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KB Sharing 2023 - Updated, 12 July (TPPS)

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1 .Reflections on the collective idea improvement in the past week(s):

2. Reflections on each individual's inquiry in the past week:

3. I notice:

4. A better way to do this...:

5. Plans for the coming Weeks..."

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1 .Reflections on the collective idea improvement in the past week(s):

2. Reflections on each individual's inquiry in the past week:

3. I notice:

4. A better way to do this...:

5. Plans for the coming Weeks..."

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Reflections on the collective idea improvement in the past week:

Reflections on each individual’s inquiry in the past week:

I notice..: That students are very open to share their ideas in a safe environment. Students are capable to linking ideas from different subjects to answer their own questions. Such as how flooding would help the to irrigate various farming lands.

A better way to do this…: I could employ the voting process and maybe give more time for students to explore other promising ideas.

Plans for the coming weeks…: Sharing on KB strategy with the science department to help teachers discover the joy of students' collaborations on learning

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Refer to Pg 21-22 for the reflection question.

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Refer to Pg 21-22 for the reflection question.

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Reflections on the collective idea improvement in the past week:

Reflections on each individual’s inquiry in the past week:

I notice..:

A better way to do this…:

Plans for the coming weeks…:

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Reflections on the collective idea improvement in the past week:

Reflections on each individual’s inquiry in the past week:

I notice..:

A better way to do this…:

Plans for the coming weeks…:

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Pre-Survey: Singapore Teachers cross-community Interaction with Teachers reflection note

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This pre-survey is aimed to understand Singapore teachers understanding of the cross-community interaction and teachers reflection

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Dear all, attached please find my slides. They provide a gist on a simple KB cycle with a slight modification on the process of learning based on student's interest. Students were tasked to actively participate in KB cloud and promptly update the teacher on their thoughts/discussions during the midcycle of the process when the teacher conducted a KB consult. This then benefitted the student's responses further as they went on refining their thoughts, ideas and it promoted greater depths of thought and inquiry. E.g. extension of lesson via research. Students were actively participating in the process as they were told to present their thoughts after a 20 minute mark. This session of KB definitely enriched my profile of learners as it was student-centric and promoted student agency whereby they decided what they wanted to research on after having come to a conclusion on how the durians might have been dispersed.

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Dear All,
Please find my slides on a KB Ad-hoc strategy. Thank you

Christopher

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After going through the first cycle of inquiry cycle, will the students be able to use the knowledge acquired to generate a new alternative concept cartoon?

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After going through the first cycle of inquiry cycle, will the students be able to use the knowledge acquired to generate a new alternative concept cartoon?

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The slides that we have used for Meeting 3

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The slides that we have used for Meeting 3

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Thinking routine becoming too much of a routine in class?

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Thinking routine becoming too much of a routine in class?

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how do we engage HA students in concept cartoon?

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What I did?:
- I started teaching my classes only in Term 2. With the limitation of time and the need to also establish TSR and classroom routines in a shortened span of time, I tried to leverage technology to allow for Knowledge Building to take place online, out of the curriculum time.
- Before the start of each topic, students will populate a Padlet post with (i) initial thoughts to some questions I post in an entry ticket, (ii) questions they have about the upcoming topic. This allows them to build on these questions as they continue the chapter.
- Due to the availability of the comment and 'like' functions, students took to giving feedback to each other's posts and answers.

Issues faced:
As the mode of Knowledge Building involved some of it being online, some of the issues faced would include
(i) management of student comments that can be derogatory/ inappropriate
(ii) re-alignment of student thoughts to question frame as some conversations can go off-tangent

At the same time, I did notice some positive points from the experience:
(i) Being an online mode, students had to type out their ideas to convey their thoughts. This helps them to practice putting their ideas across more coherently as opposed to verbal modes of KB.

Area(s) to address:
(i) Using sentence starters to help students navigate the process and going off-tangent less
(ii) getting students to see that the application of KB and inquiry can be a life skill applicable to all areas of life in our understanding of the world (beyond academics)

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key ideas of Concept Cartoon and student-centric pedagogy 

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key ideas of Concept Cartoon and student-centric pedagogy 

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Some key features of Concept Cartoon in class to develop thinking skills.

