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Design & Assessment for KB (Teacher workshop) (23-3-2007)
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  • Hi, I am Hidy. I am very happy that I can participate in this Knowledge Building - Dragon Lead Project, and have the opportunities to collaborate with so many teachers from both Barcelona and Hong Kong. In Hong Kong, schools participating in the Knowledge Building Project includes Hop lap College, Ming Kei College, HKUGA Primary School, and also my school, Pui Kiu College.
  • Our Plan consists of 2 phases, Phase 1 is initiated by introducing the topic: “IF ENERGY IS CONSERVED, WHY IS THERE IS STILL ENERGY CRISIS?” and Phase 2 would be focus on Deepening Understanding & also Starting the Collaboration. One particular interest among the teachers is to investigate students' conceptual change on "conservation of energy". Once the question is given to the students, they may develop their own viewpoints and the rationale behind. In order to discuss with others, they have to provide evidence to justify their viewpoints. As a result, the aim of the phase 1 activity is to articulate students' concepts between energy and energy source; and the relationship between the fuel and energy. Seed questions posted by teachers in this phase first focus on the "whats" in energy Crisis, and then we will scaffold students to deal with "why" or "how" questions in Energy Crisis .
  • Based on our earlier discussion with HKU citers, In phases II, each student will be working in 3 views, from the Class level, and Group level, to the Community level. For the Class level activity, students have to tackle problems of understanding, For the Group level activity, students have to solve the energy crisis by designing or developing something, For the Community level activity, with the help of HKU citers, we have identified 6 thoughtful notes from students’ earlier work to stimulate the discussion of energy and related concepts further. Oops, maybe I have already talked to much, it’s time to pass the microphone to the Golden Dragons from Hop Lap College.
  • Based on our earlier discussion with HKU citers, In phases II, each student will be working in 3 views, from the Class level, and Group level, to the Community level. For the Class level activity, students have to tackle problems of understanding, For the Group level activity, students have to solve the energy crisis by designing or developing something, For the Community level activity, with the help of HKU citers, we have identified 6 thoughtful notes from students’ earlier work to stimulate the discussion of energy and related concepts further. Oops, maybe I have already talked to much, it’s time to pass the microphone to the Golden Dragons from Hop Lap College.
  • Our Plan consists of 2 phases, Phase 1 is initiated by introducing the topic: “IF ENERGY IS CONSERVED, WHY IS THERE IS STILL ENERGY CRISIS?” and Phase 2 would be focus on Deepening Understanding & also Starting the Collaboration. One particular interest among the teachers is to investigate students' conceptual change on "conservation of energy". Once the question is given to the students, they may develop their own viewpoints and the rationale behind. In order to discuss with others, they have to provide evidence to justify their viewpoints. As a result, the aim of the phase 1 activity is to articulate students' concepts between energy and energy source; and the relationship between the fuel and energy. Seed questions posted by teachers in this phase first focus on the "whats" in energy Crisis, and then we will scaffold students to deal with "why" or "how" questions in Energy Crisis .
  • Based on our earlier discussion with HKU citers, In phases II, each student will be working in 3 views, from the Class level, and Group level, to the Community level. For the Class level activity, students have to tackle problems of understanding, For the Group level activity, students have to solve the energy crisis by designing or developing something, For the Community level activity, with the help of HKU citers, we have identified 6 thoughtful notes from students’ earlier work to stimulate the discussion of energy and related concepts further. Oops, maybe I have already talked to much, it’s time to pass the microphone to the Golden Dragons from Hop Lap College.
  • Based on our earlier discussion with HKU citers, In phases II, each student will be working in 3 views, from the Class level, and Group level, to the Community level. For the Class level activity, students have to tackle problems of understanding, For the Group level activity, students have to solve the energy crisis by designing or developing something, For the Community level activity, with the help of HKU citers, we have identified 6 thoughtful notes from students’ earlier work to stimulate the discussion of energy and related concepts further. Oops, maybe I have already talked to much, it’s time to pass the microphone to the Golden Dragons from Hop Lap College.
  • Based on our earlier discussion with HKU citers, In phases II, each student will be working in 3 views, from the Class level, and Group level, to the Community level. For the Class level activity, students have to tackle problems of understanding, For the Group level activity, students have to solve the energy crisis by designing or developing something, For the Community level activity, with the help of HKU citers, we have identified 6 thoughtful notes from students’ earlier work to stimulate the discussion of energy and related concepts further. Oops, maybe I have already talked to much, it’s time to pass the microphone to the Golden Dragons from Hop Lap College.
