Transcript Fostering Online Knowledge Building - KBTN

Professional Development
Network for Knowledge
Building in Schools
Sharing of Classroom Examples
Chinese
Ms. Lau Wing Sze
劉穎思
The Mission Covenant Church Holm Glad College
基督教聖約教會堅樂中學
中國語文科
仁愛堂田家炳中學
風采中學
明愛莊月明中學
課外閱讀: 策略一
老師擬題目，引導學生討論
• 例: 中三級<三國演義＞
論三國之最，你想起的會是甚麼？性
格、遭遇戰爭、計謀、武器
只要是值得思考的問題，不管是疑問、
設問或反問，都歡迎出招！
學而不思則惘」－－讀完《三國》，
可曾對你的治學、待人、處世，以至
人生觀產生影響？請跟大家分享你的
體會。
中四級 <碧血劍>
• 假如你是金庸《碧血劍》書中的袁承志，
你會離開故土，遠征異域，還是奮戰到底，
另覓賢君？為什麼？
• 金庸在後記如此寫：「《碧血劍》的真正
主角是袁崇煥，其次是金蛇郎君，兩個在
書中沒有正式出場的人物。袁承志的性格
並不鮮明。」 你同意金庸的看法嗎？為什
麼？試析述之。
策略二:
學生自擬題目, 然後討論
<沉淪的國土>
• 伐林是唯一解決貧窮的辦法？
• 經濟與環保孰重孰輕?
• 中國現今的問題是否和書本中相同?
中六級 時事討論
• 美國校園槍擊事件的責任誰負?
• 中大學生報是否有罪?
• “武漢超級歌迷整容迎張學友 “事件
 張女士的整容行為值得嗎？
 對於她去整容的行為的解釋，你認為合理 嗎？
 張學友應如何處理此事？
策略三︰
製造富爭議情境，引發討論
策略四︰寫作修訂
自評、互評
實施步驟
1.
2.
3.
4.
5.
6.
分組
給予指引
第一稿
組員互相修訂
老師總評
第二稿
English
Ms. Au Yu Ping, Ice
區如冰
Yan Oi Tong Tin Ka Ping Secondary School
仁愛堂田家炳中學
Fostering Online
Knowledge Building
Primary School (P.6)
Curriculum Objective :
Writing
Objectives
• Encourage students to write
– vocabulary ↑
– length ↑
On-line Dictionary
Scaffold (Chinese -English translation)
Writing Topic
If there is only one
season,which one would
you like best?
Fostering Online
Knowledge Building
Primary School (P.6)
Curriculum Objective :
Reading
Objectives
• Encourage students to discuss
• Analyze the character of the book
Reading
After reading ‘Billy Goat Gruff and the Baby
Troll’ ,discuss what do you think about the
characters in the book?
Fostering Online
Knowledge Building
Secondary School (F.1)
Curriculum Objective :
Reading
Objectives
• Deep Understanding of the book
• Learn to read → Read to learn
Reading( Anne Frank’s Diary)
Different
Views
1st View
Question Design
3rd View
4th View
5th View
Input
Strategy to design view
• Link the relationship between those views
• Match the aims
( curriculum objectives)
Physics
Ms. Ho Wing Sze, Teresa
何詠詩
ELCHK Lutheran Secondary School
基督教香港信義會信義中學
Pedagogies
•
•
•
•
Learning Task Designs
Collaborative learning
Inquiry based learning
Self reflection (e-portfolio)
Learning Task Designs
• Focus on conceptual learning
• Aligned with curriculum
– Heat: Solar cooker
– Mechanics: Go up stay high (GUSH)
• “Problem of the week”
– A list of six themes
– To help students to focus their discussion
– To work towards their final design.
Collaborative learning
• Solving difficult questions
• Individual and Group concept mapping
Concept map
Inquiry based learning
• Inquiry based learning with students
generating own questions and explanation
– Scaffolds as thinking prompts to guide writing
notes
– Rubrics for peer evaluating online discussion
Self reflection learning by e-portfolio
• To encourage reading and synthesizing online
discussion
• To deepen their learning by revisiting and
recapturing what has been learnt.
• To foster self-reflection
How to conduct the e-portfolio assessment?
• Understand the 5 knowledge-building
principles as scaffolds for note selection
• Students are provided with a set of
knowledge-building principles to rate others’
note in a group in classroom before doing
individual e-portfolio.
Note selection
1. To select one to two clusters of notes in
which they provided evidence for
knowledge-building principles.
–
must included their own notes
2. To rate the kf notes with rubrics that they
have worked on earlier.
3. To write an explanatory statement for each
cluster on why these notes best
demonstrated evidence of knowledge
building.
Biology
Mr. Chui Hing Wa, Tommy
崔慶華
Yan Oi Tong Tin Ka Ping Secondary School
仁愛堂田家炳中學

Free discussion
◦ Extend classroom learning

Scientific investigation
◦ Design experiment (integrating with TAS)
Deep reading with conceptual
understanding
 Self-generated questions and selfgenerated explanations

Worked examples

Equipping students with necessary skills
and prior knowledge in:
◦ Fulfilling requirements of specific task
◦ Conducting collaborative discussion

Cultivating an environment for discussion
◦ Feel free and safe

Providing modeling and exemplars
Preparatory Works
G.S.
Mr. Lam Hak Chung, Patrick
林克忠
Shatin Tsung Tsin School
沙田崇真學校
Knowledge Forum
P.6 Liberal Studies:
Students inquire global issues with ………
Deep understanding,
Creativity,
International collaboration
Shatin Tsung Tsin School 沙田崇真學校
Energy crisis
Global warming
Ageing
Animal extinction
Overpopulation
Envir’t issues
Knowledge Forum in Practice
Knowledge Forum in Practice
HK-Barcelona network
Knowledge Forum in Practice
Knowledge Forum in Practice
Knowledge Forum in Practice
Thanks
History &
Geography
Mr. Lee Yeung Chun, Eddy
李揚真
Raimondi College
高主教書院
Fostering Online
Knowledge Building
Strategy One
Jigsaw & Student Generated Question Approach
Curriculum Design
World problems & how to look after the world?
Students enter any
One of the three views
To start their discussion
Tropical Rainforest
Teacher captured the sub-topics and placed them in new views
Sub-themes/Rise Above View
Fostering Online
Knowledge Building
Strategy Two
Brain-storming approach using worksheet
Answer Posted on KF
Fostering Online
Knowledge Building
Strategy Three
Generate Key Questions from Curriculum Guide
Interpretation of the Curriculum Guide
Key Questions in Knowledge Forum
Views
Key Questions in Curriculum Guide
1.
2.
3.
4.
Are there any spatial
patterns of the occurrence of
earthquakes, volcanic
eruptions and tsunamis?
Why are there such
patterns?
What are the catastrophic
effects of the above natural
hazards? Why are the less
developed areas more
vulnerable to natural hazards
than the more developed
areas?
Why do people still live in
hazard-prone areas? Is their
choice rational?
1.
2.
3.
4.
What do you know about
tsunamis?
Why do we have tsunamis and
earthquakes?
What is the relationship among
tsunamis, earthquake and
tectonic plates?
Can disaster be avoided?
S4 Geography (Curriculum Guide/Key
Questions)
Four key questions
transformed into four KF
views
Fostering Online
Knowledge Building
Strategy Four
Essay Approach
S4 History (Essay Approach)
The End
Screen
Screen
Science
Humanities
Humanities
Language
(Eng)
Language
(Chi)
Language
(Chi)