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Thanks so much for sharing your lessons and your reflections. Such wonderful effort and deep thoughts. you are making me thiink if we could look beyond concept cartoon, beyond just addressing that one issue in the cartoon but to make KB a way of thinking, a habit of mind. (Chew Lee)

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https://app.nearpod.com/?pin=4D8E3FBE4B06C19C98944E609F0729BE-1

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No mobile devices in your classroom? No worries! You can enjoy Nearpod from any web browser :) Create, engage, and assess your students in every lesson!

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SHPS KB Enactment (Unit Consolidation on Systems)

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SHPS KB Enactment (Unit Consolidation on Systems)

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Some after thoughts
The use of customized scaffolds to initiate and lead discussions spontaneously. “Islands of discussions’ highlighted interesting ideas and misconceptions on the topic has helped the teacher to focus on the many posts made on KB which could be overwhelming. Pupils were unlearning their misconceptions, relearning and re-teaching one another.

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Some thoughts after this reading:

Students of all ages and abilities can work as knowledge builders. Dynamics of a KB classroom relies on interaction between teacher and students. A trigger activity, providing opportunities for contribution and platform for collaboration of student’s opinions is a good starting point for a lesson design which incorporates KB.

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Decided to adopt Usha's Template for KB discussion

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My first attempt of KB in class.

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KB in my class_1st try_respiratory system

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Circulatory and Respiratory System Probes

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Circulatory and Respiratory System Probes

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KB Worksheet on Digestive System Probe Sample

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KB Worksheet on Digestive System Probe Sample

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P4 Digestive System Concept Cartoon Worksheet with KB Template

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Digestive System Lesson - PPT for use in class

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Digestive System Lesson - PPT for use in class

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KB Cards Camera Ready Worksheet Template

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KB Cards Camera Ready Worksheet Template

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Knowledge Building Cards Camera Ready Template

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Heat Topic Lesson - KB Enactment in SHPS Sample

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Heat Topic Lesson - KB Enactment in SHPS Sample

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KB Heat Conductivity of Materials_8 July 21

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1 .Reflections on the collective idea improvement in the past week(s):

2. Reflections on each individual's inquiry in the past week:

3. I notice:

4. A better way to do this...:

5. Plans for the coming Weeks..."

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-P5 in an elementary school in Taiwan; there are six classes in total. This is so every student has a tablet PC to use as a learning tool. -79 students divided into three groups; 29 in the discussion-based concept cartoon teaching group; 26 in the traditional concept cartoon teaching group; 24 in the conventional teaching group. -(1) Experimental group 1 uses discussion-based concept cartoons for teaching. After the teacher finishes teaching, the teacher reviews math concepts and has students discuss concept cartoons for teaching math concepts. The method of discussion is students first discuss concepts and then choose the concept they believe is correct. (2) Experimental group 2 uses traditional concept cartoons for teaching. After the teacher finishes teaching, the teacher reviews math concepts and uses traditional concept cartoons for teaching math concepts. The teacher first provides concepts in teaching activities using concept cartoons, and then students choose the concept they believe is correct. (3) The control group uses typical teaching methods without using concept cartons. The teacher reviews math concepts after finishing teaching, and then uses aworksheet to teach math concepts. 

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-P5 in an elementary school in Taiwan; there are six classes in total. This is so every student has a tablet PC to use as a learning tool. -79 students divided into three groups; 29 in the discussion-based concept cartoon teaching group; 26 in the traditional concept cartoon teaching group; 24 in the conventional teaching group. -(1) Experimental group 1 uses discussion-based concept cartoons for teaching. After the teacher finishes teaching, the teacher reviews math concepts and has students discuss concept cartoons for teaching math concepts. The method of discussion is students first discuss concepts and then choose the concept they believe is correct. (2) Experimental group 2 uses traditional concept cartoons for teaching. After the teacher finishes teaching, the teacher reviews math concepts and uses traditional concept cartoons for teaching math concepts. The teacher first provides concepts in teaching activities using concept cartoons, and then students choose the concept they believe is correct. (3) The control group uses typical teaching methods without using concept cartons. The teacher reviews math concepts after finishing teaching, and then uses aworksheet to teach math concepts. 

