Professional Development Network for Knowledge Building in...
Transcript of Professional Development Network for Knowledge Building in...
Professional Development Network for Knowledge
Building in SchoolsSharing of Classroom Examples
ChineseMs. 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. 分組
2. 給予指引
3. 第一稿
4. 組員互相修訂
5. 老師總評
6. 第二稿
EnglishMs. 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 : 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)
PhysicsMs. 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.
BiologyMr. Chui Hing Wa, Tommy
崔慶華Yan Oi Tong Tin Ka Ping Secondary School
仁愛堂田家炳中學
Worked examples
Free discussion◦ Extend classroom learning
Scientific investigation◦ Design experiment (integrating with TAS)
Deep reading with conceptual understanding
Self-generated questions and self-generated explanations
Preparatory Works
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
G.S.Mr. Lam Hak Chung, Patrick
林克忠Shatin Tsung Tsin School
沙田崇真學校
Shatin Tsung Tsin School 沙田崇真學校
Deep understanding,
Creativity,
International collaboration
Knowledge Forum
P.6 Liberal Studies:
Students inquire global issues with ………
Knowledge Forum in Practice
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
Thanks
The End