些人的個人觀點??)KF 上有沒有真正幫助你的討論呢?KF 上的討論有沒有加深或改變自己對問題的認識?Read your classmates’ learning journals, and (1) select 3 learning journals that you think they are the best and (2) select another 3 learning journals that you think they can be improved.For the best 3 learning journals, write down (1)why you think they are the best? (hints: in terms of content, scaffolds, etc) (2) Did you read all the learning journals? how do you choose these learning journals?For the learning journals that you think they can be improved, state how they can be improved.
  • (From individual level, to group level, and class level)
  • (From individual level, to group level, and class level)
  • Based on Ss’ inquiry questions, discussion in KF, their understanding and interest, provided stimulus resources to students for idea improvement, deeper understanding and discussion deepening. (including a pool of resources, e.g. field studies, experiments, seminars, interviewing the experts, etc.)
  • Based on Ss’ inquiry questions, discussion in KF, their understanding and interest, provided stimulus resources to students for idea improvement, deeper understanding and discussion deepening. (including a pool of resources, e.g. field studies, experiments, seminars, interviewing the experts, etc.)
  • Based on Ss’ inquiry questions, discussion in KF, their understanding and interest, provided stimulus resources to students for idea improvement, deeper understanding and discussion deepening. (including a pool of resources, e.g. field studies, experiments, seminars, interviewing the experts, etc.)
  • Based on Ss’ inquiry questions, discussion in KF, their understanding and interest, provided stimulus resources to students for idea improvement, deeper understanding and discussion deepening. (including a pool of resources, e.g. field studies, experiments, seminars, interviewing the experts, etc.)
  • The first one is Earthquake (For us to get use to the platform and learning procedures.)The 2nd one is Water problem (For us to learn how to formulate questions, building on each others to have deeper understand of the problem, and to learn how to use the scaffolds, etc.), The 3rd one is Poverty (For us to learn how to reference notes, rise-above and summarize the ideas, and improve our ideas, notes, etc)Students will be able to transform individual ideas to community knowledge.Students will be able to build on their understanding on knowledge building principles and advance their understanding progressively.Students advance their knowledge, understanding and theories about poverty through reflective assessment.Knowledge Building pedagogy focusing more on Rise-above ideas, Community knowledge, Constructive use of Authoritative Source and Reflective assessment
  • Question(s) for student discussionWhat do poverty mean to you?What do you think are the major factors leading to poverty?Resources: trip to Yunnan province, student sharing, formulate questions, parent and teacher sharing, videos, online resources, etc. Provision of an authentic problem and a stimulus environment for students for to generate questions for inquiry, open exploration and sharing of ideas. Formulating an initial views on the problem studied & the inquiry questions formulated.Student select good questions for further inquiry.Students have f-2-f group discussion on the good inquiry questions that they generated, and categorize their main ideas.
  • Question(s) for student discussionWhat do poverty mean to you?What do you think are the major factors leading to poverty?
  • Examples of questions formulated and selected for further inquiry:What is poverty?What are the factors causing poverty? Why?How poverty affect the world?Poverty happens anywhere?How to help the poor people away from poverty?
