What is kf
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The document summarizes reflections from a class discussion on sharing ideas and building knowledge together. It notes that the whole class learns more by sharing thoughts and questions than any individual alone. Students felt proud to contribute different perspectives that helped find the best answers. Discussions generated good points and understanding. The summary emphasizes collaborative learning and knowledge building through exchanging views in class.
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This document discusses using Prezi, blogs, and Linoit for collaborative learning in a geography lesson. It provides guidance on planning a lesson using these tools, including determining learning objectives and activities. Students will work collaboratively to create an online Prezi presentation on tourist attractions in Singapore. They will provide feedback on each other's work using the commenting features on Linoit. The tools allow for simultaneous and geographically distributed collaboration. The lesson aims to develop students' higher-order thinking skills and support self-directed learning beyond the classroom. Effectiveness will be monitored through a "virtual gallery walk" where students view and comment on each other's Prezi presentations on the blog.
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The document discusses strategies for developing essential questions to guide learning. It explains that essential questions arise from curiosity and help make connections between concepts and experiences. The document also provides examples of ways to incorporate essential questions into classroom learning, such as by having students generate their own questions about new topics or assignments in order to increase engagement. It advocates giving students time to explore questions in depth rather than expecting immediate answers. Overall, the document promotes the use of essential questions to promote critical thinking and help students find meaningful answers.
Essential questions
The documents discuss essential questions, which make students think more deeply about a topic rather than just looking up simple answers. Essential questions do not have yes or no answers and require research and thought to fully respond to. Developing essential questions engages students' curiosity and helps define what it means to be human. The documents recommend having students help generate essential questions for a topic as this makes them more invested in finding answers through additional research.
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Questioning is the most powerful tool in a teaching repertoire. Being able to ask higher-level questions is a good way to differentiate in your class and challenge students. Using Bloom’s teachers can ask or write higher-level questions that will open up all sorts of avenues for rich dialogue, deep responses, and challenge your gifted students. It is more than just asking the right questions. It is about setting the culture in your classroom.
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The document provides guidance on creating effective essential questions to guide research. It explains that essential questions should be open-ended, meaningful to the researcher, and aim to develop higher-level thinking skills like analysis, synthesis and evaluation rather than just comprehension. Some tips are considering what is already known, making sure the question isn't something that can be easily answered, and testing questions using a "Plus, Minus, Interesting" table. Effective questions cues include words like "explain", "compare", and "assess" and ask the researcher to make connections across areas of knowledge.
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The document provides guidance on creating effective essential questions to guide research. It explains that essential questions should be open-ended, meaningful to the researcher, and aim to develop higher-level thinking skills like analysis, synthesis and evaluation rather than just comprehension. Some examples of question cues and questions are given for each thinking skill. Researchers should start by considering what they already know about the topic before crafting questions they want to find answers to through research.
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This document discusses using Prezi, blogs, and Linoit for collaborative learning in a geography lesson. It provides guidance on planning a lesson using these tools, including determining learning objectives and activities. Students will work collaboratively to create an online Prezi presentation on tourist attractions in Singapore. They will provide feedback on each other's work using the commenting features on Linoit. The tools allow for simultaneous and geographically distributed collaboration. The lesson aims to develop students' higher-order thinking skills and support self-directed learning beyond the classroom. Effectiveness will be monitored through a "virtual gallery walk" where students view and comment on each other's Prezi presentations on the blog.
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Questioning is the most powerful tool in a teaching repertoire. Being able to ask higher-level questions is a good way to differentiate in your class and challenge students. Using Bloom’s teachers can ask or write higher-level questions that will open up all sorts of avenues for rich dialogue, deep responses, and challenge your gifted students. It is more than just asking the right questions. It is about setting the culture in your classroom.
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The document provides guidance on creating effective essential questions to guide research. It explains that essential questions should be open-ended, meaningful to the researcher, and aim to develop higher-level thinking skills like analysis, synthesis and evaluation rather than just comprehension. Some tips are considering what is already known, making sure the question isn't something that can be easily answered, and testing questions using a "Plus, Minus, Interesting" table. Effective questions cues include words like "explain", "compare", and "assess" and ask the researcher to make connections across areas of knowledge.
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A four-year-old asks on average about 400 questions per day, and an adult generally asks much much less. Our school system is often structured around rewarding giving the "right" answer and not asking smart questions. The result over time is that, as we grow older, we stop asking questions. Yet asking good questions is essential to finding and developing solutions - an important skill in critical thinking, innovation, and leadership.
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Surface vs deep questioning
A four-year-old asks on average about 400 questions per day, and an adult generally asks much much less. Our school system is often structured around rewarding giving the "right" answer and not asking smart questions. The result over time is that, as we grow older, we stop asking questions. Yet asking good questions is essential to finding and developing solutions - an important skill in critical thinking, innovation, and leadership.
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Partecipate alla presentazione per immergervi in una storia di interoperabilità, standard e formati aperti, per poi discutere del ruolo importante che i contributori hanno in una comunità open source sostenibile.
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What is kf
- 1. Not one person in this class can learn more than the whole class learn together.
- 2. Students’ Reflection We share our thinking Others will build up to the and ideas of the class by asking more possibility of what have question or maybe their happen and why it different thoughts. happen. It makes me feel proud and want to It helped me find the best share more idea and best reason for theories and build the answer and share We had good discussions information and we have learned good points.
- 3. Statistics
- 4. • More notes ≠ better notes • More notes ≠ better learning Class Number of notes Social network analysis Mar - May July – Sep Mar - May July – Sep P 175 120 373/ 45.7% 376/ 45.9% Q 122 194 381/ 40.2% 385/ 40.7% R 123 103 298/ 26.2% 311/ 27.2%
- 5. Quality of Notes Types of Questions March - May July – Sep Class P Fact-seeking questions 10% 5% Explanation-seeking 3% 5% questions Class Q Fact-seeking questions 10% 3% Explanation-seeking 3% 11% questions Class R Fact-seeking questions 26% 16% Explanation-seeking 2% 6% questions
- 6. What makes a good note?
- 8. Write in proper English Is the stomach really that big?
- 9. Post only what you have understood WHAT?!!
- 10. Post only what you have understood WHAT?!!
- 11. Summarise The mouth is the beginning of the digestive tract. Chewing breaks the food into pieces that are more easily digested, while saliva mixes with food to begin the process of breaking it down into a form your body can absorb and use.
- 12. Ask questions Why do herbivores have many molars?
- 13. Be specific in your questions Exactly what?
- 14. Answer questions from classmates There was no reply to Melody’s question.
Editor's Notes
- Here are some examples of students’ reflection on Knowledge building based lessons. Through this, we can see that they are able to appreciate that not one student in class is able to learn more than the whole class learn together. It also shows improved perception on collaborative learning among students and improved management of students ’ own learning