Knowledge Dev Chart
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Guiding Engaged Learners for Active Learning
Designing a Knowledge Development Chart
A Knowledge Development Chart is a blueprint of the knowledge building process students can undertake. The Chart utilizes theclassical form of Blooms taxonomy of the cognitive domain but links this process with the students prior and new knowledge. This
Chart contains a blank form which you will complete and below it is a sample completed chart for the topic of Water Conservation.
DIRECTIONS:
1. In this task sheet, you are asked to think of the students prior knowledge, experience or values related to the topic of your lessonand the new knowledge that they will build. Look at the chart and notice the top and bottom entries in the table. The top shows the
Prior Knowledge and begins with the statement: Students may initially understand the topic or concept in terms of the following:At the bottom of the table, the New Knowledge is described and the entry begins with: By the end of the learning unit, the students
should be able to understand the topic or concept in terms of the following: Complete these two parts first.
2. Now that you have set the path for the students cognitive growth, think next of the bridge that needs to be built between these two
points. In the chart, you will see the bridge in Column I in the form of the six levels of Blooms taxonomy (cognitive domain). InColumn II, you will see a description of the focus of a particular level or stage. Refer to this when determining what to write in
Column III. To complete Column III, first answer the Synthesis stage. The example shows a description of the required output of thestudents which is a Powerpoint program showing the students ideas about water conservation. What would the output be for your
topic? A resource link is also provided to give you ideas for other outputs. Note also that on this level, you can have the students
represent their learning in a visual way such as a Concept Map.
3. After completing the Synthesis stage, now complete the Knowledge to Analysis stages. Note that these parts preceding Synthesishelp the students equip the students with key ideas and exercises that will enable them to understand and do the required output. In
the given example, notice how the concept of water scarcity develops and progresses from one level to the other. Each entry in the sixlevels also begins with a performance-based objective. Beginning at the Knowledge level (which is different from Prior Knowledge),
the process starts with the statement: During the module, the students will be able to If you need help in determining the
performance verbs appropriate to each level, refer to the following Websites:http://www.officeport.com/edu/blooms.htm
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A diagram of the hierarchy of the different levels of the cognitive domain is shown along with specific verbs for each level.
http://chiron.valdosta.edu/whuitt/col/cogsys/bloom.html
The site shows the different levels, corresponding verbs and a sample statement for each level.
4. When you are done, complete Columns IV and V for the same stages. For Column IV, think of varied activities and learningresources for students. For Column V, be very specific with the questions and instructions. In fact, the entries in Column V comprise
the entire lesson that students experience. Hence, entries in Columns I-IV are not seen by the students but only by the teacher
designing the lesson. So, write this column in the second voice and as if you are already addressing the students.
5. For the purposes of this workshop, complete the Evaluation level as the last. At other times, this level may be completed right afteranswering the Synthesis stage since the stage is about the students assessment of the output. For this stage, think of an authentic
assessment which is more performance-based and requires students to do practical demonstrations of their understanding. In otherwords, the evaluation does not seek to measure the students recall of the teachers lecture.
6. Like with any other instructional material, field test your entries in Column V. Determine what works with the students and reviseaccordingly.
