KingsWay Middle School Knowledge Building Curriculum
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The document discusses implementing a knowledge building curriculum at KingsWay Middle School that focuses on developing relevant, transferable skills for students' future. It advocates teaching skills like problem solving, creativity and innovation over solely transmitting academic content. The curriculum should provide opportunities for students to build identity, think critically and engage in lifelong learning by using knowledge to find and create new knowledge. The next steps are to intentionally develop key competencies, shift to more student-led personalized learning, update the learning environment, and adopt new ideas that fit the school's character.
KingsWay Middle School Knowledge Building Curriculum
- 1. Knowledge Building Curriculum in the Middle School of KingsWay School
- 2. ‘This We Believe’ Characteristic 1. Curriculum that is relevant, challenging, integrative and exploratory This We Believe in Action – National Middle School Association 2005
- 3. What is a Knowledge Building Curriculum? Two Sides of the Coin Guy Claxton: http://edtalks.org/video/education-moral-enterprise The residue of the curriculum is more important than the content Students forget most of the content of what they have learned but retain the values, the frames of mind and the mind-set needed for the future Yong Zhau: http://tedxtalks.ted.com/video/TEDx-Traverse-City-Yong-Zhao-Te Students should be taught to become global entrepreneurs Teach students the skills to invent jobs rather than the skills to find jobs
- 4. What is a Knowledge Building Curriculum? David Perkins: https://www.youtube.com/watch?v=A7UnupF-uJk Students need knowledge that has relevance, impact and influence in their local community, in their country and globally. Entrepreneurial, transferrable and future-focused skills that include problem solving, creativity, innovation and lateral thinking are essential for life and the rapidly-changing future our students face.
- 5. Views of knowledge and their Implications for Schooling In the past Now Knowledge was conceived of as something developed and known by experts, which could be passed on from teacher to student or manager to worker. Knowledge is dynamic and key to the process of creating new knowledge. It comes into being “just in time” to solve specific problems as they emerge. A school’s job was to transmit knowledge, and the students’ job was to absorb it in preparation for their lives after school. Curriculum development involved determining which knowledge students would need for their future roles and organising this knowledge into logical sequences of curriculum units that could be taught using step-by-step methods. It is no longer possible to accurately predict exactly what knowledge people will need to draw on as they move through life. To support their ability to develop new knowledge, learners need opportunities to build their sense of identity – to become self-reliant, critical, and creative thinkers; to be team players; to learn to use initiative; and to engage in ongoing learning throughout their lives. Education structures assumed a certain degree of stability and predictability in the kinds of jobs and social roles that people could move into once they left school. The jobs and social roles that people move into once they leave school are constantly evolving as a consequence of social, economic, and technological developments. In an increasingly globalised, interconnected, and interdependent world, people who are able to work with knowledge are seen as a key resource.
- 6. What is a Knowledge Building Curriculum? The Flip-side of the Coin Elizabeth Rata http://www.nzherald.co.nz/nz/news/article.cfm?c_id=1&objectid=11120838 Students are short-changed by an emphasis on teaching skills rather than content Academic knowledge is what makes us intelligent. The practice in doubting, criticising, and judging that such knowledge demands is also essential for a democratic citizenry.
- 7. What is a Knowledge Building Curriculum? Jane Gilbert: http://www.nzherald.co.nz/opinion/news/article.cfm?c_id=466&objectid=11127235 It isn't enough to see knowledge as an end in itself, to "fill up" students with existing knowledge. It's what students can do with knowledge that matters. They need knowledge to think with, to find more knowledge, and then to think in more complex ways. They need knowledge to work with others who have different knowledge, and they need knowledge to create new knowledge.
- 8. Next Steps for the Middle School? Be intentional about how the Key Competencies are used in the classroom programme Shift focus to student-led and more personalised learning Look at the learning environment to determine what changes are needed to suit 21st century learning demands Adopt and adapt new ideas that fit in with the special character of our school