Students were taken on a field trip to Tai Mo Shan nature reserve to stimulate inquiry about ecology. They generated questions from individual to community levels, such as how weather affects creatures and what can be done to stop pollution. Good questions required explanatory answers, had more than one answer, and could generate further questions. Face-to-face discussion then extended online where students posted field observations and worked on perceived threats to the nature sites.
Design & Assessment for KB (Teacher workshop) (23-3-2007)KBTNHKU
The document discusses the causes of global warming and argues that human activities are largely responsible. It states that while technology advances to improve lives, the main goals of economic growth and profit do not address environmental protection. Additionally, some environmental technology exhibitions are really just opportunities for companies to do business rather than meaningfully address climate change issues.
Assessment for KB (Teacher workshop) (5-5-2007)KBTNHKU
This document summarizes a workshop on assessment for knowledge building held on May 5, 2007. It provides an overview of the tasks and activities covered in the workshop, including writing questions on Knowledge Forum, using its advanced features, and discussing different views on assessment. The workshop addressed topics such as formative vs summative assessment, assessing products vs processes, quantitative vs qualitative assessment, and aligning learning, assessment and collaboration. Examples of assessing online discussions and using analytic tools were also presented. Participants were instructed on creating learning diaries and conducting group reviews on Knowledge Forum. The document concludes by covering knowledge building principles and having participants draft electronic portfolio notes.
COLODA is an automated discourse analysis tool that helps teachers analyze online discussion data. It provides summaries of student engagement, participation levels, interaction patterns, and progression of ideas to help teachers evaluate learning, knowledge building, and adjust instruction. COLODA analyzes discussion data and outputs statistics, social networks, thread analyses, and keyword analyses in Excel format. It is being developed as an online platform to support teachers' reflective practice and knowledge building pedagogy.
Students were taken on a field trip to Tai Mo Shan nature reserve to stimulate inquiry about ecology. They generated questions from individual to community levels, such as how weather affects creatures and what can be done to stop pollution. Good questions required explanatory answers, had more than one answer, and could generate further questions. Face-to-face discussion then extended online where students posted field observations and worked on perceived threats to the nature sites.
Design & Assessment for KB (Teacher workshop) (23-3-2007)KBTNHKU
The document discusses the causes of global warming and argues that human activities are largely responsible. It states that while technology advances to improve lives, the main goals of economic growth and profit do not address environmental protection. Additionally, some environmental technology exhibitions are really just opportunities for companies to do business rather than meaningfully address climate change issues.
Assessment for KB (Teacher workshop) (5-5-2007)KBTNHKU
This document summarizes a workshop on assessment for knowledge building held on May 5, 2007. It provides an overview of the tasks and activities covered in the workshop, including writing questions on Knowledge Forum, using its advanced features, and discussing different views on assessment. The workshop addressed topics such as formative vs summative assessment, assessing products vs processes, quantitative vs qualitative assessment, and aligning learning, assessment and collaboration. Examples of assessing online discussions and using analytic tools were also presented. Participants were instructed on creating learning diaries and conducting group reviews on Knowledge Forum. The document concludes by covering knowledge building principles and having participants draft electronic portfolio notes.
COLODA is an automated discourse analysis tool that helps teachers analyze online discussion data. It provides summaries of student engagement, participation levels, interaction patterns, and progression of ideas to help teachers evaluate learning, knowledge building, and adjust instruction. COLODA analyzes discussion data and outputs statistics, social networks, thread analyses, and keyword analyses in Excel format. It is being developed as an online platform to support teachers' reflective practice and knowledge building pedagogy.
PKC - Ecologies for Our Neighborhood (2007-08)KBTNHKU
1) The document summarizes a field trip to Hoi Hai Wan Marine Park in Hong Kong on January 15, 2008. During the trip, the weather, ocean conditions, and marine life were observed and recorded.
2) Measurements taken included an air temperature of 13.8°C, wind direction of NNE at 6.4km/h, sea surface temperature of 17.5°C, salinity of 34ppt, dissolved oxygen of 7.82mg/L, and visibility of 3m. Plankton samples were collected and various marine organisms like corals, fish and sea cucumbers were observed.
3) While the marine park is protected, the document
This document discusses the history and past topics of collaboration between Hong Kong KB Teacher Network and KBIP students since 2006, including local ecology, water quality, and environmental issues. It also mentions that fewer Hong Kong schools participated in KBIP from 2010-2011 due to difficulties, but that new opportunities for collaboration may be upcoming.
This document outlines the progression of various knowledge building projects, teacher networks, and student activities from 2001 to 2008, including teacher and student training programs, science design competitions, the establishment of the first Knowledge Building school network, workshops to promote higher-order thinking and learning reform, and an international student video conference. The list highlights the expansion of knowledge building initiatives over that time period across multiple educational contexts.
This document discusses a teacher's use of the Knowledge Forum platform to teach English writing to primary school students. It outlines the teacher's goals of developing students' independent learning skills and encouraging them to write freely in English. It describes the teacher's initial doubts and lack of confidence given her students' low English abilities. It then details how her mentor planned curriculum tasks, provided online resources, and taught students to use the Knowledge Forum platform. The document discusses positive impacts on students, including reduced writing fears, peer learning from reading each other's notes, and vocabulary growth beyond what was taught. It also notes the teacher's preference for Knowledge Forum's immediate feedback over traditional marking methods.