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KNOWLEDGE DEVELOPMENT CHART
SCHOOL:
GRADE/YEAR:SUBJECT: TOPIC:
TEACHER:
I
DEVELOPMENT
STAGE
II
FOCUS
III
PERFORMANCE
OBJECTIVE
IV
TYPE OF ACTIVITY AND
RESOURCE MATERIALS
STUDENTS WILL USE
V
DESCRIPTION OF THE
ACTIVITY
AND CORRESPONDING
INSTRUCTIONS AND
QUESTIONS
PRIORKNOWLEDGE
Sharing bystudents of theirsurface or
partially right
ideas ormisconceptions
about the topicor key concept
Students may initiallyunderstand the topic orconcept in terms of the
following:
KNOWLEDGE -Definition ofkey terms
-Identification ofimportant tools
For this level (and eachsucceeding level), the
students will be able to:
COMPREHENSION -Differentiationof terms as used
in certainsituations
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-Paraphrasing of
technical terms
APPLICATION -Looking at ortrying orpracticing
examples of new
knowledgewhich will
challenge ordeepen students
prior knowledge
ANALYSIS -Explaining the
parts of aconcept or
process and its
relationships-Making
comparisons orcontrasts
-Determining the
consequences orimpacts of a
particular idea-Determining
errors in an ideaor process or
skill
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SYNTHESIS -Making a
generalstatement
-Putting togetherthe general ruleor explaining the
proper process-Showing ones
understanding ina project
-Drawing a
concept mapshowing ones
understanding ofthe new
knowledge
Resource:
http://www.educatorskonnect.com/
SpecialWebPages/InternetHandouts/PBAssessments.htm
EVALUATION -Judging thequality of oneswork and contentof ones ideas inthe project withthe help of achecklist or rubric
NEW
KNOWLEDGE
Demonstration of
new knowledge bythe students.
By the end of the learning
unit, the students should beable to understand the topicor concept in terms of thefollowing:
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EXAMPLE: Remember this is only an example. For your topic, you may have other activities or strategies.
I
DEVELOPMENTSTAGE
II
FOCUS
III
PERFORMANCEOBJECTIVE
IV
TYPE OF ACTIVITY ANDRESOURCE MATERIALS
STUDENTS WILL USE
V
DESCRIPTION OF THEACTIVITY
AND CORRESPONDING
INSTRUCTIONS AND
QUESTIONS
PRIOR
KNOWLEDGE
Sharing by
students of their
surface orpartially right
ideas or
misconceptionsabout the topic orkey concept
Students may initially
understand the topic or
concept in terms of thefollowing:
Water is an infinite
resource which isavailable to everyone atall times.
Situation Analysis with choices
provided in an adapted Bubble Mind
Map diagram containing fourdistractors and one correct option:
a. We will never run out of water
because we are near the watershed.b. People have a right to water. So nolaw should limit their access to water.
c. The watershed supply comes from
a never ending spring. There is nocause for alarm.
d. The watershed supply will dry upsometime due to overuse.
e. People can be trusted to control
their use of water for as long as they
are informed about its supply.
Situation Analysis: Students are asked
to read a short account of real estate
company that plans to put up a gatedsubdivision near a watershed.
Environmentalists who live near the
watershed oppose the companys plansand say that the subdivision will reducethe water supply. Company officials
and their consultants disagree. Students
are then asked to determine who in thesituation has the right view. A diagram
is given showing different statementsor views with a number of them related
to the misconception stated in the prior
knowledge. Students react to the
diagram as given by the followinginstructions:Look at the given diagram. Check the
statement in the diagram which youthink has the correct view. Be ready to
explain your choices.
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KNOWLEDGE -Definition of
key terms-Identification of
important tools
For this level (and each
succeeding level), thestudents will be able to:
Define conservation
Class Discussion. After students share their choices, the
correct answer will not be given.Instead, students will be asked to give
their ideas about how to find the rightanswer. Students ideas will be sortedand grouped. Teacher suggests that in
order to understand many of thequestions, ideas or questions about the
definition of key terms will be firstcovered. Such questions may be like
the following:
1. What are some actions of saving thatpeople do in their lives? What terms do
people use which means saving?2. When people want to save a natural
resource like water, what term do they
use?3. When would you hear or see this
term (e.g., conservation)? What aresome situations?
COMPREHENSION -Differentiationof terms
-Paraphrasing of
technical terms
Differentiate conservationfrom consumption
Situation Analysis. Lets take a closer look at the termconservation. Lets read some
situations and find out if we can call
the action as water conservation. If theaction is not water conservation, what
is it called? What is the differencebetween the two?
