The big picture of todays workshop

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The big picture of todays workshop

• Overview
• -Objectives
• -Schools involvement
• Teachers training
• -Concepts
• -Hands-on session
• Follow-up work

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Introduction

• Background
• -3-year research project
• -Fully funded by Ministry of Education
• -8 participating secondary schools

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Objectives

• To collaborate and craft student-centred
  interdisciplinary project tasks online
• To implement the crafted tasks in an online
  environment

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How are the schools involved?

• 5 teachers per school (2003)
• Teachers form collaborative teams of 4-5 across
  schools, in the online environment, to craft
  interdisciplinary project tasks (2003)
• At least 1 lower secondary class of students
  (2004)
• Teachers from different schools facilitate
  students in accomplishing crafted project tasks
  online (2004)

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How are you involved?

• Continue contributing and developing ideas
  throughout the duration of this research project
• Put crafted project tasks to the test (by
  involving students)
• Meet regularly with researchers

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Whats in it for you?

• Collaboration across schools
• New insights on teaching
• Access to people, resources, etc
• New resources
• Learning of new knowledge and skills in a guided
  environment

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When do you come in?

• Phase 1 (6 mths) 2003
• -Teachers involvement in crafting project
  tasks collaboratively
• Phase 2 (6-9 mths) 2004
• -Teachers implement the online crafted tasks
  in a lower sec class of students who will be
  collaborating with students from another school

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How will you be supported?

• Training
• -Provided by NIE PW research team
• -Two workshops have been planned for you in
• May November in 2003
• - A half-day students training will be
• conducted in your school in 2004

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Who is supporting you?

• NIE PW research team
• -Dr Quek Choon Lang
• -Dr Angela Wong Foong Lin
• -Dr Michael Dale Williams
• -Dr Marissa C. Wettasinghe
• -Mrs Jarina Peer
• -Mrs Shanti Divaharan
• -Mr Lee Kiat Seng Mr Nathanael Ng

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Who is supporting you?

• SSchool collaborators
• - Ms Than Jor Lan (HOD/IT, Telok Kurau
• Secondary School)
• - Mr Chang Weng Fatt (Raffles Girls School)

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Who is supporting you?

• External collaborators
• -Mr Chris Tan (Knowledge Community)
• -Mr Dickson Lim (Knowledge Community)

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What other supportcan you expect?

• You will be given access to the e-learning
  platform (Knowledge Community) and be facilitated
  throughout the entire project
• Your students will also be given access
  training after your school has confirmed the
  collaborative project implementation (with other
  schools) starting in Feb 2004

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What other supportcan you expect?

• We will facilitate (face-to-face online)
  during the project
• Web-based resources and FAQs are available at
  NIEs PW research website
• http//eduweb.nie.edu.sg/projects/sclearn

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Support

• NIE will provide full support from
• PW Research Team
• School Collaborators
• External Collaborators

We look forward to working with you!
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Whats on today?

• Perspectives on student-centred learning and PW
• Applying student-centred learning approach in an
  online learning environment - Knowledge Community
  (KC)
• Crafting an interdisciplinary project task
  collaboratively in a computer supported learning
  environment

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Concept 1 Student-centred learning Project
Work (PW)
Why student-centred learning?
What is student-centred learning?
Why student-centred learning Project Work?
What are the roles of teachers and students in
this environment?
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Student-centred learning

• What are the characteristics of student-centred
  learning environments?
• Purposeful
• In-depth inquiry
• Self-regulated and self-directed
• Active participation e.g. conversations

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Student-centred learning

• How does technology support the student-centred
  learning environment?

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Student-centred learning Project Work

• Definition, aims objectives of PW
• 4 Domains
• KNOWLEDGE APPLICATION
• COMMUNICATION
• COLLABORATION
• INDEPENDENT LEARNING

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Student-centred learning Project Work

• PW emphasises both the process product For
  more information, please refer to
  http//www.moe.gov.sg/projectwork/

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How does PW relate to student-centred learning?

• PW is used as the context
• Technology ? student-centred learning

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Concept 2Scaffolds and thinking types

• What are scaffolds and thinking types?
• How do scaffolds and thinking types promote
  learning?
• Examples of scaffolds thinking types in
  Knowledge Community (KC)

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What are scaffolds?

