React Native vs Ionic - The Best Mobile App Framework
Design & Assessment for KB (Teacher workshop) (23-3-2007)
1. Stage One (Classroom
Preparation)
• Small group discussion
• Student report (use thinking
prompts/scaffolds)
• Invite student to summarise
• Ask students to think of a question so
as to get more information from the
presenter
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2. Stage Two
• Introduce KF activity
• Teacher sets question to foster
discussion
• Students generate questions for
discussion
Stage Three
• Bridging the online learning and
classroom learning
Stage Four
• Assessment Mechanism
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3. Fostering Online
Knowledge Building
Strategy One
Jigsaw approach & Student
generated
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4. Curriculum Design
World problems & how to look after the world?
Students enter any
One of the three views
To start their discussion
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14. 3b. Interpretation of the Curriculum Guide
Key Questions in Curriculum Guide Key Questions in Knowledge Forum
Views
1. Are there any spatial 1. What do you know about
patterns of the tsunamis?
occurrence of 2. Why do we have tsunamis
earthquakes, volcanic and earthquakes?
eruptions and tsunamis? 3. What is the relationship
2. Why are there such among tsunamis,
patterns? earthquake and tectonic
3. What are the catastrophic plates?
effects of the above natural 4. Can disaster be avoided?
hazards? Why are the
less developed areas
more vulnerable to
natural hazards than the
more developed areas?
4. Why do people still live in
hazard-prone areas? Is
their choice rational?
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15. Home Page for S4 Geography
Four key questions
transformed into four KF
views
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16. Knowledge
Building:
Dragon Lead
Energy Crisis
Project
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17. Dragon Lead
Energy Crisis
Project
Strategy Four
Prior Knowledge
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18. Seed questions posted by teachers in this phase
first focus on the "whats" in energy Crisis, and then
The Plan (Phase I)
students are scaffold to deal with "why" or "how"
questions in Energy Crisis.
• IF ENERGY IS CONSERVED,
WHY IS THERE IS STILL
ENERGY CRISIS?
• To articulate students'
concepts between energy
and energy source/ fuel; and
the relationship between the
fuel and energy.
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20. Dragon Lead
Energy Crisis
Project
Strategy Five
Rise above
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21. The Plan (Phase II)
• Tackling Problems of understanding
(class level activity)
• Solving the energy crisis by designing
or developing (Group level activity)
• In-depth discussion of energy and
related concepts stimulated by 6
thoughtful notes from students’
earlier work. (Community level
activity)
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23. Dragon Lead
Energy Crisis
Project
Strategy Six
Authentic Tasks
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24. The Plan (Phase II)
• Tackling Problems of understanding
(class level activity)
• Solving the energy crisis by designing
or developing (Group level activity)
• In-depth discussion of energy and
related concepts stimulated by 6
thoughtful notes from students’
earlier work. (Community level
activity)
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25. Group level activity - Solving the
energy crisis by designing or
developing
• Students are invited to work in groups to contribute to
solving the energy crisis by designing or developing
something. Their contribution can be in one of the following
three ways:
a. Contributing to public education on energy crisis and
energy conservation: For example by designing artifacts
(Posters, songs, movie clips, animations, etc.) that will help
the public to understand better about the energy crisis and
energy conservation, and what they can do to help
b. Designing technology that will help solve the energy
crisis: The “product” can be an actual artifact that can be
operated or it can just be a design plan for an artifact that can
help tackle the energy crisis problem by technology
c. Developing energy conservation
policies/plans/proposals, with rationales, for the
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government/schools/families/individuals in HK to carry out
28. Dragon Lead
Festival Project
Strategy Seven
Tailor-made
23 Mar 2007 Scaffolding 28
29. CCCKWPS-Curriculum design
• IF ENERGY IS CONSERVED,
WHY IS THERE IS STILL
ENERGY CRISIS?
• To articulate students'
concepts between energy
and energy source/ fuel; and
the relationship between the
fuel and energy. Overview: CCCKWPS
An
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34. Methods:
Sentence pattern given
I want to
be_______ I like____ing/noun.
