Knowledge construction in action
Knowledge construction is the foundation of 21st century learning. Learners who think critically, make connections, and generate new ideas will have more success in the workforce. Educators must therefore plan for and build knowledge construction skills in their classes.
Use the understanding gained in this module to redesign an existing learning activity for knowledge construction. Focus on your planning for the next month or term and design a learning activity that builds knowledge construction skills. It's important to design learning activities that require learners to do more than reproduce information. Remember, learners need a firm foundation to develop these skills. To construct knowledge and generate ideas that are new to them, learners must begin with interpretation, analysis, synthesis, or evaluation.
Select a learning activity that learners will engage with soon. Use the knowledge construction decision tree to guide the design of the activity. Consider the following:
- Does the learning activity require knowledge construction?
- Is knowledge construction the main requirement?
- Are learners required to apply their knowledge in a new context?
- Is the learning activity interdisciplinary?
Set a goal to redesign your learning activity in such a way that learners will engage in knowledge construction to at least a code three on the rubric. To achieve this, learners must interpret, analyze, synthesize, or evaluate information or ideas. Additionally, the main effort of the learning activity must be knowledge construction.
If other colleagues have participated in this 21CLD module and understand the knowledge construction dimension, ask them for their advice or feedback on the learning activity. Adjust the activity based on the feedback and put it into action. Once learners have completed the learning activity, reflect on the following:
- What happened?
- How did learners engage in the learning activity?
- Were there particular skills that learners demonstrated?
- Did they need extra input that wasn't anticipated?
- What worked?
- What didn't work?
Based on your observations and reflections about the learning activity and learners' results, consider:
- Does the learning activity need improvement?
- Is there a way to further develop learners' knowledge construction skills?
- Is there an opportunity for an activity where learners must apply their knowledge in a new context?
- Is it possible to broaden the activity to include learning goals in more than one subject?
Additional sources for inspiration:
- Learn how Astrid Sinnaeve, an educator in Belgium, incorporates knowledge construction in a learning activity
- Review Diane Vautour and Daniel Pupulin's Slam Poetry Project on the Knowledge construction in action page in the Knowledge construction section of the OneNote. Note the knowledge construction skills learners practice throughout the activity.