6. (2) Our View : Our 1 st view of discussion about Forest and Sustainability (KBIP) This is our first discussion view. We contribute all our notes here.
7. Rise-above View This is our rise above notes view. We choose good notes, ideas, questions from the previous view.
8. Our Discussion View with Catalan students about Forest & Sustainability This is a view where we contribute our data in our Barcelona trip. We have some theories and some questions on it.
9. Our Learning Journal View of Forest and Sustainability This is our Learning Journal view. We writes what we have learnt and reflections in this view.
12. Identifying Problems and Formulation of Questions for Discussion First students identify the problems of people chopping down trees because they need paper, then other students further build on them. For example, they asked whether food can be used for making paper instead of using wood. This is an important procedure for improving ideas. energy.
14. Idea Diversity Students make the discussions through the learning platform from their diversified ideas. For example the discussing of “How can we reduce paper using?”, “Ways to save the environment?” and “Ways to Recycle?” These topics are linked and expand ideas to make productive use of diversity.
15. Constructive use of Authoritative Source Reference : CNG The Geographic magazine on China [vol 1 Issue 4 , 2009] " High and dry? wetlands in peril' p.98 - 99) Students will refer some magazines, newspapers to support their own point of view.
16. Constructive use of Authoritative Source Reference: "Water Quality Testing - from Chicago River Schools Network
17. Rise-above notes Rise above note is making the conclusion and summary about some big discussions, it helps to formulate the big ideas and advance the discourse.
18. Theory Building We may not fully understand how to use the scaffold at first, e.g. in this note, at first we just state our opinion in a very simple way when using the scaffold “My theory”. But we had some time in class to select good notes from classmates, and I learnt how to improve my note, so I started to know how to use the scaffold “my theory”. You may see the note I modified in the next slide.
20. Reflective Journal The Reflective journal was written by students for reflection, they can review and reflect from time to time for ideas progressions. At last students make a conclusion on what they have learnt. From this reflective journal, the student has a deepening understanding on the topic of “Forest Sustainability”. Besides, the student found out that deforestation has great impacts on the habitats not only the animals and plants in wildlife, but also humans. If we are not going to stop deforestation, it will eventually upset the balance of the of food chain and the food web in the world.
23. I select some good notes from the discussion view, and reference them to rise-above the ideas of my classmates, and I think this note made good use of the scaffold “my theory” .
24.
25. Annotation (The green words) The keywords Notes Title Insert drawing Build on support Effective use of Knowledge Forum
26. Scaffolding At the beginning we didn't’t use any scaffolds, but later on we found out that scaffolds are useful to organize the information. Therefore you can see that almost all of our work used the scaffolds.
30. Field Trip to Tai Tam Tuk Data collected during Field Trip. pH : Area 1) 8 pH Area 3) 7.8 pH Area 4) 7.8 pH
31.
32.
33.
34.
35. 3. Our learning and Contribution Outcome from Knowledge Building at this moment
36. 1. We find out the nature environment in Hong Kong has been destroyed. Not too many animals and bird can be found in Hong Kong because many buildings were built which have destroyed their living environment. Therefore, we should make Hong Kong a green city, such as replanting more trees, building country parks. 2. We collected the water from Collserola mountain and recorded the pH, Dissolved Oxygen , Carbon Dioxide etc. We compared it with Hong Kong water taken from river.We discovered that Hong Kong environment is not as good as that in Barcelona, so we should protect Hong Kong rivers immediately.
48. Building-on First , Teacher Hidy raised a question “Are there any other reasons for poverty apart from political reason, natural disaster, corruptive Government etc.” Then , some of my classmates and I found out some examples to answer this question . E.g. I wrote a note about the high poverty rate in Japan because of economic factors and widening income disparity. After that , some other classmates raised some issues which need further clarification . Later, some other classmates found out more information to answer this question.
49. Evaluation and good notes Scaffolds This note made good use of the scaffolds ( like My theory and I learnt (the most important ) to pinpoint the essential things she has learnt on this topic). Keywords - She has used appropriate keywords to highlight the important issues /concepts on this topic (for example: 貧窮線 ( poverty line), 相對貧窮 (relative poverty), 絕對貧窮 (absolute poverty), 貧窮的原因 (reasons for poverty on the topic of “poverty”)
55. 4. What have we learnt from this project and our feelings
56. Summary (Liesl) After the class discussion , learning and discussion through KF , we will re-visit, review, summarize and rise-above our notes and write learning journals. My feelings & What do I learnt? I think Knowledge Forum helps me to learn. Through reading problems, questions, issues, notes raised by other classmates and our teacher, it prompts me to carry out further research and think about the core question more deeply. I have learnt how to put information together to make a summary. I have also learnt how to support my view by referencing to the other notes written by my classmates and authoritative sources, and I think that I have learnt how to learn, and how to improve the ideas of myself and my classmates.
57.
58.
59.
60.
61.
62.
63.
64.
Editor's Notes
Today we are so glad to share what we have learnt in the Knowledge Building International Project.
We will share with you about our learning forum,our learning process of knowledge building, our outcome of knowledge building, what have we learnt from this project and our feeling.
Firstly, let us introduce our learning forum.
Our learning forum includes KF Databases and KF views. This is our home view . It includes the study on water pollution, poverty and forest & Sustainability. The topic we are now studying is” Forest and sustainability”.
As we have joined the Tomorrow’s Innovators 2010, an exchange program with the students of Barcelona in Spain, so we have a Barcelona KF Database. We construct knowledge with the Catalan students and some other Hong Kong students in this view.
This is KF View. We have several views. Each view has different topic which allows classmates to participate. This is the our first discussion view which has a lot of notes. All notes are all talking about the core questions.
<pass to P4>
We started a topic about the problems of the usage of papers and all of our students further build on it and have a deeper discussion on it.
After identifying the problems, we can build on each other to express our views. As you can see, in this view, we are answering the core question - “Can water buffalo help the forest?” Our group members have their point of views. Some of them think water buffalo helps the wetland by keeping the soil wet ,killing insects...Some of them build on and think that the number of water buffalo is decreasing because Hong Kong Government carries out large-scale catch,sewage and piping infrastructure…Some of them build on and think that the number of water buffalo is decreasing in Hong Kong because of the large scale catch by the government and hunters. Then some of our classmates point out that putting some species into the forest may have negative effects, even if they may benefit some other species in the forest, because when we put one specie into the forest, it may favour the growth of another species or affect the food web of the whole ecological system. We talked about this by quoting examples of other species like insects, birds, etc. And discuss the impacts caused by these outside species.
Rise above is making the conclusion and summary about some big discussions. Exp: the discussion of wetland problems is almost finished, then we will use the rise above it note to make the conclusion of the discussion <exp. in the screen.>
We makes use of features on the knowledge Forum to promote deeper levels of engagements in knowledge building. e.g. note titles, keywords, build on supports, insert drawing etc.
We use scolding to organize the information which let others to read notes more clearly and help.
Spain has more forest and it is one of the leading European countries that produce many woods. We have learnt how to protect the forest from Spain ’ s experience, so that we can use this experience to protect the trees in Hong Kong.
geoffrey
This is the main theme of the note, as you may see there are a lot of notes in the view. We write the note that the things we want to say and understand.
We based on the core questions build on and found out evidence to support our views.
This is the main theme of the note, as you may see there are a lot of notes in the view. We write the note that the things we want to say and understand.
After the class discussion, we build on each other to learn and understand more ,then we write learning journal because we need to tell what we learnt in this program. Sometimes we will also quote part of other good note to support our view.
![Contents ,[object Object],[object Object],[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)