APPLICATION -Looking at cases
or trying or
Examine examples of
places in need of water
Study map in Website
(http://www.who.int/docstore/water_sanitation_health/Globassessment/
Click on the following link to view the
Website entitled, Global Water
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practicing
examples of newknowledge which
will challenge ordeepen studentsprior knowledge
conservation to correct
idea that water is infinite.
Global2.3.htm#Maps%202.1%20and%202.2) where
they can see information aboutdifferent regions water supply
situation.
Supply. Study the map and answer the
following questions:1. Which countries have high water
supply? Name three.2. Which countries have low water
supply? Name three.
3. What accounts for the differencesin water supply? How does
geography affect supply? Howdoes data from the map support
your observations?
ANALYSIS -Explaining the
parts of a concept
or process and itsrelationships
-Makingcomparisons or
contrasts
-Determining thecauses and
consequences orimpacts of a
particular idea
-Determiningerrors in an idea
or process orskill
-Show relationship of
different factors affecting
conservation andharnessing of water
resources-Explain consequences of
and factors involved with
conserving andharnessing water
resources-Locate causes of wasting
water resources and
determine the effects orconsequences
Construction of a table using data
found in a Website or UN reference
book. Table is made of the followingcolumns:
I Cause of Water WastageII Effects of Water Wastage
III Conservation Measure
Click on another link to get to this
Website sponsored by the United
Nations Framework Convention onClimate Change. Look at the data
given about water use and conservationpractices.
Create a table with the following
columns and enter the correspondingdata:
I Cause of Water WastageII Effects of Water Wastage
III Conservation Measure
When you are done with the table,
answer the following questions basedon your table:
1. How many kinds of causes affectwater wastage? What observations
can you make about these causes?
2. How many kinds of effects relate
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to water wastage? What
observations can you make aboutthese effects?
3. How many kinds of conservationmeasures are there? What observations canyou make about these measures?
4. What relationships can you makebetween causes and effects of water
wastage?5. What are some situations that may
look like conservation but are
actually wasteful uses of water?
SYNTHESIS -Making a
general statementor summary
-Putting togetherthe general rule
or making a
proposal orexplaining the
proper process-Showing ones
understanding in
a project-Drawing a
concept mapshowing ones
understanding ofthe new
knowledge
Present as a group project
a Powerpoint programshowing at least three
energy-saving ways ofconserving and
harnessing water
resources one uses indaily life
Students group research (library and
Internet) and production of thefollowing:
a. Concept Map to summarize theirideas
b. Powerpoint presentation.
Refer to the table that you just made
and answer the following:1. What general statement can you
make about conservation measures?When are they effective? When are
they not?
2. How can you verify thisgeneralization you made? What data or
evidence can you use to support this?3. Make a concept map summarizing
the ideas you have in your
generalization.4. How can the generalization you
made be verified or tested in yourcommunity? What concrete action can
you do? What specific conservationmeasure can you do in your home?
5. Present your answer in a Powerpoint
show and give concrete examples.
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EVALUATION -Judging the
quality of oneswork and content
of ones ideas inthe project withthe help of a
checklist orrubric
Critique with a rubric
ones presentation ofproposed ways of
conserving andharnessing waterresources in given
situations and suggestchanges
Self and peer evaluation of ones work
with the help of a rubric.
When you are done with your
Powerpoint work, evaluate yourpresentation with the rubric. Rate your
work and see how you can improvethis before doing a public presentation.Check your work to see that the
requirements listed under theAcceptable column are found in your
work. If you want a higher mark, showthe characteristics listed under the
Exemplary column in your work.
When you are ready, submit the ratingyou made for the rubric together with
your work.NEW KNOWLEDGEDemonstration of
new knowledgeby the students.
By the end of the learning
unit, the students shouldbe able to understand the
topic or concept in terms
of the following:
Water is a preciousresource which must be
conserved or harnessed
for productive use.
Students group presentation and
discussion of their own Powerpointwork.
Present and discuss your work in class.
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