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Slides by students from HKUGA Primary School

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Slides by students from HKUGA Primary School

  1. 1. Knowledge Building International Project 2010 HKUGA Primary School
  2. 2. Contents <ul><li>Our Knowledge Forum for Learning </li></ul><ul><li>Our Learning Process of Knowledge Building </li></ul><ul><li>3. Our learning and Contribution Outcome from Knowledge Building at this moments </li></ul><ul><li>What have we learnt from this project. </li></ul><ul><li>Our Feeling </li></ul>
  3. 3. 1. Our Knowledge Forum for Learning
  4. 4. (1) Our KF Databases(Home view) : Hong Kong KF Database
  5. 5. Barcelona KF Database about Forest and Sustainability (KBIP)
  6. 6. (2) Our View : Our 1 st view of discussion about Forest and Sustainability (KBIP) This is our first discussion view. We contribute all our notes here.
  7. 7. Rise-above View This is our rise above notes view. We choose good notes, ideas, questions from the previous view.
  8. 8. Our Discussion View with Catalan students about Forest & Sustainability This is a view where we contribute our data in our Barcelona trip. We have some theories and some questions on it.
  9. 9. Our Learning Journal View of Forest and Sustainability This is our Learning Journal view. We writes what we have learnt and reflections in this view.
  10. 10. 2.Our Learning Process of Knowledge Building
  11. 11. reflection reflection
  12. 12. Identifying Problems and Formulation of Questions for Discussion First students identify the problems of people chopping down trees because they need paper, then other students further build on them. For example, they asked whether food can be used for making paper instead of using wood. This is an important procedure for improving ideas. energy.
  13. 13. Building on each others Build on notes Authentic problems
  14. 14. Idea Diversity Students make the discussions through the learning platform from their diversified ideas. For example the discussing of “How can we reduce paper using?”, “Ways to save the environment?” and “Ways to Recycle?” These topics are linked and expand ideas to make productive use of diversity.
  15. 15. Constructive use of Authoritative Source Reference : CNG The Geographic magazine on China [vol 1 Issue 4 , 2009] &quot; High and dry? wetlands in peril' p.98 - 99) Students will refer some magazines, newspapers to support their own point of view.
  16. 16. Constructive use of Authoritative Source Reference: &quot;Water Quality Testing - from Chicago River Schools Network
  17. 17. Rise-above notes Rise above note is making the conclusion and summary about some big discussions, it helps to formulate the big ideas and advance the discourse.
  18. 18. Theory Building We may not fully understand how to use the scaffold at first, e.g. in this note, at first we just state our opinion in a very simple way when using the scaffold “My theory”. But we had some time in class to select good notes from classmates, and I learnt how to improve my note, so I started to know how to use the scaffold “my theory”. You may see the note I modified in the next slide.
  19. 19. Theory Building
  20. 20. Reflective Journal The Reflective journal was written by students for reflection, they can review and reflect from time to time for ideas progressions. At last students make a conclusion on what they have learnt. From this reflective journal, the student has a deepening understanding on the topic of “Forest Sustainability”. Besides, the student found out that deforestation has great impacts on the habitats not only the animals and plants in wildlife, but also humans. If we are not going to stop deforestation, it will eventually upset the balance of the of food chain and the food web in the world.
  21. 21. Reflective Journal
  22. 22. Reflective Journal
  23. 23. I select some good notes from the discussion view, and reference them to rise-above the ideas of my classmates, and I think this note made good use of the scaffold “my theory” .
  24. 24. Reflective Journal <ul><li>Writing reflective journal is a very important process which can lead the students to understand more deeply on the topics of we are working through collaborative knowledge building. </li></ul><ul><li>It also encourages us to learn how to think and solve problems logically. </li></ul><ul><li>Throughout the programmes, we can review and reflect from time to time by writing reflective journals in order to enhance our learning. </li></ul>
  25. 25. Annotation (The green words) The keywords Notes Title Insert drawing Build on support Effective use of Knowledge Forum
  26. 26. Scaffolding At the beginning we didn't’t use any scaffolds, but later on we found out that scaffolds are useful to organize the information. Therefore you can see that almost all of our work used the scaffolds.