Slides by students from HKUGA Primary SchoolKBTNHKU
The document describes a Knowledge Building project conducted by HKUGA Primary School on the topic of forest sustainability. It outlines the school's knowledge forum for learning, including different views and databases used. It then details the learning process, which involved identifying problems, building on each other's ideas, using authoritative sources, developing theories, and writing reflective journals. Key activities included field trips, a video conference, and a trip to Barcelona. The outcomes of the project included insights into Hong Kong and Barcelona's environments and the importance of protecting forests.
PKC - Ecologies for Our Neighborhood (2007-08)KBTNHKU
1) The document summarizes a field trip to Hoi Hai Wan Marine Park in Hong Kong on January 15, 2008. During the trip, the weather, ocean conditions, and marine life were observed and recorded.
2) Measurements taken included an air temperature of 13.8°C, wind direction of NNE at 6.4km/h, sea surface temperature of 17.5°C, salinity of 34ppt, dissolved oxygen of 7.82mg/L, and visibility of 3m. Plankton samples were collected and various marine organisms like corals, fish and sea cucumbers were observed.
3) While the marine park is protected, the document
This document discusses the history and past topics of collaboration between Hong Kong KB Teacher Network and KBIP students since 2006, including local ecology, water quality, and environmental issues. It also mentions that fewer Hong Kong schools participated in KBIP from 2010-2011 due to difficulties, but that new opportunities for collaboration may be upcoming.
This document outlines the progression of various knowledge building projects, teacher networks, and student activities from 2001 to 2008, including teacher and student training programs, science design competitions, the establishment of the first Knowledge Building school network, workshops to promote higher-order thinking and learning reform, and an international student video conference. The list highlights the expansion of knowledge building initiatives over that time period across multiple educational contexts.
This document discusses a teacher's use of the Knowledge Forum platform to teach English writing to primary school students. It outlines the teacher's goals of developing students' independent learning skills and encouraging them to write freely in English. It describes the teacher's initial doubts and lack of confidence given her students' low English abilities. It then details how her mentor planned curriculum tasks, provided online resources, and taught students to use the Knowledge Forum platform. The document discusses positive impacts on students, including reduced writing fears, peer learning from reading each other's notes, and vocabulary growth beyond what was taught. It also notes the teacher's preference for Knowledge Forum's immediate feedback over traditional marking methods.
Slides by students from HKUGA Primary SchoolKBTNHKU
The document describes a Knowledge Building project conducted by HKUGA Primary School on the topic of forest sustainability. It outlines the school's knowledge forum for learning, including different views and databases used. It then details the learning process, which involved identifying problems, building on each other's ideas, using authoritative sources, developing theories, and writing reflective journals. Key activities included field trips, a video conference, and a trip to Barcelona. The outcomes of the project included insights into Hong Kong and Barcelona's environments and the importance of protecting forests.
1. A Teacher’s Knowledge Building Journey
Through Pedagogical Dilemmas
Mr. Tim Wong
HKUGA Primary School
2. Background of Teacher Tim
• 港大同學會小學 HKUGA Primary School
• 中文科老師 Chinese language teacher
• Currently his 3rd year ofvKB in classes
• Year 1 – P5, 生命鬥士(Life Fighters)
• Year 2 – P6 (同一班), 港孩放大鏡 (HK Kids)
• 最傑出知識探究團隊大獎 The Most Outstanding Knowledge Building
Award 2011, KBTN
• Year 3 – P5, 智慧的心窗 (Heart’s Window on
Wisdom)
3. Impact of KB approach on students?
學習態度和學習模式的改變
1.被動解答問題變為主動探索想知道的問題。
2.由遵從老師要求到後期變得牙尖嘴利 , 會主動
v
提出質疑。
3.由早期懂得搜尋資料到後期懂得分析和判
斷
資料是否合用，以及明白到網上資料不一定
真實，會嘗試尋找第一手資料印證網上資
訊。
5. What was your understanding of
knowledge building when you started?
1.使學生有“做事意識” ，知道自己在做甚麼。
2.要讓學生有一段“模糊階段” 。
v
3.老師的觀感會主導結果，老師要小心處理。
4.老師的角色是“導” ，學生的角色是“演”
6. Dilemmas of a KB teacher
• 老師主導 與無的放矢?
• 模糊階段—應給學生討論多久？老師在甚麼
v
時候介入?
• 語文老師的核心任務:高階思維 與教授語文
能力?
• 課程組織: 課文的學習可讓學生持續建構知
識嗎?
22. Symmetric knowledge advancement—
teacher learning through KB teacher and student community
• 老師既有的概念可以改變。我們可從學生身上
學習，學生的看法也可刺激到老師概念的改變。
• 反思和周遭的人是最好的刺激，改變人狹窄的
v
看法。
27. Thread Level Statistics
Average Number of Notes per Thread
Average Depth of Discussion Thread 7.5
3
2.5
v
Depth of discussion thread
Number of notes
2
7
1.5
1
0.5
0 6.5
Year 1 Year 2 Year 1 Year 2
