“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 the classical form of Bloom’s 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 lesson and 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 Bloom’s taxonomy (cognitive domain). In Column 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 the students 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 Synthesis help 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 six levels 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


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 learning resources 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 after answering 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 other words, the evaluation does not seek to measure the students’ recall of the teacher’s lecture. 6. Like with any other instructional material, field test your entries in Column V. Determine what works with the students and revise accordingly.






Sharing by Students may initially students of their understand the topic or surface or concept in terms of the partially right following: ideas or misconceptions about the topic or key concept -Definition of For this level (and each key terms succeeding level), the -Identification of students will be able to: important tools

COMPREHENSION -Differentiation of terms as used in certain situations


-Paraphrasing of technical terms APPLICATION -Looking at or trying or practicing examples of new knowledge which will challenge or deepen students’ prior knowledge -Explaining the parts of a concept or process and its relationships -Making comparisons or contrasts -Determining the consequences or impacts of a particular idea -Determining errors in an idea or process or skill




-Making a Resource: general http://www.educatorskonn statement ect.com/ -Putting together SpecialWebPages/Internet the general rule Handouts/PBAssessments. or explaining the htm proper process -Showing one’s understanding in a project -Drawing a concept map showing one’s understanding of the new knowledge
-Judging the quality of one’s work and content of one’s ideas in the project with the help of a checklist or rubric Demonstration of By the end of the learning new knowledge byunit, the students should be the students. able to understand the topic or concept in terms of the following:




EXAMPLE: Remember this is only an example. For your topic, you may have other activities or strategies. I DEVELOPMENT STAGE V DESCRIPTION OF THE ACTIVITY AND CORRESPONDING INSTRUCTIONS AND QUESTIONS Sharing by Students may initially Situation Analysis with choices Situation Analysis: Students are asked students of their understand the topic or provided in an adapted Bubble Mind to read a short account of real estate surface or concept in terms of the Map diagram containing four company that plans to put up a gated partially right following: distractors and one correct option: subdivision near a watershed. ideas or Water is an infinite a. “We will never run out of water Environmentalists who live near the misconceptions resource which is because we are near the watershed.” watershed oppose the company’s plans about the topic or available to everyone at b. “People have a right to water. So no and say that the subdivision will reduce key concept all times. law should limit their access to water.” the water supply. Company officials c. “The watershed supply comes from and their consultants disagree. Students a never ending spring. There is no are then asked to determine who in the cause for alarm.” situation has the right view. A diagram d. “The watershed supply will dry up is given showing different statements sometime due to overuse.” or views with a number of them related e. “People can be trusted to control to the misconception stated in the prior their use of water for as long as they knowledge. Students react to the are informed about its supply.” diagram as given by the following instructions: Look at the given diagram. Check the statement in the diagram which you think has the correct view. Be ready to explain your choices. II FOCUS III PERFORMANCE OBJECTIVE IV TYPE OF ACTIVITY AND RESOURCE MATERIALS STUDENTS WILL USE




-Definition of For this level (and each Class Discussion. key terms succeeding level), the -Identification of students will be able to: important tools Define conservation

COMPREHENSION -Differentiation Differentiate conservationSituation Analysis. of terms from consumption -Paraphrasing of technical terms

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 right answer. Students’ ideas will be sorted and grouped. Teacher suggests that in order to understand many of the questions, ideas or questions about the definition of key terms will be first covered. Such questions may be like the following: 1. What are some actions of saving that people 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 are some situations? Let’s take a closer look at the term conservation. Let’s read some situations and find out if we can call the action as water conservation. If the action is not water conservation, what is it called? What is the difference between the two?


-Looking at cases Examine examples of or trying or places in need of water

Study map in Website Click on the following link to view the (http://www.who.int/docstore/water_sanitation_health/Glo Website entitled, “Global Water



practicing conservation to correct Global2.3.htm#Maps%202.1%20and%202.2) where Supply”. Study the map and answer the examples of new idea that water is infinite. they can see information about following questions: knowledge which different region’s water supply 1. Which countries have high water will challenge or situation. supply? Name three. deepen students’ 2. Which countries have low water prior knowledge supply? Name three. 3. What accounts for the differences in water supply? How does geography affect supply? How does data from the map support your observations? -Explaining the -Show relationship of Construction of a table using data Click on another link to get to this parts of a conceptdifferent factors affecting found in a Website or UN reference Website sponsored by the United or process and its conservation and book. Table is made of the following Nations Framework Convention on relationships harnessing of water columns: Climate Change. Look at the data -Making resources I – Cause of Water Wastage given about water use and conservation comparisons or -Explain consequences of II – Effects of Water Wastage practices. contrasts and factors involved with III – Conservation Measure Create a table with the following -Determining the conserving and columns and enter the corresponding causes and harnessing water data: consequences or resources I – Cause of Water Wastage impacts of a -Locate causes of wasting II – Effects of Water Wastage particular idea water resources and III – Conservation Measure -Determining determine the effects or errors in an idea consequences When you are done with the table, or process or answer the following questions based skill on your table: 1. How many kinds of causes affect water wastage? What observations can you make about these causes? 2. How many kinds of effects relate



to water wastage? What observations can you make about these effects? 3. How many kinds of conservation measures are there? What observations can you make about these measures? 4. What relationships can you make between causes and effects of water wastage? 5. What are some situations that may look like conservation but are actually wasteful uses of water? -Making a Present as a group project Students’ group research (library and Refer to the table that you just made general statement a Powerpoint program Internet) and production of the and answer the following: or summary showing at least three following: 1. What general statement can you -Putting together energy-saving ways of a. Concept Map to summarize their make about conservation measures? the general rule conserving and ideas When are they effective? When are or making a harnessing water b. Powerpoint presentation. they not? proposal or resources one uses in 2. How can you verify this explaining the daily life generalization you made? What data or proper process evidence can you use to support this? -Showing one’s 3. Make a concept map summarizing understanding in the ideas you have in your a project generalization. -Drawing a 4. How can the generalization you concept map made be verified or tested in your showing one’s community? What concrete action can understanding of you do? What specific conservation the new measure can you do in your home? knowledge 5. Present your answer in a Powerpoint show and give concrete examples.



Self and peer evaluation of one’s work When you are done with your with the help of a rubric. Powerpoint work, evaluate your presentation with the rubric. Rate your work and see how you can improve this before doing a public presentation. Check your work to see that the requirements listed under the Acceptable column are found in your work. If you want a higher mark, show the characteristics listed under the Exemplary column in your work. When you are ready, submit the rating you made for the rubric together with your work. NEW KNOWLEDGE Demonstration of By the end of the learning Students’ group presentation and Present and discuss your work in class. new knowledge unit, the students should discussion of their own Powerpoint by the students. be able to understand the work. topic or concept in terms of the following: Water is a precious resource which must be conserved or harnessed for productive use.

-Judging the Critique with a rubric quality of one’s one’s presentation of work and content proposed ways of of one’s ideas in conserving and the project with harnessing water the help of a resources in given checklist or situations and suggest rubric changes