  • To guidess to formulate their own assessment criteria, and write reflection
  • To guidess to formulate their own assessment criteria, and write reflection
  • To guidess to formulate their own assessment criteria, and write reflection
  • To guidess to formulate their own assessment criteria, and write reflection
  • To guidess to formulate their own assessment criteria, and write reflection
  • To guidess to formulate their own assessment criteria, and write reflection
  • 謝老師 - 專業成長經驗分享 (18-2-2012)

    1. 1. Teacher BackgroundName: Hidy Tse Hoi MingSecondary School Science/Chemistry TeacherKB experience:• Year of joining ICP: Sept 2005 (Learning Community Projects for knowledge Building in Schools)• Teaching experience before joining ICP: 5 years• 1st KB workshop : 2004• Year of starting KB approach : 2005-2006• KBIP : 06-07,07-08, 08-09, 09-10(Knowledge Building International Program (KBIP, Laferrierre and Law, 2010) )
    2. 2. School BackgroundSchool Name: Pui Kiu College (2005 – 2008)T & L strategy :Principal encouraged all teachers to adopt morestudent-centered inquiry-oriented approaches toteaching
    3. 3. Number of note created by students
    4. 4. Percent of note read by students
    5. 5. Percent of note linked
    6. 6. Number of note revisions
    7. 7. Number of scaffolds used
    8. 8. 2nd year 3rd year
    9. 9. Average Number of Notes per Thread Average Depth of Discussion Thread6 4 3.55 34 2.53 2 1.52 11 0.50 0 Year 2 Year 3 Year 2 Year 3
    10. 10. Average Depth of Discussion Thread Average Number of Notes per Thread7 46 3.5 35 2.54 23 1.52 11 0.50 0 Year 2 Year 3 Year 4 Year 5 Year 2 Year 3 Year 4 Year 5
    11. 11. Year 1 – EnergyKB Goal – KF as additional channel for students to learn some important scientific concepts in a more interesting wayYear Level: Secondary 1 (mixed ability)Subject: Integrated ScienceTime Used: 2-3 weeksTopic: Energy transformation and energy conservation Topiccontext: • transformation of different forms of energy • Principle of Energy conservation
    12. 12. Year 1 – Energy   Generate Inquiry Qs • Basically follow the topic sequence and activities in the textbook.Identify goodQs for Inquiry • End-of-Chapter questions areF2F or online discuss selected for the students to discuss on KF.Identify Good Discussion  End-of-Chapter questions = Good questions Consolidation No need to identify good Qs for Inquiry
    13. 13. Year 1 – Energy   Generate Inquiry Qs • Provide students with a lot of resources on the web, onlineIdentify goodQs for Inquiry simulation of rollerF2F or online coaster, experiments and books to discuss investigate this topic.Identify Good Discussion There was not much discussion in the classroom.Consolidation
    14. 14. Year 2 – Energy KB Goal – To make the discussion more engagingYear Level: Secondary 1 (mixed ability)Subject: Integrated ScienceTime Used: 5-6 weeksTopic: If energy is conserved, why is there still an energy crisis?Topic context/ Conceptual Focus: • Energy, energy source/ fuel • Relationship between fuel & energy • Paradox of the Principle of Energy conservation & energy crisis.
    15. 15. Year 2 – Energy  KB Draw the students’ attention to a paradox— talkif energy is conserved, why is there still an energy crisis? Generate Inquiry Qs Identify good • To elicit students’ concepts about Qs for Inquiry energy and energy source/ F2F or online discuss fuel, relationship between fuel & energy. Identify Good Discussion Consolidation
    16. 16. Year 2 – Energy  KB Open exploration & sharing of ideas talk Generate Inquiry QsIdentify good • provide 2 seed questions for inquiry:Qs for Inquiry 1. What is energy?F2F or online discuss 2. What is energy crisis?Identify Good Discussion  Inquiry Qs are provided by T No need to identify good Qs for InquiryConsolidation 
    17. 17. Year 2 – Energy Open exploration & sharing of ideas Generate Inquiry QsIdentify good 1. Open exploration and sharing of ideas inQs for Inquiry KF base on the seed questions given by theF2F or online teacher. discuss 2. Write learning diary (reflect on what hasIdentify Good Discussion been learned) in KF with the following scaffolds:Consolidation • The most important problem is • How do I solve this problem • I still need to explore
    18. 18. Year 2 – Energy Draw the students’ attention to a paradox Generate Inquiry QsIdentify good • Provide another “seed question” forQs for Inquiry inquiry:F2F or online discuss “If energy is conserved, why is there stillIdentify Good energy crisis?” DiscussionConsolidation (The first 2 seed questions focus on the “what” in energy crisis, followed by a “why” question for drawing students’ attention to the paradox.)
    19. 19. Year 2 – Energy Further discussion on thoughtful notes Generate Inquiry Qs Examples from students’ workIdentify good • There is the principle of energy conservation in Physics. SoQs for Inquiry why is there now a shortage of energy in the world? [2007, Jan 09]F2F or online First, please do NOT be cheated by the term energy shortage... discuss Energy shortage just means shortage of petroleum and coal. It does NOT mean the TOTAL energy in ALL forms on earth isIdentify Good Discussion decreasing. ……. However, human being rely too much on non-renewable energy like petroleum and coal. Once they are burnt into other form ofConsolidation energy, we can NOT obtain them back in reversed way. ..…. they are non-renewable, …… Then eventually, ALL of them will be consumed in the future... This is known as energy crisis... ……. To conclude, the term energy crisis is just for our convenience. It has nothing to do with the physical law conservation of energy...
