This is a presentation in a CSCL2011 Symposium: Getting Started and Sustaining Knowledge Building. It introduces how to get knowledge building started in kindergarten and grade one classes.
Our Journey into Pedagogical Documentation is the story of a team of educators in the Surrey School District who engaged in an professional inquiry into Reggio inspired teaching and learning.
The zone of proximal development (ZPD) has been defined as:"the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solWood et al. (1976, p. 90)
definition of scaffolding: 'Those elements of the task that are initially beyond the learner’s capacity, thus permitting him to concentrate upon and complete only those elements that are within his range of competence'.ving under adult guidance, or in collaboration with more capable peers" (Vygotsky, 1978, p. 86).
Keynote presentation for Design for Collaborative Learning: Current Trends and Pedagogy” subtitled “Making Space for Change” at the B.C. CEFPI Annual Conference of school planners and architects. I was asked to provide a birds-eye view of the new B.C. Ministry of Education curriculum, talk about it in the context of collaboration and speak to the implications for the design and use of physical space.
One of the most popular Hatch 'Super-Power' Webinars to date! Brian Puerling shares awesome ideas for using various technology in the early learning classroom. From publishing books, to classroom blogging, and plenty of other new ideas to take away to your education programs.
http://www.hatchearlychildhood.com/webinars
Our Journey into Pedagogical Documentation is the story of a team of educators in the Surrey School District who engaged in an professional inquiry into Reggio inspired teaching and learning.
The zone of proximal development (ZPD) has been defined as:"the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solWood et al. (1976, p. 90)
definition of scaffolding: 'Those elements of the task that are initially beyond the learner’s capacity, thus permitting him to concentrate upon and complete only those elements that are within his range of competence'.ving under adult guidance, or in collaboration with more capable peers" (Vygotsky, 1978, p. 86).
Keynote presentation for Design for Collaborative Learning: Current Trends and Pedagogy” subtitled “Making Space for Change” at the B.C. CEFPI Annual Conference of school planners and architects. I was asked to provide a birds-eye view of the new B.C. Ministry of Education curriculum, talk about it in the context of collaboration and speak to the implications for the design and use of physical space.
One of the most popular Hatch 'Super-Power' Webinars to date! Brian Puerling shares awesome ideas for using various technology in the early learning classroom. From publishing books, to classroom blogging, and plenty of other new ideas to take away to your education programs.
http://www.hatchearlychildhood.com/webinars
Combining Literacy + Social Emotional Learning in Class & at HomeAmi Shah
Learn about ways to integrate social-emotional learning into your literacy and ELA instruction. These tools and strategies will excite, inspire and invigorate your students! We know that learning doesn’t stop in the classroom, so this presentation also share tips and tricks to help families reinforce the SEL skills their child learned in class. This will ensure the fun extends into every student’s home.
Third day in a 3 part series, K-3, focusing on quality teaching K-12, using the frameworks of UDL and BD. Sequences from physics, gr 4/5 math and language arts, gr 1 writing, gr 10 English, images into reading.
An introduction to the frameworks and approaches in our new book, It's All about Thinking - Collaborating to Support All Learners (Brownlie and Schnellert). This edition focuses on English, Social Studies and Humanities, grades 5-12.
FETC 2012: Interactive Whiteboard Content for Early LearnersHatch Early Learning
Interactive whiteboards combined with developmentally appropriate content leads to preschool literacy and math success. Presented at FETC 2012 by Dr. Lilla Dale McManis and Tryna King.
Combining Literacy + Social Emotional Learning in Class & at HomeAmi Shah
Learn about ways to integrate social-emotional learning into your literacy and ELA instruction. These tools and strategies will excite, inspire and invigorate your students! We know that learning doesn’t stop in the classroom, so this presentation also share tips and tricks to help families reinforce the SEL skills their child learned in class. This will ensure the fun extends into every student’s home.
Third day in a 3 part series, K-3, focusing on quality teaching K-12, using the frameworks of UDL and BD. Sequences from physics, gr 4/5 math and language arts, gr 1 writing, gr 10 English, images into reading.
An introduction to the frameworks and approaches in our new book, It's All about Thinking - Collaborating to Support All Learners (Brownlie and Schnellert). This edition focuses on English, Social Studies and Humanities, grades 5-12.
FETC 2012: Interactive Whiteboard Content for Early LearnersHatch Early Learning
Interactive whiteboards combined with developmentally appropriate content leads to preschool literacy and math success. Presented at FETC 2012 by Dr. Lilla Dale McManis and Tryna King.
This children's story answers why koi fish (ornamental carp) live in a pond.
