Students' Voice: Reflections on KB Symposium 2018

Zachery

“I think that Knowledge Forum is not just a platform where we use for history and music only. It is a perfect platform where it can be used in many subjects. For example, Literature. I am amazed at how Knowledge Building can help us grow in Literature by building on each other ideas and understanding of certain phases or character analysis. Personally, I hope to see Knowledge Forum and Knowledge Building in polytechnics and working place. For example, this is a good opportunity for adults to discuss, build on and improve on their ideas. This wil help the project to become better and stronger.

 I have been to 2 KB symposium. Everytime I attend, I learnt and shared new things. For example, this year we used the idea of nature to relate to our presentation. Nature always represent growth and nature also means authentic. We come to this idea after building and sharing knowledge with each other. We hoped to share to the audience that Knowledge building in a classroom is something refreshing, just like how nature works.

 I think that the entire experience was incredible. It is very different to present in front of so many teachers from so many different schools. But I think we done well in terms of project our voice and responses to questions from the audience. I think this is because of our Knowledge Building lessons makes us always ready to think and respond in a deep and fast manner. “

Syafiqah

“The symposium was quite foreign and new experience for me. I have never presented in front to so many people. This sharing helps me to become even more confident. I was actually amazed at how my friends and myself are able to response to the questions from the audience swiftly. I feel that I am thankful we are the only students who shared so in depth throughout the symposium. Our sharing is not just about our experience but also our thoughts on why Mr Melvin Chan designed the Knowledge Building lessons in this format. This gives us a voice. I was actually happy that we have this chance to share our thoughts and ideas.

This symposium shows to me that Knowledge Building really builds a classroom that is student lead and not teacher lead. Besides our school, other schools’ sharing also show that. I hope that other schools can used this too. Students actually get to learn more and also learn from each other. My personal experience in Teck Whye Secondary School History lessons shows to me that there will always be friends who can clear my wrong understanding in Knowledge Forum and entries that we can take reference from. I think this is what a classroom should look like. “

Marsya

“This was my first time participating in a Knowledge Forum Symposium. I realised that this symposium was for everyone, not just teachers but also students. This symposium shows to me that knowledge is best created when we work together as a group or even better, as a class. I love the part where other teachers are amazed at Teck Whye Secondary School Knowledge Building lessons, especially when we share our thoughts and Mr Melvin Chan shared the framework and process of creating Knowledge Building classrooms. I look forward to us sharing more next year with new ideas and improvise current ideas.

I would describe Knowledge Building and Knowledge Forum as a lifesaver. Besides saving us from less exciting lessons, Knowledge building trains us to be ready for the future. We learn how to work together by sharing information, asking questions and giving diverse ideas. We also learn how to think and reflect. These are the lifesaving skills that we need in the future.”

Kishen

“I was particularly encouraged when a few teachers complimented us for the symposium. Some of the compliments include: All of you are so confident, Going through 9 months is so tough and yet all of you persevere and emerge stronger in your knowledge of History, Music and Citizenship, and Great job! Love to see how you shared your views and thoughts of how KB can be applied in the future.

I would love to connect with the international schools, just like how we connected with the Canadian schools next year. I think that this is what Knowledge Building is all about. Working with more international schools will help us learn more about other culture and maybe this can help us create a better solution as a world.

For my juniors, I would recommend all of you to join this symposium as presenter. It will increase your confidence as a student. It will also make you proud to be a Teck Whye student where other teachers are learning from us.”

History and KB: The Perfect Combination

Without History, we will cease to exist.

Commonly held by people, History is but a matter of knowing the factual information of the past. Indeed, this is part of history.  However, it would be a pity should one grow up with this notion in mind. History would have lost its purpose, meaning and significance. This is simply because history transcends beyond this mere boundary. 

As a practitioner who believes that history must be taught as a discipline, it is vital that my students see the necessity and beauty of History. Beyond having knowledge of historical content, I would hope that my students will come to the realization that history is the force that forms their core identity, the ground that establishes their underlying beliefs and most importantly of all, the catalyst that prepares them well for their future. 

Knowledge Building—and its technological tool Knowledge Forum—lends itself well in helping me to create history lessons that align to the above vision and philosophy which I held dear to. Through its scaffolds and principles-based approach, history lessons become one that embraces diversity of viewpoints, empowers empathetic and inventive thinking and not forgetting enhancing students’ collaborative and cooperative learning experiences. 

How then do I design my history lessons with the use of Knowledge Building? 

Briefly, there are 3 main areas that I will pay great attention to. First, students’ ideas will always be placed at the forefront of the lessons, exactly like how a historian starts his investigation. This meant that there is democratization of knowledge where lessons will run according to students’ questions, interests, curiosities and sometimes even on the personal experiences of the students.  Following closely to that is the element of build-on where participants would provide new information and/or other perspectives to the inquiry questions or ideas to broaden ones’ understanding and perhaps sometimes, to clear possible misconceptions to these issues. Last but not least, just like any piece of historical work, students will need to consolidate and develop an enhanced theoretical understanding through the incorporation of considerations raised by others. Besides training them to be historians-in-practice, wouldn’t this form of history education prepare them well with the competencies ready for the 21st century workforce? 

Just like how I have used Knowledge Building as the framework and pedagogy for my history lessons, my colleagues and myself are constantly being Knowledge Builders too so that we can further enhance on the teaching and learning of History in our classrooms! 

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Eds: Melvin received the Outstanding Youth in Education Award. Learn how he uses K-pop to teach students about World War II here.

KBC NL: What Kind of Community?

What kind of community is the KBC Network Learning (KBCNL)?

It is a community marked by its openness where every member is encouraged to express and contribute their ideas no matter how incomplete or insignificant it may seem. Every member has a responsibility towards the progress of the community.

This KB blog is a platform for the community to share knowledge - experience, insights, wisdom. A kind of learning journal for the community. What kind of community is the KBC NL? Essentially, a community is defined by its beliefs, values, attitudes and behaviours. It's an apt question worth our consideration in this inaugural post. 

A community learns when its individual members share knowledge and insight and make meaning together. Many are willing to share experience, knowledge and insights. A community thrives when many are open to share advances and progress as well as  mistakes and failures that may need further improvement. A community matures in such openness and appreciation for continual improvement.

To be an encouraging community requires us to approach one another with humility. It means taking the stance of a learner. Humility is recognizing that everyone is worthwhile and thus has something worthwhile to share. No one is an expert in everything. Our position changes, from judging afar to learning alongside.

Finally, this is an idea-centred community. Teachers bring ideas they value, work on problems they care about. It's about seeking for alternative ideas, even opposing ones for consideration. It means every teacher consciously asks what is the idea that we are exploring, developing and understanding.

Like all ideas, we expect our understanding about this community to develop and mature. We hope to see members like you posting your ideas about this community in this blog. A sure sign of progress and maturity in our community.

KBC NL is not a production line nor is it a social club. More than skills and knowledge, it's about cultivating values, attitudes and behaviours. It's about developing the teacher, a person.