I think I am a
Hong Kong is ___, I like ____
called_______ very much
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35. Methods:
Classroom activities:
understanding guided questions
Sentence pattern given
(e.g. I like ____+ing / noun (very much)
I want to be ____because_____
I think I’m like a/an____ since___)
->simple sentences, curriculum
Suggested vocabulary
shy, scary, smart, fashion designer…
Search Engine (e.g. Gundum)
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36. Online dictionary (e.g. first aider)
Demonstration of good notes (Sharing)
Q&A (how to write, ask and answer)
Feedback (grammatical problems)
Oral training, presentation (Filming)
Discussing interesting notes
Barcelona - 2 football team…
an Olympic city, Egyptian museum
Brainstorm together
what they mean, guided questions
Briefing on how to respond
match Catalonia’s specials with HK
theme-based
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58. How to apply KF in
Project Learning
Context
Strategy Ten
- Constructive use of information
Strategy Eleven
- Recording students’ progress
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59. Stage 1 - Introduction
HOME VIEW
to 3D
Class
View
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69. Stage 2 - Progress
First Cycle Report
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70. Stage 2 - Progress
Second Cycle Report
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71. Summary notes
• KF serves as a tool to help students
record their progress of study.
• KF serves as a common place for
students to share their resources.
• KF serves as a place for teachers to
communicate with students.
• KF serves as a tool for teachers to
conduct qualitative assessment /
formative assessment.
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72. How do we
assess
knowledge
building?
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73. How to assess?
I. Quantitative Measurement
• Analytic Tool Kit Reports
– Note Created
– Reading activity
II. Qualitative Measurement
• Setting a good note title
• Note rating using rubrics
• Learning Diary/Learning Log/Report
• Group Review
• Individual Portfolio
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78. Possible Strategies
• Setting a good note title
• Note rating using rubrics
• Learning Diary/Learning Log/Report
• Group Review
• Individual Portfolio
• Using knowledge building principles
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79. How do we
assess
knowledge
building?
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80. How to assess?
I. Quantitative Measurement
• Analytic Tool Kit Reports
– Note Created
– Reading activity
II. Qualitative Measurement
• Setting a good note title
• Note rating using rubrics
• Learning Diary/Learning Log/Report
• Group Review
• Individual Portfolio
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85. Possible Strategies
• Setting a good note title
• Note rating using rubrics
• Learning Diary/Learning Log/Report
• Group Review
• Individual Portfolio
• Using knowledge building principles
23 Mar 2007 85
Notes de l'éditeur
Hi, I am Hidy. I am very happy that I can participate in this Knowledge Building - Dragon Lead Project, and have the opportunities to collaborate with so many teachers from both Barcelona and Hong Kong. In Hong Kong, schools participating in the Knowledge Building Project includes Hop lap College, Ming Kei College, HKUGA Primary School, and also my school, Pui Kiu College.
Our Plan consists of 2 phases, Phase 1 is initiated by introducing the topic: “IF ENERGY IS CONSERVED, WHY IS THERE IS STILL ENERGY CRISIS?” and Phase 2 would be focus on Deepening Understanding & also Starting the Collaboration. One particular interest among the teachers is to investigate students' conceptual change on "conservation of energy". Once the question is given to the students, they may develop their own viewpoints and the rationale behind. In order to discuss with others, they have to provide evidence to justify their viewpoints. As a result, the aim of the phase 1 activity is to articulate students' concepts between energy and energy source; and the relationship between the fuel and energy. Seed questions posted by teachers in this phase first focus on the "whats" in energy Crisis, and then we will scaffold students to deal with "why" or "how" questions in Energy Crisis .
Based on our earlier discussion with HKU citers, In phases II, each student will be working in 3 views, from the Class level, and Group level, to the Community level. For the Class level activity, students have to tackle problems of understanding, For the Group level activity, students have to solve the energy crisis by designing or developing something, For the Community level activity, with the help of HKU citers, we have identified 6 thoughtful notes from students’ earlier work to stimulate the discussion of energy and related concepts further. Oops, maybe I have already talked to much, it’s time to pass the microphone to the Golden Dragons from Hop Lap College.