    20. 20. Year 2 – Energy Further discussion on thoughtful notes Generate Inquiry Qs Examples from students’ workIdentify goodQs for Inquiry • What is the difference between fuel and Energy? [2007, Jan 21]F2F or online discuss …. Fuel is a kind of substance that when it is burnt itIdentify Good releases energy while energy has many different forms Discussion like kinetic, potential, … and it can be transferred from one form to another form.Consolidation
    21. 21. Year 2 – Energy Further discussion on thoughtful notes Generate Inquiry Qs Examples from students’ workIdentify goodQs for Inquiry • Fuel [2007, Jan 23]F2F or online discuss Fuel releases its energy either through chemical means, such as burning, or nuclear means, such asIdentify Good nuclear fission or nuclear fusion. An important property Discussion of a useful fuel is that its energy can be stored and to be released only when needed, and that the release isConsolidation controlled … that the energy can be harnessed to produce work.
    22. 22. Year 2 – EnergyFurther discussion – tackle problems of understanding Generate Inquiry QsIdentify goodQs for Inquiry •provide 2 questions for further discussion:F2F or online discuss 1. What are the differences, if any, between these 3 words: energy, fuel, and power?Identify Good Discussion 2. What is the difference between renewableConsolidation and non-renewable energy? Are both forms of energy conserved during energy transformations?
    23. 23. Year 2 – EnergySolving the energy crisis by designing or developing something Generate Inquiry Qs 1. Designing artifacts (e.g. posters, songs, movie clips, animations, etc.) that would contribute to Identify good public education on energy crisis and energy Qs for Inquiry conservation. F2F or online discuss 2. Designing technology (an operable product or a Identify Good Discussion design plan) to help solve the energy crisis. Consolidation 3. Developing energy conservation policies/plans/proposals, with rationales for the government/ schools/ families/ individuals in HK to implement.
    24. 24. Year 2 – Energy Examples of students’ work Generate Inquiry Qs 1. Designing artifacts some created a poster, a board game andIdentify goodQs for Inquiry instructions to tell the children what energy crisis through playing.F2F or online discuss 2. Designing technology “Pumped storage reservoirs aren’t really a means ofIdentify Good Discussion generating electrical power. They’re a way of storing energy so that we can release it quickly when weConsolidation need it….” 3. Developing energy conservation proposals Some wrote plans/policies to the school & secretary for the Environment “… For example, installing motion sensors to turn off the lights in classrooms.”
    25. 25. Year 3 – Wild space: Sustainability and water KB Goal – learning to learn— the ability to engage in inquiry-based learningYear Level: Secondary 1 (mixed ability)Subject: Integrated ScienceTime Used: 8 weeksTopic: Wild space: Sustainability and waterTopic context/ Conceptual Focus: • concepts in two S1 science curriculum units (“water” and “living things”) by authentic inquiry • e.g. classification, cell & reproduction, using microscope, pollution, food web, green house effect, global
    26. 26. Year 3 – Wild space Provide authentic scenario, generate questions, think from individual level to community level Generate Inquiry QsIdentify goodQs for Inquiry • Provide an authentic & stimulus learning environment (Field Studies) for students toF2F or online generate questions for inquiry discussIdentify Good Discussion • Generate questions  individual levelConsolidation  group level  class level
    27. 27. Year 3 – Wild space Provide authentic scenario, generate questions, think from individual level to community level Generate Inquiry QsIdentify goodQs for Inquiry • Provide an authentic & stimulus learning environment (Field Studies) for students toF2F or online generate questions for inquiry discussIdentify Good Discussion • Generate questions  individual levelConsolidation  group level  class level
    28. 28. Year 3 – Wild space Provide authentic scenario, generate questions, think from individual level to community level Generate Inquiry Qs Examples of Criteria for Good inquiry questions:Identify goodQs for Inquiry • “why” and “how” questions more than “what”, “who”, “where” and “when” (but not alwaysF2F or online true, and usually has exception on “what/ what if” discuss questions.)Identify Good Discussion • Require explanatory typed answers • more than 1 answerConsolidation • generate more inquiry questions • use data, information or authoritative source to answer the question
    29. 29. Year 3 – Wild space Provide authentic scenario, generate questions, think from individual level to community level Generate Inquiry Qs Examples of Good questions:Identify goodQs for Inquiry - How does the weather affect the creatures both in the water & land?F2F or online discuss - What can we do to stop polluting the Earth? How can we rescue them [animals] from extinction?Identify Good Discussion - Why there is a hole in [the ozone layer of the] atmosphere?Consolidation - How does the carbon dioxide cause animal extinction? - How do planktons give birth to their babies?