  • Based on our earlier discussion with HKU citers, In phases II, each student will be working in 3 views, from the Class level, and Group level, to the Community level. For the Class level activity, students have to tackle problems of understanding, For the Group level activity, students have to solve the energy crisis by designing or developing something, For the Community level activity, with the help of HKU citers, we have identified 6 thoughtful notes from students’ earlier work to stimulate the discussion of energy and related concepts further. Oops, maybe I have already talked to much, it’s time to pass the microphone to the Golden Dragons from Hop Lap College.
  • Based on our earlier discussion with HKU citers, In phases II, each student will be working in 3 views, from the Class level, and Group level, to the Community level. For the Class level activity, students have to tackle problems of understanding, For the Group level activity, students have to solve the energy crisis by designing or developing something, For the Community level activity, with the help of HKU citers, we have identified 6 thoughtful notes from students’ earlier work to stimulate the discussion of energy and related concepts further. Oops, maybe I have already talked to much, it’s time to pass the microphone to the Golden Dragons from Hop Lap College.

Design & Assessment for KB (Teacher workshop) (23-3-2007) Design & Assessment for KB (Teacher workshop) (23-3-2007) Presentation Transcript

  • Stage One (Classroom Preparation) • Small group discussion • Student report (use thinking prompts/scaffolds) • Invite student to summarise • Ask students to think of a question so as to get more information from the presenter23 Mar 2007 1
  • Stage Two • Introduce KF activity • Teacher sets question to foster discussion • Students generate questions for discussion Stage Three • Bridging the online learning and classroom learning Stage Four • Assessment Mechanism23 Mar 2007 2
  • Fostering Online Knowledge Building Strategy One Jigsaw approach & Student generated23 Mar 2007 3
  • Curriculum Design World problems & how to look after the world? Students enter any One of the three views To start their discussion23 Mar 2007 4
  • Tropical Rainforest23 Mar 2007 5
  • Teacher captured the sub-topics and placed them in new views23 Mar 2007 6
  • Sub-themes/Rise Above View23 Mar 2007 7
  • Fostering Online Knowledge Building Strategy Two Brain-storming approach using worksheet23 Mar 2007 8
  • 23 Mar 2007 9
  • Answer Posted on KF 23 Mar 2007 10
  • Fostering Online Knowledge Building Strategy Three Teacher initiated a specific question23 Mar 2007 11
  • 3a. Short Reading with ateacher initiated question23 Mar 2007 12
  • 23 Mar 2007 13
  • 3b. Interpretation of the Curriculum Guide Key Questions in Curriculum Guide Key Questions in Knowledge Forum Views 1. Are there any spatial 1. What do you know about patterns of the tsunamis? occurrence of 2. Why do we have tsunamis earthquakes, volcanic and earthquakes? eruptions and tsunamis? 3. What is the relationship 2. Why are there such among tsunamis, patterns? earthquake and tectonic 3. What are the catastrophic plates? effects of the above natural 4. Can disaster be avoided? hazards? Why are the less developed areas more vulnerable to natural hazards than the more developed areas? 4. Why do people still live in hazard-prone areas? Is their choice rational?23 Mar 2007 14
