Design and curriculum strategies

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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5. Tropical Rainforest
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6. Teacher captured the sub-topics and placed them in new views
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7. Sub-themes/Rise Above View
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8. Fostering Online
Knowledge Building
Strategy Two
Brain-storming approach using
worksheet
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9. 23 Mar 2007 9

10. Answer Posted on KF
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11. Fostering Online
Knowledge Building
Strategy Three
Teacher initiated a specific
question
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12. 3a. Short Reading with a
teacher initiated question
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13. 23 Mar 2007 13

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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19. 23 Mar 2007 19

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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22. 23 Mar 2007 22

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 25

26. Virtual Conference:
Students Presentations
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27. KF-Database
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28. Dragon Lead
Festival Project
Strategy Seven
Tailor-made
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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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30. STAGE I
STAGE II
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31. TES
Notes
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32. Scaffold – Introducing myself
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33. Writing with scaffolds
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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 ____ very
called_______ 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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37. Another view—
Highlights
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38. Chinese
Strategy Eight
Classroom Discussion
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39. 課程設計─ 示例：
時事新聞討論
• 1．訂定教學目標
– 時事評論
• 意見∕論點
• 論據
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40. • 2．課堂討論
– 策略
• 分組匯報一則值得討論事時新聞（撮述能力、理
解能力）
• 其他同學回應
• 10組完成匯報後，全班同學投票選出最感興趣
討論的2道題目
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41. 學生搜集新聞聞報章資料
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42. • 3．負責組別將討論題目
放上ＫＦ
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43. 討論題目
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44. 回應討論問題
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45. Chinese
Strategy Nine
Summarize
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46. 美國的問題
〔我的觀點 〕對於人類活動是導致全球暖化的原因，我是支持的。人類的生活愈
來愈好，科技天天進步。我認為他們的目的除了是為經濟為是賺錢外，是沒
有其他的目的。現今有那些環保科技展例如台北國際能源環保暨水科技展，
表面上是展出不出的環保設備，其實只是提供一個場地給不同的公司看看大
家有沒有交易的空間。直接來說他們只是借用了環保這個名字來賺錢。對於
真正環保的幫助不大。
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47. 誰要付最大的責任？
〔我的立場〕 ……但我認為應該以污者自付的大前題來分析每個國家應付的責任。
〔我的觀點〕 球暖化是人類的責任是無可厚非的，但是我們也是因該要想一想哪個
國家要付最大的責任？在我的立場來說，我認為美國要付上最大的責任。美
國人口佔全球的4.63%，卻消耗掉全球20.72%的能源，排放的二氧化碳佔
全球總量的21.82%。一個擁有如此多資源的國家，又是最大的污染物排放
國要她減低污染量是個絕對合理的要求。但是在1997年的京都議訂書中，要
求把溫室氣體排放量減少百分之五，回復到1990年的水平。但是美國因指條
約對經濟影響太大，所以拒絕確認協議書。
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48. 反省