    30. 30. Year 3 – Wild space Face-to-face discussion  Online discussion Generate Inquiry Qs 1. Post the good questions and dataIdentify goodQs for Inquiry collected from field trip in KF to extent discussion.F2F or online discuss 2. Discuss and work on perceived threatsIdentify Good to their sites. Discussion 3. Write weekly learning diary.Consolidation
    31. 31. Year 3 – Wild spaceGroup identification, presentation, further KB talk & online discussion Generate Examples of Criteria for Good Discussion: Inquiry Qs • In theoretical level rather than in opinion level Identify good Qs for Inquiry • Explain and illustrate the reasons of an idea / view • Use data, information and authoritative source to support a view F2F or online discuss • Can identify a general pattern from some phenomenon, observations, with explanatory reasons. Identify Good Discussion • Connect to prior knowledge/ ideas that have been discussed • Generate more inquiry questions Consolidation • Facilitate further discussion – more build on notes • Initiate further exploration/ testing of ideas in action (e.g. conducting experiment, interviews, survey, researches, etc.) • Create new levels of understanding for the community.
    32. 32. Year 3 – Wild spaceGroup identification, presentation, further KB talk & online discussion Examples of Good discussion notes: Generate Inquiry Qs Identify good • Student A: Carbon Dioxide is a kind of toxic gas. It Qs for Inquiry is created by the breath of animals (plants), and will be distilled by photosynthesis by plants. …… F2F or online discuss • Student B: I dont think carbon dioxide is a Identify Good Discussion poisonous gas because the trees will intake the carbon dioxide during the photosynthesis. Consolidation • Student C: …human being cannot breath pure oxygen, and air contains, oxygen, nitrogen, carbon dioxide...
    33. 33. Year 3 – Wild space consolidation- summary notes, KB talk Generate Inquiry Qs 1. Group consolidationIdentify good 2. PresentationQs for Inquiry 3. CommentaryF2F or online discuss 4. RefinementIdentify Good Discussion 5. Post key inquiry questions in KFConsolidation 6. Categorization of big ideas/ views 7. Class online discussion
    34. 34. Year 3 – Wild spaceFurther discussion, KB talk , identification of Good discussion Generate Inquiry QsIdentify goodQs for Inquiry • Further discussion on the key inquiry F2F or online discuss questions & further identification of Good DiscussionIdentify Good DiscussionConsolidation
    35. 35. Year 3 – Wild space Further consolidation –KB talk , identification of Good question & discussion, summary note Generate Inquiry Qs Identify good Qs for Inquiry • Further consolidated discussion & knowledge F2F or online discuss • Formulate the big ideas & identify good Identify Good questions for International Collaboration Discussion Consolidation
    36. 36. Year 4 – Warming and Revelation: Tai Mo ShanKB Goal – acquire better reasoning skills by inquiry-based learning; & acquire better meta-cognitive skills by reflectionYear Level: Primary 6 (mixed ability)Subject: General StudiesTime Used: 8 weeksTopic: Warming and Revelation: Tai Mo ShanTopic context/ Conceptual Focus: • Predator-prey, Interdependent, Food dependent, competitors, habitat, carrying capacity, population control, birth rate, death rate, dynamic equilibrium, invasive species, • Data interpretation skills, graphing skills, .e.g. population – time
    37. 37. Year 4 – Warming and Revelation: Tai Mo Shan authentic scenario, 1st round inquiry questions Generate Inquiry Qs • Provide authentic problem  generate of questions for inquiry Identify good Qs for Inquiry  open exploration and sharing of ideas F2F or online discuss “what is the problem? how does this problem arise? ” Identify Good Discussion • Stimulus for inquiry Consolidation • Resources & activities to support discussion on inquiry question
    38. 38. Year 4 – Warming and Revelation: Tai Mo Shan authentic scenario, 1st round inquiry questions Generate Inquiry Qs Examples of discussion that illustrate how the difference in strategy impact on quality of discourse Identify good • Video Clips – TV program Qs for Inquiry Student A: (I need to understand) How Global Warming F2F or online affect the animals habitats? Will it be some changes of discuss their habitats? How do the animals adapt the changes? Identify Good Discussion Student B: (My theory) The global warming heat their habitats so the creatures that live in cold places need Consolidation to migrate to other places. Student C: (I need to understand) How are the organism know that there are some colder places around them?