  • Home Page for S4 Geography Four key questions transformed into four KF views23 Mar 2007 15
  • Knowledge Building: Dragon Lead Energy Crisis Project23 Mar 2007 16
  • Dragon Lead Energy Crisis Project Strategy Four Prior Knowledge23 Mar 2007 17
  • Seed questions posted by teachers in this phase first focus on the "whats" in energy Crisis, and then The Plan (Phase I) students are scaffold to deal with "why" or "how" questions in Energy Crisis. • IF ENERGY IS CONSERVED, WHY IS THERE IS STILL ENERGY CRISIS? • To articulate students concepts between energy and energy source/ fuel; and the relationship between the fuel and energy.23 Mar 2007 18
  • 23 Mar 2007 19
  • Dragon Lead Energy Crisis Project Strategy Five Rise above23 Mar 2007 20
  • The Plan (Phase II)• Tackling Problems of understanding (class level activity)• Solving the energy crisis by designing or developing (Group level activity)• In-depth discussion of energy and related concepts stimulated by 6 thoughtful notes from students’ earlier work. (Community level activity)23 Mar 2007 21
  • 23 Mar 2007 22
  • Dragon Lead Energy Crisis Project Strategy Six Authentic Tasks23 Mar 2007 23
  • The Plan (Phase II)• Tackling Problems of understanding (class level activity)• Solving the energy crisis by designing or developing (Group level activity)• In-depth discussion of energy and related concepts stimulated by 6 thoughtful notes from students’ earlier work. (Community level activity)23 Mar 2007 24
  • Group level activity - Solving the energy crisis by designing or developing• Students are invited to work in groups to contribute to solving the energy crisis by designing or developing something. Their contribution can be in one of the following three ways: a. Contributing to public education on energy crisis and energy conservation: For example by designing artifacts (Posters, songs, movie clips, animations, etc.) that will help the public to understand better about the energy crisis and energy conservation, and what they can do to help b. Designing technology that will help solve the energy crisis: The “product” can be an actual artifact that can be operated or it can just be a design plan for an artifact that can help tackle the energy crisis problem by technology c. Developing energy conservation policies/plans/proposals, with rationales, for the23 Mar 2007 25 government/schools/families/individuals in HK to carry out
  • Virtual Conference: Students Presentations23 Mar 2007 26
  • KF-Database23 Mar 2007 27
  • Dragon Lead Festival Project Strategy Seven Tailor-made23 Mar 2007 Scaffolding 28
  • CCCKWPS-Curriculum design• IF ENERGY IS CONSERVED, WHY IS THERE IS STILL ENERGY CRISIS?• To articulate students concepts between energy and energy source/ fuel; and the relationship between the fuel and energy. Overview: CCCKWPS An23 Mar 2007 29
  • STAGE I STAGE II23 Mar 2007 30
  • TES Notes23 Mar 2007 31
  • Scaffold – Introducing myself23 Mar 2007 32
  • Writing with scaffolds23 Mar 2007 33