• Supports / structures
• Scaffolding provides the support and structure
  necessary for students to learn new information
  or complete assigned tasks successfully.

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Why use scaffolds?

• To communicate effectively
• To engage students in participate in coherent
  discourse
• To support students discourse skills
• Examples of using scaffolds in Knowledge
  Community (KC)

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Using scaffolds in discussion forum
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Why use scaffold in the forum discussion?

• Provides clear expectations
• Teaching for Understanding
• Increased Success
• Differentiates Instruction
• Provides structure and support
• No Surprises !!!
• Time on task
• Closes achievement gaps

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How to use scaffolds?

• Some strategies
• Ask questions
• Set instructional Rubrics
• Use Graphic Organizers/Mind Maps
• Use cooperative grouping

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Using scaffolds in KC

• More examples of scaffolds in KC
• http//www.globalkc.net

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What are thinking types?

• Thinking types set the basic thinking patterns
  for Forum discussion based on the  nature of
  collaborative projects.
• Facilitators define the thinking types for each
  project
• Used in every note entry (Compulsory input)

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What are thinking types?

• Thinking types indicate the main direction of
  thought for each note.
• Examples
• -New Idea / Theory / Process / Tool / Method
• -Alternate Idea / Theory / Process / Tool /
  Method
• -Opinion
• -Suggestion
• -Experience  etc

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Why use thinking types?

• To provide the bearings of the discourse
  (initial)
• To enhance the critical creative thinking
  skills of learners
• To establish quality discussions in knowledge
  construction

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What are the differences between scaffolds
thinking types?

• A scaffold identifies the nature of any piece of
  information within a note.
• For each thinking type, a number of associated
  scaffolds may be provided.
• Examples
• -I need to understand
• -Excellent
• -Interesting

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What are the differences between scaffolds
thinking types?

• Scaffolds identifies different aspects of a note
  content.
• Provides any user when writing content in for a
  note.
• Labeling different parts of note content.

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What are the differences between scaffolds
thinking types?

• Both scaffolds and thinking types set the
  framework to build knowledge / process / project
  in an incremental way when users use them
  constantly. The more and accurate use of thinking
  types and scaffolds, the more dimensions a
  project can be measured and Analyses reflect the
  status.
• http//www.globalkc.net

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Teabreak!

• Teabreak!

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Hands-on session

• You will be able to
• Use thinking types scaffolds in
• Post our project ideas using the scaffolds and
  the thinking types (notes)
• Collaborate in the online environment

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How do you log on to KC?
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How do you visit a community?
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How do you visit a community?
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How do you read a note?
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How do you read a note?
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How do you read a note?
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How do you respond to a note?
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How do you respond to a note?
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How do you visit Community 3?

• Log on to Community 3
• Participate in the following forums
• -Project Ideas
• -How do I select my project idea?
• -How do we form our project group?

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What are we expected to do?

• Refer to the project task list timeline
• -You are required to conduct e-meetings within
  your project group regularly
• -Read and respond actively to the notes posted
  daily/ weekly
• -Take turns to facilitate the group meeting
  online summarise the key ideas using Summary
  provided

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Scenario Discussion

• GROUP WORK

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Scenario Discussion

• Scenario 1
• You find a project idea you like and join the
  group, but find that the project task that your
  group is going to craft lies outside of your
  teaching / expertise or you realize that none of
  your group members are knowledgeable in one of
  the subject areas covered by that idea.
• How would you react to this situation?

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Scenario Discussion

• Scenario 2
• One of your group members is unexpectedly
• unable to connect to the Internet (e.g.
• his/her school connection is down and
• he/she has no home connection).
• How would you react to this situation?

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Scenario Discussion

• Scenario 3
• Halfway through the project, one of your
• group members is unable to carry on (for
• whatever reason illness, greater commitments
• at school, etc).
• How would you react to this situation?

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Scenario Discussion

• Scenario 4
• You end up in a group with no clear idea of the
• project task they want to craft.
• How would you react to this situation?

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Scenario Discussion

• Scenario 5
• How would you select project ideas
• and form groups?

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• The End