〔我的立場〕我認為一些較發達的國家，例如:英國，美國...她們有關全球暖化的
危機並非低，只是她們對這些問題視而不見。我認為是因為她們的自私……
〔我的觀點〕 其實全球暖化是否只是與這些較發達的國家有關？我認為並非只是這
樣，而是認為全球暖化與全世界所有人有關……
• 〔我的反思〕究竟我們又給了大自然什麼呢？只是不斷的破壞嗎？然後把一切的
惡果都推在大自然上，但自己又毫不作出反省嗎？
• 究竟在全球暖化的事件中，我們可以學到什麼？
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49. 不是未影響到，只是明知故做。
〔我的理由〕我認為即是像林同學提到既統計指出有13%的美國人說他們從來沒看
過有關全球暖化的消息，但我相信大部份排出有害氣體的是見多識廣的商
人……
〔值得討論的問題〕澳洲政府知道全球暖化會對全國造成影響，她們不應以經濟利
益先行而是全球人類的利益。澳洲政府不加入京都議定書的理由可以說是無
理，氣候的影響力足以令全球人類死亡，到時要金錢有用嗎?要怎樣才能達到
可持續發展?
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50. 發達國家於全球暖化問題上有不可推卸的責任
〔我同意〕……首先, 京都議定書對普通人來說當然是舉腳贊成, 但對商人來說無疑
是賺錢的絆腳石。就以全球第1大國美國為例, 經濟持續成長加上美國每單位
二氧化碳減量成本較高, 進行減量工作可能會對其產業、經濟產生極大衝擊,
所以美國對京都議定書表現出抗拒的態度。另外, 澳洲總理聲稱該條約會減
少澳洲人的工作機會所以不肯簽署。反而澳洲工黨卻完全支持京都議定書,
現在這已成為澳洲政治中最嚴重爭論的議題。但美國及澳洲是全球排放最多
溫室氣體的國家, 若少了她們的參與, 成效1定微乎其微。所以要對抗全球暖
化的問題, 必定要國與國之間定下協議, 攜手合作減低溫室氣體排放量。
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51. 一同存在的環境保護及經濟發展
〔我的立場〕我相信全球暖化是人類活動所致, 而人類活動最終的目的是為了謀取
更高利益, 至於這些人類活動都能帶動經濟的發展。 在經濟發展與環境保護
有衝突的情況下,兩者真的不能並存嗎? 我認為是可以並存的……
〔我的反思〕其實 , 沒有條約的監管, 人類會否真的自行解決環境污染越來越嚴重
的問題呢?
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52. 不但要用條約監管, 還要進行公民教育
〔我的觀點〕全球暖化的主題, 我認為除了全球訂定條約減少排量, 還要靠各地政府
對當地居民進行公民教育, 多作宣傳片及海報, 在小學生的課本加入污染問題
的課題, 從小開始建立保護地球的意識, 相信公民教育有助解決全球暖化。
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53. „各地‟政府真的可以進行公民教育?
放棄軍事可能有幫助...
〔我的立場〕我認為美國,英國等已發展國家不但要在自己國內進行公民教育,還要
幫助未發展國家或貧窮的國家推行,才能做到'各地政府對當地居民進行公民教
育'.
〔我的意見〕其實我覺得已發展國家幫助未發展國家,不需要特別新增一項支出.以
美國為例,它在國防部例行預算中,預算了4,810億美元,如果用各國軍費和國
防費以幫助未發展國家發展改善全球暖化的項目,或發展改善全球暖化問題的
方法,可是綽綽有餘.其實軍費和國防用處何在?就是為了正義?……
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54. 獎勵比懲罰更為有效!
〔我不同意 〕立法能完全阻止全球暖化問題。也許，立法能在即時減少污染上有顯
著的效果，但只是冶標不冶本的方法而已。所謂冶世用重典，但環境污染並
不是作奸犯科、危害生命，而已現時世界上已經有不少公約條例規管，如……
同學所說再加強罰則，亦只會物極必反，即時衍生不同的社會問題，如電力
供應等。
〔從另一個角度看〕我認為教育是很重要，但我建議所有國家都可以參考某些在環
保政策上成功的例子加以仿效，如：加拿大及日本等，他們在回收廢物及減
排上都令人非常滿意……
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55. 人的自私使地球歩向滅亡
〔我的反思〕美國是自私的，但我想了想：其實我都好自私。
〔我的問題〕大宣家有沒有想過自己都是十分自私？我們不斷發展新的科技，不斷
使用、浪費資源，污染地球。目的是什麼？為的就是賺更多的錢去改善自己
的生活質素。我們是否應該檢討自己 自私的行為？如果我們繼續自私下去，
地球是否會滅亡？大家可以想一想。
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56. 理論和實踐是兩回事
〔我的立場〕……理論和實踐是兩回事。環境保育是談何容易？雖然香港人都知道
環境保護的重要性，但有多少人真是會實踐，為地球著想？
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57. • 歸納方法：
– 列表
– 概念圖（示例）
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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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60. Stage 1 - Introduction
Seed
Question
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61. Stage 1 - Brainstorming
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62. Stage 1 - Brainstorming
Proper use of
built-in scaffold
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63. Stage 1 - Brainstorming
linking to other
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64. Stage 1 - Brainstorming
pictures included
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65. Stage 1 - Brainstorming
Proper use of
another scaffold to
stress the main points
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66. Stage 1 - Summary
First Stage Summary
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67. Stage 2 - Progress
Use of headings to guide
students’ directions
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68. Stage 2 - Progress
Tailor-made scaffolds applied
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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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