  • Methods: Sentence pattern given I want to be_______ I like____ing/noun. I think I am a Hong Kong is ___, I like ____ called_______ very much23 Mar 2007 34
  • Methods: Classroom activities: understanding guided questions Sentence pattern given (e.g. I like ____+ing / noun (very much) I want to be ____because_____ I think I’m like a/an____ since___) ->simple sentences, curriculum Suggested vocabulary shy, scary, smart, fashion designer… Search Engine (e.g. Gundum)23 Mar 2007 35
  • Online dictionary (e.g. first aider) Demonstration of good notes (Sharing) Q&A (how to write, ask and answer) Feedback (grammatical problems) Oral training, presentation (Filming) Discussing interesting notes Barcelona - 2 football team… an Olympic city, Egyptian museum Brainstorm together what they mean, guided questions Briefing on how to respond match Catalonia’s specials with HK theme-based23 Mar 2007 36
  • Another view— Highlights23 Mar 2007 37
  • Chinese Strategy Eight Classroom Discussion23 Mar 2007 38
  • 課程設計─ 示例: 時事新聞 討論• 1 .訂定教學目標 – 時事評論 • 意見∕論點 • 論據23 Mar 2007 39
  • • 2 .課堂討論 – 策略 • 分組匯報一則值得討論事時新聞(撮述能力、理 解能力) • 其他同學回應 • 10 組完成匯報後,全班同學投票選出最感興趣 討論的 2 道題目23 Mar 2007 40
  • 學生搜集新聞聞報章資料23 Mar 2007 41
  • • 3 .負責組別將討論題目 放上KF23 Mar 2007 42
  • 討論題目23 Mar 2007 43
  • 回應討論問 題23 Mar 2007 44
  • Chinese Strategy Nine Summarize23 Mar 2007 45
  • 美國的問題〔我的觀點 〕對於人類活動是導致全球暖化的原因,我是支持的。人類的生活 愈來愈好,科技天天進步。我認為他們的目的除了是為經濟為是賺錢外,是 沒有其他的目的。現今有那些環保科技展例如台北國際能源環保暨水科技展 ,表面上是展出不出的環保設備,其實只是提供一個場地給不同的公司看看 大家有沒有交易的空間。直接來說他們只是借用了環保這個名字來賺錢。對 於真正環保的幫助不大。23 Mar 2007 46
  • 誰要付最大的責任?〔我的立場〕 ……但我認為應該以污者自付的大前題來分析每個國家應付的責 任。〔我的觀點〕 球暖化是人類的責任是無可厚非的,但是我們也是因該要想一想 哪個國家要付最大的責任?在我的立場來說,我認為美國要付上最大的責任。 美國人口佔全球的 4.63% ,卻消耗掉全球 20.72% 的能源,排放的二氧化 碳佔全球總量的 21.82% 。一個擁有如此多資源的國家,又是最大的污染物 排放國要她減低污染量是個絕對合理的要求。但是在 1997 年的京都議訂書 中,要求把溫室氣體排放量減少百分之五,回復到 1990 年的水平。但是美 國因指條約對經濟影響太大,所以拒絕確認協議書。23 Mar 2007 47
  • 反省〔我的立場〕我認為一些較發達的國家,例如 : 英國,美國 ... 她們有關全球暖 化的危機並非低,只是她們對這些問題視而不見。我認為是因為她們的自私 ……〔我的觀點〕 其實全球暖化是否只是與這些較發達的國家有關?我認為並非只 是這樣,而是認為全球暖化與全世界所有人有關……• 〔我的反思〕究竟我們又給了大自然什麼呢?只是不斷的破壞嗎?然後把一 切的惡果都推在大自然上,但自己又毫不作出反省嗎?• 究竟在全球暖化的事件中,我們可以學到什麼?23 Mar 2007 48
  • 不是未影響到,只是明知故做。〔我的理由〕我認為即是像林同學提到既統計指出有 13% 的美國人說他們從來 沒看過有關全球暖化的消息,但我相信大部份排出有害氣體的是見多識廣的 商人……〔值得討論的問題〕澳洲政府知道全球暖化會對全國造成影響,她們不應以經濟 利益先行而是全球人類的利益。澳洲政府不加入京都議定書的理由可以說是 無理,氣候的影響力足以令全球人類死亡,到時要金錢有用嗎 ? 要怎樣才能 達到可持續發展 ?23 Mar 2007 49
  • 發達國家於全球暖化問題上有不可推卸的責任〔我同意〕……首先 , 京都議定書對普通人來說當然是舉腳贊成 , 但對商人來 說無疑是賺錢的絆腳石。就以全球第 1 大國美國為例 , 經濟持續成長加上美 國每單位二氧化碳減量成本較高 , 進行減量工作可能會對其產業、經濟產生 極大衝擊 , 所以美國對京都議定書表現出抗拒的態度。另外 , 澳洲總理聲稱 該條約會減少澳洲人的工作機會所以不肯簽署。反而澳洲工黨卻完全支持京 都議定書 , 現在這已成為澳洲政治中最嚴重爭論的議題。但美國及澳洲是全 球排放最多溫室氣體的國家 , 若少了她們的參與 , 成效 1 定微乎其微。所以 要對抗全球暖化的問題 , 必定要國與國之間定下協議 , 攜手合作減低溫室氣 體排放量。23 Mar 2007 50
  • 一同存在的環境保護及經濟發展〔我的立場〕我相信全球暖化是人類活動所致 , 而人類活動最終的目的是為了謀 取更高利益 , 至於這些人類活動都能帶動經濟的發展。 在經濟發展與環境保 護有衝突的情況下 , 兩者真的不能並存嗎 ? 我認為是可以並存的……〔我的反思〕其實 , 沒有條約的監管 , 人類會否真的自行解決環境污染越來越 嚴重的問題呢 ?23 Mar 2007 51
  • 不但要用條約監管 , 還要進行公民教育〔我的觀點〕全球暖化的主題 , 我認為除了全球訂定條約減少排量 , 還要靠各 地政府對當地居民進行公民教育 , 多作宣傳片及海報 , 在小學生的課本加入 污染問題的課題 , 從小開始建立保護地球的意識 , 相信公民教育有助解決全 球暖化。23 Mar 2007 52
  • ‘ 各地’政府真的可以進行公民教育 ? 放棄軍事可能有幫助 ...〔我的立場〕我認為美國 , 英國等已發展國家不但要在自己國內進行公民教育 , 還要幫助未發展國家或貧窮的國家推行 , 才能做到 各地政府對當地居民進行 公民教育 .〔我的意見〕其實我覺得已發展國家幫助未發展國家 , 不需要特別新增一項支出 . 以美國為例 , 它在國防部例行預算中 , 預算了 4,810 億美元 , 如果用各國軍 費和國防費以幫助未發展國家發展改善全球暖化的項目 , 或發展改善全球暖 化問題的方法 , 可是綽綽有餘 . 其實軍費和國防用處何在 ? 就是為了正義 ? ……23 Mar 2007 53