  27. 27. Our Research for discussion in KF (1) Field trip to Mai Po
  28. 28. (2) Field trip to Tai Tam Tuk <ul><li>In field trips, we collected data and we compared one places and another’s data and see what are the difference between these two places. We learn how to use some devices to measures the pH, the temperature and the wind speed. We find out that the water in Tai Tam Tuk is very clean and clear, We could see the bottom of the river! </li></ul>
  29. 29. Field Trip to Tai Tam Tuk <ul><li>Inquiry Questions : </li></ul><ul><li>How is the environment and ecology in Tai Tam Tuk ? </li></ul><ul><li>How do human activities impact the environment/forest ? </li></ul><ul><li>Is sustainability of forest important to the people living around? If yes , How to sustain ? </li></ul>
  30. 30. Field Trip to Tai Tam Tuk Data collected during Field Trip. pH : Area 1) 8 pH Area 3) 7.8 pH Area 4) 7.8 pH
  31. 31. (3) Video Conference <ul><li>Through the video conference, We could talk and communicate with the students in Barcelona and Singapore. </li></ul><ul><li>We found out the Barcelona and Singapore’s forests are protected very well. </li></ul><ul><li>We compared Hong Kong’s forest and theirs and found that we are not as good as theirs. We should try to protect the forest in Hong Kong. </li></ul>
  32. 32. (4) Trip to Barcelona <ul><li>We went to Barcelona for culture exchange and </li></ul><ul><li>visited the forest of Barcelona . </li></ul>9th to 16th April 2010
  33. 33.
  34. 34. Things that we learnt in Barcelona <ul><li>The differences between Collserola mountain in Barcelona and Hong Kong’s mountains. </li></ul><ul><li>How global warming, climate change etc affect the forest in Hong Kong and Spain </li></ul><ul><li>How deforestation affects forest: more Carbon Dioxide go on to the atmosphere. </li></ul><ul><li>The idea of protecting trees by </li></ul><ul><li>putting fence and replanting </li></ul><ul><li>trees in the forest. </li></ul>
  35. 35. 3. Our learning and Contribution Outcome from Knowledge Building at this moment
  36. 36. 1. We find out the nature environment in Hong Kong has been destroyed. Not too many animals and bird can be found in Hong Kong because many buildings were built which have destroyed their living environment. Therefore, we should make Hong Kong a green city, such as replanting more trees, building country parks. 2. We collected the water from Collserola mountain and recorded the pH, Dissolved Oxygen , Carbon Dioxide etc. We compared it with Hong Kong water taken from river.We discovered that Hong Kong environment is not as good as that in Barcelona, so we should protect Hong Kong rivers immediately.
  37. 37. Knowledge Building Classrooms of Primary 4 in HKUGA Primary School
  38. 38. Knowledge forum- our learning process <ul><li>We also have a similar learning process as that of the KBIP – forest and sustainability, but, the time for inquiry is much less, and it was the third unit that we use KF to learn in our Primary 4 GS curriculum this year. </li></ul><ul><li>The first one is Earthquake (For us to get use to the platform and learning procedures.) </li></ul><ul><li>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), for this topic, we also worked with students from another school, they read our notes, and build on our notes, and then we had a video conference in class. </li></ul><ul><li>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) </li></ul>
  39. 39. Earthquake View
  40. 40. <ul><li>What is water problem? </li></ul><ul><li>How to know the water is drinkable, and how to test and prove the it? </li></ul><ul><li>How to “clean” (purify) the polluted water, and make it drinkable? </li></ul>Water Problem View These are some examples of the questions that our classmates formulated in the beginning: <ul><li>Is the water enough for the world? Why? </li></ul><ul><li>Is there any country that drought and water pollution would happen frequently? Why? </li></ul>
  41. 41. Poverty View
  42. 42. <ul><li>What is poverty? </li></ul><ul><li>What are the factors causing poverty? Why? </li></ul><ul><li>How poverty affect the world? </li></ul><ul><li>Poverty happens anywhere? </li></ul><ul><li>How to help the poor people away from poverty? </li></ul>Poverty View These are some examples of the questions that our classmates formulated in the beginning:
  43. 43. Knowledge forum- our learning process <ul><li>1. Identifying problems and formulate my inquiry questions </li></ul><ul><li>Class discussion guided by my GS teacher. </li></ul><ul><li>We asked a lot of questions about poverty, some students went to Yunnan to experience the life of the residents there, and they became our resources, we also asked them a lot of questions about what they have experienced and seen in class and Knowledge Forum. </li></ul><ul><li>We discuss what questions and ideas are worth to continue to discuss in KF, in order to have a deeper understanding. </li></ul><ul><li>After class, my group posted the sub-topics and questions from our class’ discussion in KF. </li></ul><ul><li>e.g. (i) definition of poverty – What are poverty in our eyes </li></ul><ul><li>(ii) underlying causes of poverty </li></ul><ul><li> (iii) questions to help us to understand and clarify about the causes, e.g. global warming, wars, politics, etc. . </li></ul><ul><li>Carry out some preliminary research (e.g. books, newspaper cuttings, magazines) and the teacher also gave us some articles to read about poverty. </li></ul><ul><li>We have also formulated our individual inquiry questions, e.g. reasons of poverty in developing countries and developed cities. </li></ul>
  44. 44. Knowledge forum - our learning process <ul><li>2. Read inquiry questions raised by my classmates , teacher, other classes or even other schools </li></ul>How does global warming affect the poor ? How corruption of the Government affects the poor? How natural disaster leads to poverty?