Written by Claire Apigo
Edited by Cindy Velasquez
Illustrated by Dan Guillano
Some ways to promote creativity in our classroomsDr. Goutam Patra
It is argued creativity can be team-based, observable and learnable. It is evidenced in a collective capacity to select, reshuffle, combine, or synthesise already existing facts, ideas and skills in original ways. Thus we could promote creative thinking, being and doing in HE learning spaces by focusing on creative, collaborative learning activities among both learners and teachers (and see also Livingston, 2010).
Here are the some ways of creating creativity in Teaching- learning situation
LAK19 - Towards Value-Sensitive Learning Analytics DesignBodong Chen
LAK19 Full Paper. Abstract: To support ethical considerations and system integrity in learning analytics, this paper introduces two cases of applying the Value Sensitive Design methodology to learning analytics design. The first study applied two methods of Value Sensitive Design, namely stakeholder analysis and value analysis, to a conceptual investigation of an existing learning analytics tool. This investigation uncovered a number of values and value tensions, leading to design trade-offs to be considered in future tool refinements. The second study holistically applied Value Sensitive Design to the design of a recommendation system for the Wikipedia WikiProjects. To proactively consider values among stakeholders, we derived a multi-stage design process that included literature analysis, empirical investigations, prototype development, community engagement, iterative testing and refinement, and continuous evaluation. By reporting on these two cases, this paper responds to a need of practical means to support ethical considerations and human values in learning analytics systems. These two cases demonstrate that Value Sensitive Design could be a viable approach for balancing a wide range of human values, which tend to encompass and surpass ethical issues, in learning analytics design.
KBSI 2015: Towards multimodal indicators of idea improvement in knowledge bui...Bodong Chen
An invited talk about potential multimodal indicators for assessing idea improvement in group knowledge building. Trieste, Italy. Early thoughts; comments welcomed.
Next-Generation Knowledge Building EnvironmentsBodong Chen
This is presented at 2011 Knowledge Building Summer Institute hosted in Guangzhou, China, as an important event after CSCL 2011. By going through ten important aspects that might help define next-generation knowledge-building environment, presenters invited all participants to contribute their ideas about how to make knowledge-building environment better.
Advancing the design of knowledge-building softwareBodong Chen
Advancing the design of knowledge-building software.
Presented at CSCL 2011 Symposium: Enhancing the Social and Cognitive Benefits of Digital Tools and Media.
Design to Integrate Knowledge Building with Individual Learning in Open Learn...Bodong Chen
This presentation calls for designs of new social media to fill the gap of learner communication and collaboration in current Educational Resources (OER) movement. While various OER projects have created a vast ocean of quality learning materials, comparably little effort has been put on nurturing a learner community around a single or multiple OER repositories. The Knowledge Building pedagogy which emphasizes social and cultural aspects of learning could come in and play a role in this movement. No design idea has been discussed in this presentation, but many questions that have to be answered are put forward for discussion.
Idea centered knowledge building environmentBodong Chen
This is a presentation I gave in one of my courses in Knowledge Media Design collaborative program on Nov 4, 2010. It articulates a design challenge--idea-centered open knowledge building environment--I want to pursue in this course.
Any comment will be highly appreciated!
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
"Protectable subject matters, Protection in biotechnology, Protection of othe...
Knowledge Building in Senior Kindergarten and Grade 1
1. +
Getting Started and Sustaining
Knowledge Building
CSCL 2011, July 4-8, Hong Kong, China
2. +
Presenters:
Knowledge Building in Senior Kindergarten and Grade 1
Maria Chuy, Christian Tarchi, Monica Resendes & Bodong Chen
Challenges and strategies for effective Knowledge Building in
g g g g
elementary school: Principals’ perspective
Elizabeth Morley & Richard Messina
Designing a Knowledge Building curriculum
Katerine Bielaczyc & Teachers from Townsville Primary School,
Singapore
g p
Knowledge Building International: Open Educational Courses,
Innovation, and Resources
Marlene Scardamalia, Carl Bereiter, Monica Resendes & Stian Haklev
Discussion by Jianwei Zhang
3. +
Knowledge Building in Senior
Kindergarten and Grade 1
Maria Chuy, Christian Tarchi, Monica Resendes & Bodong Chen
Institute for Knowledge Innovation and Technology,
OISE/University of Toronto, Canada
4. + Knowledge Building and
Knowledge Age
Knowledge B ildi pedagogy (S d
K l d Building d (Scardamalia & Bereiter, 1996;
li B it 1996
2003) offers a Knowledge Age framework for education by
supporting students’ capacity for innovation.
Instead of simply learning about science, history, literature,
etc., students engage ideas as scientists, historians, writers, and
so forth
forth.
