Day 1: 12 March, Tuesday (Venue: NIE, LT 12)
Registration and Network lunch for registered participants of KBNLI/KBSI 2019 (Venue: NIE5-1-04)
2:15-2:30 Opening (Venue: NIE LT 12)
2:30-3:30 Opening Lectures by Prof Marlene Scardamalia and Prof Carl Bereiter
Knowledge Building as a Way of Life by Prof Marlene Scardamalia
The 12 frequently-cited Knowledge Building principles specify important things that are often neglected or not fully realized in education but essential for knowledge creation—things like responsibility for idea improvement, “rising above” conflicting ideas to create higher levels of coherence, and making constructive use of authoritative sources instead of unthinkingly following or downgrading the statements of experts. The principle of “pervasive Knowledge Building” refers to a mindset cultivated in communities accustomed to finding a better way—a better idea. Knowledge Building should not be confined to certain hours or certain topics but rather it represents a richer and more productive way of carrying out all kinds of thoughtful activity, from building a toy airplane to constructing a theory of flight, from reducing one’s personal carbon footprint to explaining how global warming can produce extremes of both cold and hot weather. Ideas play an important part in all human behavior, rational and irrational, routine and creative. That is part of what makes us human. Knowledge Building as a way of life is about making the best and most rewarding use of ideas within our expanding powers to work creatively with them.
Present and Future Literacies by Prof Carl Bereiter
Literacy—the ability to communicate using a common set of visual symbols—has not always included communication of meaning. In some contexts, such as ritual, ability to recite written words has often been sufficient, without regard to understanding. Although vestiges of this limited concept of literacy may still be found, for the past century or so calling someone “literate” has implied communication of meaning through the written word. However, by this now-traditional criterion, literacy is still far from being fully realized, even in societies where elementary schooling is universal and even among students who perform adequately on tests of reading comprehension. It is well to keep this discomfiting fact in mind while contemplating new, more diverse and media-sophisticated kinds of literacy. The 21st century has seen a proliferation of “literacies,” to the point where it is now old-fashioned to use the singular form. However, as the list of literacies grows, the value of listing them diminishes. It may be time to draw back to fundamentals, while recognizing that there is a learning curve associated with literacy in each discipline or line of work, the use of each different communication device or technology, and each type of communicative function (for instance, negotiation, persuasion, and explanation). If the over-arching goal of 20th century literacy was comprehension, we suggest that the over-arching goal of 21st century literacy should be coherence.
3:30-3:55 Response to lecture
Prof Carol Chan Professor, Division of Learning, Development and Diversity at the Faculty of Education in the University of Hong Kong; Mdm Constance Wong, Principal of Zheng Hua Primary School.
4:00-5:00 Concurrent group discussion (Venue: NIE5-1-TR 505/507/508):
Design and Practice Challenge 1: Formative assessment in Singapore classrooms.
5:00-5:30 Sharing & Consolidation of knowledge
DAY 2: 13 March, Wednesday (Venue: St Hilda’s Primary School)
10.00- 10.15 am opening (Multi-purpose Room, Level 3)
Mr Andy Ng : Context of classroom visits; Deepening and scaling KB practice in St Hilda’s Primary School
10.15– 11.15 (4 Concurrent sessions, pre-registration required)
Concurrent session 1 (PlayScape, Level 2) : Visit to Grade 6 English KB Class by Mrs Audrey Teo. Focus:Formatively assessing understanding of a theme for narrative writing
Concurrent session 2 (Computer Lab 2,Level 2): Visit to Grade 5 Chinese KB Class by Mr Wang ZhiYong Focus: Student-led formative assessment of written expression in Chinese writing
Concurrent session 3 (Computer Lab 1, Level 2): Getting Started with KB, KF and Embedded Learning Analytics: This workshop will assist attendees in getting acquainted with the principles of Knowledge Building and in learning how to conduct a KB lesson. The workshop content covers the theory behind KB as well as its practices in classrooms. Attendees will be able to understand the Knowledge Building Pedagogical Framework and have the confidence to carry out KB lessons after the workshop.
Concurrent session 4 (Conference Room, Level 3): Growing Brains in Knowledge Gardens. by Dr Erik Jahner
As living systems, brains are always developing; they are constantly adapting as part of a dynamic ecology. This constant activity is the main tool brains use for perceiving and making moves through active engagement. Led by an Educational Cognitive-Neuroscientist from NIE, this talk will focus on how the knowledge building framework is consistent with an understanding of how our neurobiology engages with the world.
11.15– 11.45 Break and Movement
11.45– 12.45 (4 Concurrent sessions, pre-registration required)
Concurrent session 1 (PlayScape, Level 2) : Visit to Grade 5 Science KB Class by Ms Jamay Loh. Focus: Knowledge Building Cards and Language to Enable Formative Assessment
Concurrent Session 2 (Computer Lab 2, Level 2): Grade 5 Science - Mdm Usha Focus: Formative assessment with a Science Application Task on KF
Concurrent Session 3: Getting Started with KB, KF and Embedded Learning Analytics:
Concurrent Session 4: Growing Brains in Knowledge Gardens by Dr Erik Jahner
12:30-1:30: Lunch and Posters set-up (Venue: Multi-purpose Room, Level 3)
1:30-2:45: Students’ Voice:
Invited Students Posters:
Students from Teck Whye Secondary - History;
Students from Riverside Secondary - Humanities;
Students from Unity Secondary - Literature;
Students from Ping Yi Secondary - Science.
1:30 - 2:45 : Researcher’s Voice
Researcher’s Poster Session:
Advancing elementary students’ literacies through principled-based knowledge building pedagogyPei-Yi Lin, Huang-Yao Hong, National Taiwan Normal University
Abstract: The current study was conducted in a Chinese context using knowledge building pedagogy. An elementary teacher designed a lesson by discussing with knowledge building researchers to advance students’ online reading and writing. This study introduces a context-dependent case to illustrate how Taiwanese elementary students improved their reading and writing literacies in a knowledge building environment cross two semesters. Analyses revealed that their reading and writing were both enhanced suggesting knowledge building pedagogy and Knowledge Forum technology together support the development of students’ literacies in reading and writing.
2:45-4:00: Plenary Discussion (Venue: Multi-purpose Room, Level 3)
New Environment and Assessment for Deep Disciplinary Knowledge and 21CC
A/P Mark C. Baildon, A/P Tan Seng Chee, Dr Erik E. Jahner
4-4:15 Movement and coffee break (Venue: Multi-purpose Room, Level 3)
4:15-5:00 Concurrent Session (Conference Room, Level 3)
Innovative Session: Enhancing Epistemic Agency in a Knowledge Building Community: A Two-Year Design Study. The purpose of our session is to bring together teacher, student, and researcher perspectives on Knowledge Building as means to initiate next-generation designs for Knowledge Building assessments and Knowledge Forum technology. By Leanne Ma, Samuel Tan, Muhamad Ansar B. Kamsan, Chew Lee Teo.
4:!5-5:00 Concurrent Students’ Discussion (Venue: Computer Lab 3, Level 3)
Design and Practice Challenge 2 Design and Practice Challenge #2: New technologies in formative assessment practice.
5:00-5:30: Consolidation of knowledge: & Closing
Marlene and Chew Lee