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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Knowledge Dev Chart

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