  45. 45. Knowledge Forum - our learning process <ul><li>3. Build on each other, and formulate our own theories and ideas, then, we will ask questions to clarify the ideas and theories of others. It also t rigger us to think of another inquiry questions. </li></ul><ul><li>e.g. I read an inquiry question : </li></ul><ul><li>” Can poverty be inherited </li></ul><ul><li>by the next generation?” </li></ul><ul><li>貧窮是遺傳嗎? </li></ul><ul><li>This prompts me to think about </li></ul><ul><li>a subtopic : 跨代貧窮 </li></ul><ul><li>Intergenerational poverty </li></ul>
  46. 46. Knowledge Forum - our learning process <ul><li>4. In-depth understanding and research </li></ul><ul><li>Read comments and notes by our teacher and classmates </li></ul><ul><li>Advantages: </li></ul><ul><li>Raise our curiosity </li></ul><ul><li>Prompt us to carry out in-depth research to have a better and deeper understanding </li></ul><ul><li>of the topic. </li></ul>I wrote a note about the underlying causes of poverty . Teacher Hidy then gave comment on my notes , asking me to give some evidence to support my note. Later, I reviewed my notes and carried out further research. I revised my note and set out some examples to elaborate my view. Ideas and Notes improvement
  47. 47. Knowledge Forum- our learning process <ul><li>c) learn how to use authoritative sources to support our view </li></ul>My classmate has used information from United Nations and World Bank etc. to support the “definition of poverty ” and “absolute poverty”
  48. 48. Building-on First , Teacher Hidy raised a question “Are there any other reasons for poverty apart from political reason, natural disaster, corruptive Government etc.” Then , some of my classmates and I found out some examples to answer this question . E.g. I wrote a note about the high poverty rate in Japan because of economic factors and widening income disparity. After that , some other classmates raised some issues which need further clarification . Later, some other classmates found out more information to answer this question.
  49. 49. Evaluation and good notes Scaffolds This note made good use of the scaffolds ( like My theory and I learnt (the most important ) to pinpoint the essential things she has learnt on this topic). Keywords - She has used appropriate keywords to highlight the important issues /concepts on this topic (for example: 貧窮線 ( poverty line), 相對貧窮 (relative poverty), 絕對貧窮 (absolute poverty), 貧窮的原因 (reasons for poverty on the topic of “poverty”)
  50. 50.
  51. 51. Good notes from 4A database(Marcus’)
  52. 52. Good notes from 4A database(Loreen’s)
  53. 53. Good notes from 4A database(Liesl’s)
  54. 54. Good notes from 4A database (Liesl’s) – Cont’t
  55. 55. 4. What have we learnt from this project and our feelings
  56. 56. Summary (Liesl) After the class discussion , learning and discussion through KF , we will re-visit, review, summarize and rise-above our notes and write learning journals. My feelings & What do I learnt? I think Knowledge Forum helps me to learn. Through reading problems, questions, issues, notes raised by other classmates and our teacher, it prompts me to carry out further research and think about the core question more deeply. I have learnt how to put information together to make a summary. I have also learnt how to support my view by referencing to the other notes written by my classmates and authoritative sources, and I think that I have learnt how to learn, and how to improve the ideas of myself and my classmates.