    39. 39. Year 4 – Warming and Revelation: Tai Mo Shan authentic scenario, 1st round inquiry questions Examples of discussion that illustrate how the difference Generate in strategy impact on quality of discourse Inquiry Qs • Simulation program – Worldmaker Identify good Qs for Inquiry Teacher: If the number of cows increase rapidly, what will happen to soil and grass? F2F or online discuss Student A: (Opinion) I think that if the number of cows increase rapidly, the grass would all be eaten, but the soil would be Identify Good more fertile, and, if the grass were all eaten, then some of Discussion the cows would died because of hunger. Consolidation Student B: (My theory) The grass and soil will die soon. But when the number of cows decrease, the grass would grow again. … Student C: Why the rabbits will die when we add some hares?
    40. 40. Year 4 – Warming and Revelation: Tai Mo Shan authentic scenario, 1st round inquiry questions Generate Inquiry Qs Examples of discussion that illustrate how the difference in strategy impact on quality of discourse Identify good • Simulation program – Worldmaker Qs for Inquiry Student D: (My theory) The plants and the bugs relationship is F2F or online the predation. So if the preys number drops, the predators discuss number will drop too. (I need to understand) I saw the line of the plants is always Identify Good Discussion the one that drop first, then the frog will drop too, why? Consolidation
    41. 41. Year 4 – Warming and Revelation: Tai Mo Shan authentic scenario, 1st round inquiry questions Generate Inquiry Qs Example of KB talk – question/ comment / demonstration Identify good Qs for Inquiry Teacher: ….think about the consequence of eating bugs to the frogs. F2F or online If the no. of bugs gets fewer, how the frogs will be affected? discuss Difficult to find food Identify Good as a result, the frogs reproduce fewer but die more. Discussion Then, there will also be a net decrease in the frog population. Consolidation
    42. 42. Year 4 – Warming and Revelation: Tai Mo Shan authentic scenario, 1st round inquiry questions Examples of discussion that illustrate how the difference Generate Inquiry Qs in strategy impact on quality of discourse • Simulation program – Worldmaker / KB talk Identify good Qs for Inquiry Student D: (My theory) I think that frog population decline in hotter region and increase in cooler region is because of the F2F or online global warming. Frogs are adapted to their original habitat discuss temperature. When global warming arises, their original habitat temperature start to increase. When the frogs cant Identify Good Discussion adapt the new too hot temperature, theyll have to migrate to cooler region. Therefore, frog population increases in cooler region when they think its more suitable for them. Consolidation (New information) According to the game world, frogs go to regions with more food supply (bugs) which are cooler regions. Maybe this also impact the frog population.
    43. 43. Year 4 – Warming and Revelation: Tai Mo Shan authentic scenario, 1st round inquiry questions Examples of discussion that illustrate how the difference Generate Inquiry Qs in strategy impact on quality of discourse • Simulation program – Worldmaker / KB talk (Con’t) Identify good Qs for Inquiry Student D: ….However, WM opens up another thread of explanation. In the frog world, under the rules, we see that the frogs need not intentionally move from T1, T2 to T4. On F2F or online discuss the other hand, the temperature determines the growth rate of plants. it is set that at T4, the plant grows fastest. Then, it Identify Good leads to greater food supply to the bugs, and this makes the Discussion bug population at this region grows faster. In turn, this makes frogs at T4 have greater food supply and then they reproduce more, and therefore, the frog population Consolidation increases more at that region.