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A comparison of two different approaches with concept cartoon and traditional teaching - something to build our ideas about next step forward with KB and Concept Cartoon.

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1 .Reflections on the collective idea improvement in the past week(s):

2. Reflections on each individual's inquiry in the past week:

3. I notice:

4. A better way to do this...:

5. Plans for the coming Weeks..."

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1) What I did in KB lessons? What is/are the refinement(s) made from 1st cycle feedback?

In this round of KB, I
-Explicitly introduced and specified the use of sentence starters beginning with "My idea is" and "I believe that"
- After students have written on the cloud, i explained to them the need to add a '+' to agree, '-' to disagree and a '?' to clarify. The sentence starters for each category was also provided explicitly.
- The following day, I went through two group's presentation of KB clouds and highlighted good practices.
-Then, i showed them the video to explain why birds do not get electrocuted before they come together as a group to complete the "Putting our ideas together, we conclude that..." cloud.

2) How different was the new findings from 1st cycle? 3) Student ideas and questions

- Students were using the sentence starters more consciously and selectively.
- The use of symbols helped frame their opinion on their friend's input
- Their discussion was more diverse and showed some depth
-Some students were still afraid if their ideas were too off like when one mentioned that the bird's fats could insulate them from being electrocuted/ birds need to put only one leg on the wire and not both as it will form a closed circuit.

4) KB principles that I have used in my lesson

This round, I have used some KB principals such as Real Idea Authentic problems, Improvable Ideas and Idea Diversity.

I am hoping that in my next KB lesson, I can use concept cartoons to allow students to take responsibility of their ideas by determining their learning outcomes.

5) Difficulties faced that need help
- Students not open to knowledge building pedagogy or do not see its affordances and contribute minimally ( could be the nature of the cartoon posed that is not of interest perhaps?)
- Time factor as some follow ups of KB lessons may spill over more than two lessons if we follow through.

6) New ideas and questions based on readings:

After reading the articles by Dr Ong, I found the approach of introducing the lesson on life cycle of the dodo birds and explaining its extinction through KB very interesting. Likewise, I found the keeping the tissue dry experiment relatable as I did set this as a challenge to my P4 students. I did not however use any KB but relied on short cycle DI questioning such as rephrasing and summarizing to funnel the rest of the class discussion to explain how air occupied space and could not escape to keep the tissue dry in the inverted cup submerged in water.

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1) What I did in the lesson(s)? What I noticed? Student ideas and questions that emerged from the lesson.

- Encouraged students to start an idea with the sentence starter "My idea is..."
- Also encouraged students to comment on their friend's theory with the sentence starter "I can add on that..."
- Since it is something new for me, it takes time to get students to build the momentum on knowledge building but eventually, will try to get them to innately use these in their discussions.
- As I was starting a new topic on Human Body Systems, students were sharing other different systems that they had learnt.
- I got students to share other systems that they had learnt or heard about and to get their peers to comment on whether the things mentioned by their peers are systems or not.

2) How is it connected to your lesson or the knowledge building principle(s) you have used in your lesson or challenges or issues you faced when carrying out the lesson.

- Using the KB principle of Idea Diversity, I strived to move my lesson towards an environment where ideas can evolve and develop. While at P4, they were supposed to just find out about the 5 main systems, it is good for them to be exposed to other kinds of systems, especially those that they will be learning at Upper Block.
- In Dr Ong's article, it was mentioned that the teacher works with class to refine and improve ideas and explanations. In one of my lessons, a student asked me about how the water absorbed in the large intestines becomes the urine/pee that we excrete.
- That was a teachable moment where I said that different organ systems in the body need to work together to allow the body to function properly.

3) Difficulties that I need help. New ideas and questions for the next lesson.

- I think I need to be more explicit in my instructions and to record artefacts of their discussions, in stead of relying on class-based discussions. I will be trying out more explicit conducting of KB in the classroom in the next topic of Magnets.

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1 .Reflections on the collective idea improvement in the past week(s):

2. Reflections on each individual's inquiry in the past week:

3. I notice:

4. A better way to do this...:

5. Plans for the coming Weeks..."