Based on our earlier discussion with HKU citers, In phases II, each student will be working in 3 views, from the Class level, and Group level, to the Community level. For the Class level activity, students have to tackle problems of understanding, For the Group level activity, students have to solve the energy crisis by designing or developing something, For the Community level activity, with the help of HKU citers, we have identified 6 thoughtful notes from students’ earlier work to stimulate the discussion of energy and related concepts further. Oops, maybe I have already talked to much, it’s time to pass the microphone to the Golden Dragons from Hop Lap College.
Our Plan consists of 2 phases, Phase 1 is initiated by introducing the topic: “IF ENERGY IS CONSERVED, WHY IS THERE IS STILL ENERGY CRISIS?” and Phase 2 would be focus on Deepening Understanding & also Starting the Collaboration. One particular interest among the teachers is to investigate students' conceptual change on "conservation of energy". Once the question is given to the students, they may develop their own viewpoints and the rationale behind. In order to discuss with others, they have to provide evidence to justify their viewpoints. As a result, the aim of the phase 1 activity is to articulate students' concepts between energy and energy source; and the relationship between the fuel and energy. Seed questions posted by teachers in this phase first focus on the "whats" in energy Crisis, and then we will scaffold students to deal with "why" or "how" questions in Energy Crisis .
Based on our earlier discussion with HKU citers, In phases II, each student will be working in 3 views, from the Class level, and Group level, to the Community level. For the Class level activity, students have to tackle problems of understanding, For the Group level activity, students have to solve the energy crisis by designing or developing something, For the Community level activity, with the help of HKU citers, we have identified 6 thoughtful notes from students’ earlier work to stimulate the discussion of energy and related concepts further. Oops, maybe I have already talked to much, it’s time to pass the microphone to the Golden Dragons from Hop Lap College.
Based on our earlier discussion with HKU citers, In phases II, each student will be working in 3 views, from the Class level, and Group level, to the Community level. For the Class level activity, students have to tackle problems of understanding, For the Group level activity, students have to solve the energy crisis by designing or developing something, For the Community level activity, with the help of HKU citers, we have identified 6 thoughtful notes from students’ earlier work to stimulate the discussion of energy and related concepts further. Oops, maybe I have already talked to much, it’s time to pass the microphone to the Golden Dragons from Hop Lap College.
Based on our earlier discussion with HKU citers, In phases II, each student will be working in 3 views, from the Class level, and Group level, to the Community level. For the Class level activity, students have to tackle problems of understanding, For the Group level activity, students have to solve the energy crisis by designing or developing something, For the Community level activity, with the help of HKU citers, we have identified 6 thoughtful notes from students’ earlier work to stimulate the discussion of energy and related concepts further. Oops, maybe I have already talked to much, it’s time to pass the microphone to the Golden Dragons from Hop Lap College.
Based on our earlier discussion with HKU citers, In phases II, each student will be working in 3 views, from the Class level, and Group level, to the Community level. For the Class level activity, students have to tackle problems of understanding, For the Group level activity, students have to solve the energy crisis by designing or developing something, For the Community level activity, with the help of HKU citers, we have identified 6 thoughtful notes from students’ earlier work to stimulate the discussion of energy and related concepts further. Oops, maybe I have already talked to much, it’s time to pass the microphone to the Golden Dragons from Hop Lap College.
Based on our earlier discussion with HKU citers, In phases II, each student will be working in 3 views, from the Class level, and Group level, to the Community level. For the Class level activity, students have to tackle problems of understanding, For the Group level activity, students have to solve the energy crisis by designing or developing something, For the Community level activity, with the help of HKU citers, we have identified 6 thoughtful notes from students’ earlier work to stimulate the discussion of energy and related concepts further. Oops, maybe I have already talked to much, it’s time to pass the microphone to the Golden Dragons from Hop Lap College.