    44. 44. Year 4 – Warming and Revelation: Tai Mo Shan Consolidation & Reflection Generate Inquiry Qs Examples of Question Prompt Identify good Qs for Inquiry • Do you think that your discussion can help you to build knowledge? Or just repeating the opinions of other F2F or online people? discuss • Does the discussion in KF help you to have deeper/ or Identify Good change your understanding on some problems? Discussion • Read and select the best reflections from others. Why do you think they are the best? How do you choose? Consolidation How the reflections can be improved?
    45. 45. Year 4 – Warming and Revelation: Tai Mo Shan Consolidation & Reflection Examples of discussion that illustrate how the difference Generate Inquiry Qs in strategy impact on quality of discourse • Reflection – Learning Journal Identify good Qs for Inquiry Student A: (Most difficult to understand) I think that this week it was F2F or online discuss pretty hard to predict the increasing or decreasing number of cows. Identify Good (Most important problem/question) it was also interesting to Discussion predict how much cows can the ‘cow-land’ hold. I myself think that the ‘cow-land’ can hold that particular Consolidation number, then decrease at a surprising speed… (My next research question) What will we do if the cows really died out?
    46. 46. Year 4 – Warming and Revelation: Tai Mo Shan Consolidation & Reflection Examples of discussion that illustrate how the difference Generate Inquiry Qs in strategy impact on quality of discourse • Reflection – Learning Journal Identify good Qs for Inquiry Student B: (Most important idea) The most important idea is organism F2F or online discuss rely on each other to live. I understand this part, but what’s the reason? That’s my next research question. Identify Good (My next research question) Why organism have to interact? Discussion Why can’t they live as individuals? Consolidation
    47. 47. Year 4 – Warming and Revelation: Tai Mo Shan authentic scenario, 2nd round inquiry questions      Generate Inquiry Qs Examples of stimulus & resources • field studies & experiments (turbidity, pH, water Identify good Qs for Inquiry surface temperature, water temperature, microscope observation, etc.) F2F or online • seminars discuss • interviewing the experts, etc. Identify Good Discussion Consolidation
    48. 48. Year 4 – Warming and Revelation: Tai Mo Shan authentic scenario, 2nd round inquiry questions Examples of students’ discussion notes Generate Inquiry Qs Student A: Why does the temperature in the bottom of the Identify good Qs for Inquiry water higher than that of the water surface in the site? F2F or online discuss Student B: (I need to understand) the interaction between the environment and the organisms? … I discovered the Identify Good environment affect the organisms, and organisms affect Discussion the environment…..(my next research question) how do human beings impact the environments? Consolidation
    49. 49. Year 4 – Warming and Revelation: Tai Mo ShanFurther discussion, KB talk, Identify Good Qn & Discussion, Reflection, Consolidation       Generate Inquiry Qs Examples of stimulus & resources • field studies Identify good Qs for Inquiry • experiments • seminars F2F or online discuss • interviewing the experts, etc. Identify Good Discussion Consolidation
    50. 50. Year 4 – Warming and Revelation: Tai Mo ShanFurther discussion, KB talk, Identify Good Qn & Discussion, Reflection, Consolidation       Generate Examples of students’ discussion notes Inquiry Qs Student A: (putting our knowledge together) after discussing this “foxes will increase because of sufficient Identify good Qs for Inquiry food. The rabbit will decrease because many foxes eat them. “ I found that most of us think the biggest impact to F2F or online discuss the environment is to put some hare in it. ….. When the numbers of fox increase to a “tipping” Identify Good point, food will decrease… we have done a virtual test, and Discussion we found that rabbit won’t die completely, therefore putting fox inside the environment is not the most Consolidation destructive. … But putting hares into the environment will cause a huge problem, because they are competitors and they need to fight for food, habitat and mates, the advantage of hare is that they are bigger in size, and they win the competition…..