  • 獎勵比懲罰更為有效 !〔我不同意 〕立法能完全阻止全球暖化問題。也許,立法能在即時減少污染上 有顯著的效果,但只是冶標不冶本的方法而已。所謂冶世用重典,但環境污 染並不是作奸犯科、危害生命,而已現時世界上已經有不少公約條例規管, 如……同學所說再加強罰則,亦只會物極必反,即時衍生不同的社會問題, 如電力供應等。〔從另一個角度看〕我認為教育是很重要,但我建議所有國家都可以參考某些在 環保政策上成功的例子加以仿效,如:加拿大及日本等,他們在回收廢物及 減排上都令人非常滿意……23 Mar 2007 54
  • 人的自私使地球歩向滅亡〔我的反思〕美國是自私的,但我想了想:其實我都好自私。〔我的問題〕大宣家有沒有想過自己都是十分自私?我們不斷發展新的科技,不 斷使用、浪費資源,污染地球。目的是什麼?為的就是賺更多的錢去改善自 己的生活質素。我們是否應該檢討自己 自私的行為?如果我們繼續自私下去 ,地球是否會滅亡?大家可以想一想。23 Mar 2007 55
  • 理論和實踐是兩回事〔我的立場〕……理論和實踐是兩回事。環境保育是談何容易?雖然香港人都知 道環境保護的重要性,但有多少人真是會實踐,為地球著想?23 Mar 2007 56
  • • 歸納方法: – 列表 – 概念圖(示例)23 Mar 2007 57
  • How to apply KF in Project Learning Context Strategy Ten - Constructive use of information Strategy Eleven - Recording students’ progress23 Mar 2007 58
  • Stage 1 - Introduction HOME VIEW to 3D Class View23 Mar 2007 59
  • Stage 1 - Introduction Seed Question23 Mar 2007 60
  • Stage 1 - Brainstorming23 Mar 2007 61
  • Stage 1 - Brainstorming Proper use of built-in scaffold23 Mar 2007 62
  • Stage 1 - Brainstorming linking to other23 Mar 2007 reference 63
  • Stage 1 - Brainstorming pictures included23 Mar 2007 64
  • Stage 1 - Brainstorming Proper use of another scaffold to stress the main points23 Mar 2007 65
  • Stage 1 - Summary First Stage Summary23 Mar 2007 66
  • Stage 2 - Progress Use of headings to guide students’ directions23 Mar 2007 67
  • Stage 2 - Progress Tailor-made scaffolds applied23 Mar 2007 68
  • Stage 2 - Progress First Cycle Report23 Mar 2007 69
  • Stage 2 - Progress Second Cycle Report23 Mar 2007 70
  • Summary notes • KF serves as a tool to help students record their progress of study. • KF serves as a common place for students to share their resources. • KF serves as a place for teachers to communicate with students. • KF serves as a tool for teachers to conduct qualitative assessment / formative assessment.23 Mar 2007 71
  • How do we assess knowledge building?23 Mar 2007 72
  • How to assess?I. Quantitative Measurement• Analytic Tool Kit Reports – Note Created – Reading activityII. Qualitative Measurement• Setting a good note title• Note rating using rubrics• Learning Diary/Learning Log/Report• Group Review• Individual Portfolio23 Mar 2007 73
  • Using Assessment Applet23 Mar 2007 74
  • Note Contribution23 Mar 2007 75
  • Peer Interaction on note reading23 Mar 2007 76
  • Peer Interaction on build on note23 Mar 2007 77
  • Possible Strategies• Setting a good note title• Note rating using rubrics• Learning Diary/Learning Log/Report• Group Review• Individual Portfolio• Using knowledge building principles23 Mar 2007 78
  • How do we assess knowledge building?23 Mar 2007 79
  • How to assess?I. Quantitative Measurement• Analytic Tool Kit Reports – Note Created – Reading activityII. Qualitative Measurement• Setting a good note title• Note rating using rubrics• Learning Diary/Learning Log/Report• Group Review• Individual Portfolio23 Mar 2007 80
  • Using Assessment Applet23 Mar 2007 81
  • Note Contribution23 Mar 2007 82
  • Peer Interaction on note reading23 Mar 2007 83
  • Peer Interaction on build on note23 Mar 2007 84
  • Possible Strategies• Setting a good note title• Note rating using rubrics• Learning Diary/Learning Log/Report• Group Review• Individual Portfolio• Using knowledge building principles23 Mar 2007 85