They work in a community, building on each other’s
knowledge, exploring and refining each other s theories, and
other’s
engaging in the progressive improvement of their ideas. This
knowledge work is supported by Knowledge Forum
(
(Scardamalia, 2004).
, )
Teachers who are eager to explore KB pedagogy and KF
technology in their classrooms may not know where to begin…
5. +
How and when do we get started
with Knowledge Building?
KB talk can be initiated as early as Kindergarten
At The Laboratory School at the Dr. Eric Jackman Institute of Child
Study (Toronto, Canada), children are introduced to the knowledge
building principles when they first enter the school at the age of
three
h
The process of playing with ideas is natural in children, and is
often exhibited as soon as children learn to speak
Expression and discussion of students’ ideas can be vehicles to
deeper knowledge and understanding
So-called “misconceptions” are better thought of as “improvable
ideas
ideas” and basis for conceptual change rather than “mistakes.”
mistakes.
6. + Senior Kindergarten:
Leaves are falling down because it is Fall
Example
The season is Fall and the teacher suggests
the children begin to look at trees
It is a process that takes place over many
weeks – a period of time that allows young
children to note and observe each stage of
the trees’ change
The children are observing related variables:
temperature changing, rainfall, or the wind
blowing stronger
And all of these changes are occurring right
outside the door of each child’s home and
school -- an authentic and real situation that
can foster the creation of ideas on natural
phenomena
7. + KB in Senior Kindergarten
By experiencing the pattern observation-
discussion-experiment-discussion, children learn
that all ideas are improvable and that each step
helps to refine theories and, at the same time,
generate new questions.
The ideas offered by individuals become
deliberately “detached” from the student so that
they are “owned” by the group as a whole, rather
than an individual.
The continuous reference to the ideas of the
group creates a psychologically safe environment
for the students, where they feel free to express Authoritative sources
their ideas without immediately being labeled
“right” or “wrong”, and then work on those ideas
to improve their quality, coherence, and utility
At a certain point of KB Discourse, students begin
Discourse
to address high-level ideas, calling into question
difficult concepts, such as oxygen or chlorophyll.
At this stage, the use of authoritative sources can
be introduced
8. + Grade 1:
Towards Knowledge Forum
In order to be improved, ideas need to be recorded, revised and
synthesized. Knowledge Forum represents a perfect community
workspace for this.
p
KF can be used as soon as students start to read and write, notably during
the Grade 1 year (6-7 years old)
Since the cognitive cost of writing and reading processes is very high, it
is important to develop these processes in a context that is engaging and
somehow “lived” by the students
lived
Before discussing it on KF, the topic could be worked through and used in
various contexts, explored and questioned, and connected with students’
p q
intuitions, habits and their real world
In this way, writing and reading enter into the process of KB naturally, as a
logical
l i l continuation of the work on ideas
ti ti f th k id
9. + Introducing KF in grade 1
Example
The teacher invites students to sit in a circle, while she is
circle
projecting a blank Knowledge Forum view onto a big
screen
The teacher explained that every child at the school has
such a space to preserve and improve his/her ideas
Together the teacher and children decide on the name of
the new view (How leaves change color ?) KF view
Individual work: the teacher asks each student to tell
his/her best theory that explained why leaves change color
The teacher types everything the child is saying into a KF
note under the student’s name
The teacher asks clarifying questions, but does not push
The teacher pays particular attention to the titles of the
notes
Students
St d t are f
free t go i any di ti with th i id
to in direction ith their ideas
10. + Introducing KF in grade 1
g g
Example
E l
With a gentle nudge from their teacher, the
children start to devise experiments that would Experiments
allow them to test their theories
After experiments, observation, and KB Talks
the teacher types the children’s improved
theories into a “build on note
build on”
When the children’s reading and writing skills
get stronger, they start to work independently
on the database
The students are excited about this new
adventure – their theories had their own right to
exist in a community space
It is clear how excited the children are to read a
“build on” note to their note. This motivates the
children to practice their reading
reading.
11. Idea Progress in Grade 1:
+
November 10 November 27
December 17 January 18
The interplay between work on and off the database is critical in
helping the children engage in idea improvement
12. + To conclude:
An interview with SK and grade 1 teachers from the Dr. Eric
Jackman Institute of Child Study
(Toronto, Canada)
(Movie to be incorporated, about 3min) – Hedieh is working on this:
Questions
How do you begin a Knowledge Building inquiry?
How can you stimulate a powerful Knowledge Building
discourse with young students?
What are the main aspects of Knowledge Building pedagogy
that need to be grasp in order to become a knowledge
building teacher?
b ildi t h ?