    51. 51. Year 5 – Children can change the world: Poverty KB Goal – transform individual ideas to community knowledge;Idea advancement by progressive understanding on KB principlesYear Level: Primary 4 (mixed ability)Subject: General StudiesTime Used: 2-3 weeksTopic: Children can change the world: PovertyTopic context/ Conceptual Focus:• Students advance their knowledge & understanding about poverty
    52. 52. Year 5 – Children can change the world: Poverty Authentic scenario, generate & select inquiry good qn, Face-to-face discussion, categorization    Generate Inquiry Qs 1. Generate inquiry questions Identify good Qs for Inquiry 2. open exploration and sharing of ideas F2F or online 3. Select good questions discuss 4. Formulate initial views on the problem. Identify Good Discussion 5. Categorize of ideas/ views Consolidation
    53. 53. Year 5 – Children can change the world: Poverty Authentic scenario, generate & select inquiry good qn, Face-to-face discussion, categorization    Generate Inquiry Qs Examples of inquiry questions Identify good Qs for Inquiry 1. What is poverty? 2. What are the factors causing poverty? Why? F2F or online discuss 3. How poverty affect the world? Identify Good 4. Poverty happens anywhere? Discussion 5. How to help the poor out of poverty? Consolidation
    54. 54. Year 5 – Children can change the world: Poverty online discussion, identify good discussion, generate new qn, further discuss  Big paper Example of student discussion view in KF Generate Inquiry Qs Identify good Qs for Inquiry F2F or online discuss Identify Good Discussion Consolidation
    55. 55. Year 5 – Children can change the world: Poverty identify good discussion, reflection, peer assessment Generate Inquiry Qs Example of KB principle-based criteria (KB Award Scheme) Identify good Qs for Inquiry Nominees should be able to promote idea progression and knowledge building through: F2F or online discuss • Actively and enthusiastically read notes written by others Identify Good • serious thinking, to put forward constructive and Discussion critical responses Consolidation • Proper use of inquiry questions, titles, scaffolds, keywords, references, anno tations and other functions in KF
    56. 56. Year 5 – Children can change the world: Poverty identify good discussion, reflection, peer assessment Generate Inquiry Qs Example of KB principle-based criteria (KB Award Scheme) Identify good Be able to use the following KB principles to write Qs for Inquiry reflection journal: F2F or online • Use of authoritative sources discuss • Democratizing knowledge Identify Good (reference the ideas of other people /ideas Discussion constructed collectively) Consolidation • idea diversity (include multiple perspectives) • Improvable ideas (show how the ideas have been improved) • Review and reflect regularly (review, refine and write reflection journal regularly)
    57. 57. Year 5 – Children can change the world: Poverty identify good discussion, reflection, peer assessment Example of reflection journal Generate Inquiry Qs Identify good Qs for Inquiry F2F or online discuss Identify Good Student A: ….. We are talking about how do the global Discussion warming affect the farmers and their products… … but why don’t we understanding what is global Consolidation warming first…… (New information) Global warming is a phenomenon….. too much exhausted carbon dioxide in atmosphere which makes the temperature of the planet rise....
    58. 58. Year 5 – Children can change the world: Poverty identify good discussion, reflection, peer assessment Example of reflection journal (cont’t) Generate Inquiry Qs Identify good Qs for Inquiry F2F or online discuss Identify Good Student A: ….. (putting our knowledge together) Global Discussion warming affects the products of the farmers because their plants cannot survive in a higher temperature… Consolidation lower the production yield…..the price goes higher ….less competitive…. less people will buy .. Famers become poorer.... (my next question) how can we slow down global warming ……
    59. 59. Year 5 – Children can change the world: Poverty group identification, categorization, presentation, group summary note Generate Example of students’ group summary note Inquiry Qs Identify good Qs for Inquiry F2F or online discuss Identify Good Student B: (what we discussed) … after a long period of time Discussion in pursuing collective inquiry, our views on “poverty problem” are as follows…… Consolidation Our understanding on this topic: 1. What is poverty (definition)…… (a) According to the world bank data & information, we understanding that poverty is… Lacking of the basic abilities for living…. E.g. no residence….
    60. 60. Year 5 – Children can change the world: Poverty group identification, categorization, presentation, group summary note Example of students’ group summary note (con’t) Generate Inquiry Qs Identify good Qs for Inquiry F2F or online discuss Student B: ….the following are the new theories on the Identify Good definition of poverty that student x suggested… Discussion ….Cannot access to health benefits…..and no hope for future… In addition to the above points, Student M, N and O also Consolidation explained the “poverty problem”, they pointed out that…. …lacking of social, economic, and political participation...... physically and mentally handicapped ….for example, according to the SCMP, one out of six Japanese is relatively poor…but it s difficult to be observed, because they still have cars,…….

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