  57. 57. <ul><li>I am so happy to join this program. I learn how to work and build knowledge with the school mates. At first, I thought I could study quite well myself, however, I am now thinking that I could improve a lot through I build know with classmates in Knowledge Forum and discuss with them in class, sometimes, they gave me some insights to improve my original ideas as we may not think exactly in the same way. </li></ul>Learning and feelings (Julianne)
  58. 58. <ul><li>The knowledge I gain should be the result of the collective effort of my classmates through building on each other, reading notes wrote by myself and my classmates. I was able to share my idea clearly and I think it is also very important in learning now. </li></ul><ul><li>I learnt how to summarize a piece information, use reference and authoritative source to support my ideas. </li></ul>Learning and feelings (Julianne)
  59. 59. <ul><li>I’ve learnt a lot from knowledge forum. </li></ul><ul><li>I’ve learnt about how to build on others and gather information to make a summary and rise-above notes to tell others what actually the main idea of the discussion is. </li></ul><ul><li>After a series of discussion in knowledge forum, I’ve concerned over more about the important subjects and the issues all over the world. </li></ul>My feelings (Marcus)
  60. 60. <ul><li>I’ve learnt how to explain and share our ideas clearly in the discussion view and discuss together with other classmates. </li></ul><ul><li>I’ve also learnt how to take new information and some other classmates’ ideas to improve our knowledge and ideas, as well as rise-above the collective ideas and write new notes and let other classmates discuss a new subject in order to advance the discussion. </li></ul>What I have learnt (Marcus)
  61. 61. <ul><li>Knowledge </li></ul><ul><li>We have enhanced our knowledge about the forests and how to achieve sustainability. We can learn many ways to protect the forest and save the earth. </li></ul><ul><li>  </li></ul><ul><li>2. Skills </li></ul><ul><li>(1) How to build knowledge collectively by </li></ul><ul><li>discussing and sharing in Knowledge Forum. </li></ul><ul><li>(2) Using scaffolds to organize our ideas and think </li></ul><ul><li>more deeply and clearly. </li></ul><ul><li>Attitude: Enhance our learning interest and learn to respect the diversity ideas given from others. </li></ul>
  62. 62. My Feeling Byran Lau <ul><li>It is interesting to learn through the Knowledge Forum (KF) since it is very different from the traditional learning system. KF provides a learning platform for students to discuss and exchange their ideas. KF also provides an interactive learning experience, we can share our information, brainstorm new ideas, organize the ideas in a proper way, rise up critical questions and solve the problems. It is great for improving our communication and critical thinking skills. </li></ul><ul><li>I am glad that I could join the KBIP program. It does not only help me in my logical thinking, but also provide me an opportunity in meeting people from other countries. </li></ul><ul><li>It is a valuable experience which </li></ul><ul><li>improves my interpersonal skills </li></ul><ul><li>and greatly boosted my confidence </li></ul><ul><li>to communicate with people from </li></ul><ul><li>different cultural backgrounds. </li></ul>
  63. 63. My Feeling Geoffrey Ho <ul><li>The Knowledge Forum greatly facilitated cross-border communication, which allowed us to effectively exchange views with students in Barcelona and Singapore. This is very important as environmental problems affect every living species in the world. I would encourage the use of this learning platform for further studies in the future. </li></ul><ul><li>On top of that, throughout the KBIP program, I’ve picked up several soft skills, which are useful in future learning. For example, data research, measurement-taking, cooperating with group mates and interacting with students from different cultures. </li></ul>I am very happy to participate in this project and meet so many friends throughout the whole course.
  64. 64. My Feeling Tommy Chan <ul><li>Through the KBIP program, I have learnt a lot of knowledge and communication skills through exchanging different ideas among classmates. The KF learning system has helped us to solve problem by building on and raising up notes. I have also learnt how to make the balance between urban development and forest protection. This is a valuable learning experience for me which can improve my critical thinking and interpersonal skills.I am very happy I have the opportunity to join this project. </li></ul>New Town Chop trees

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