Deeper learning delivers the 21st Century Skills and learning students will need to succeed in a world that is changing at an
Deep Learning is the jewel in the KBIA approach, promoting a series of skills that enable students to go beyond basic skills and support their mastery of core academic
content, in the process acquiring 21st Century skills - thinking critically, solving complex problems, working collaboratively, communicating effectively, and learning
independently. These will prepare students to be successful in school, and later in life, become productive workers and informed citizens in an interdependent, global
knowledge society.The KBIA model is offered as an attempt to transform learning and teaching in today's classrooms through the effective use of technology.
Highly-researched pedagogical strategies for teaching, learning and assessment of academic achievement and teaching efficiency support the KBIA model. Computer-
supported collaborative learning environments move forward effective educational practices in PreK-12 learning environments that promote innovation and creativity
rather than focusing on memorization techniques and removing any context from the acquisition of knowledge. We have seen the success of this approach in classrooms
around the world; the time has come to bring the model, one that is scalable, economical and readily implemented, to U.S. classrooms to nurture our students in their studies
and prepare them for success as students, and as global citizens. The Knowledge Building International Project's Global Learning for Global Citizenship is one
such project, empowering students with the knowledge, skills, and attitudes they need to become informed and engaged citizens of the world. The environments in which
learning takes places occur both inside the classroom in PreK-12 education as well as outside the classroom, in community-based and after-school programs.
The role of the teacher in KBIA is of utmost importance in our learning environments, where they serve as leaders, motivators and facilitators.....
KBIA's Community of Practitioners is a network of support and ongoing professional development. When we find good deep-learning teachers, we nurture them and
aim to reward them with personal and professional opportunities to capacitate them to contribute toward transforming their schools into 21st Century learning organizations.
At KBIA, we organize venues for training in the methodology and the use of the tools, and provide opportunities to collaborate with other educators - teachers, faculty,
administrators, principals and superintendent - in peer-to-peer collaboration and mentoring. Here, they can learn from each other, share material and discuss important
issues such as assessments, classroom management, and ways to address socio-economic barriers to accessing education and improving outcomes. For these reasons,
we have established a community of practitioners to lend the support needed to facilitate deep learning in PreK-12 education.The KBIA model provides a sound education
setting where teachers are no longer simply transmitters of information. In a knowledge-building classroom, teachers act as facilitators to enable students to use technology
to become better information seekers, analysts, problem-solvers and communicators. The KBIA model adheres to guidelines set forth by UNESCO that establish
ICT Competency Standards for Teachers, qualifications that allow teachers to integrate ICT into their teaching and learning while advancing student learning.
UNESCO's Competency Framework for Teachers Project combines ICT skills with emergent views in pedagogy, curriculum and school organization. It is designed for
the professional development of teachers who want to use ICT skills and resources to improve their teaching and collaborate with colleagues. The overall objective is to
improve teacher practice in a way that contributes to a higher quality education system that can, in turn, produce a better-informed citizenry and higher quality workforce.
These contribute to advancing a country's economic and social development. Read more about UNESCO's framework here.
Scalable Education Technology -
- Registered users access an Electronic Workspace - known as the Knowledge Forum platform - through the Internet
or on a local server, available in multiple languages. Here, students can research the topic chosen by the teachers,
propose theories and ideas through metacognitive strategies such as scaffolding and the scientific method to build
knowledge, compare notes with their classmates and partnered classrooms, create multi-media presentations, and
arrive at the "rise above", in the process acquiring invaluable 21st Century skills such as critical thinking, communication,
collaboration and creativity.... the 4C's of future education. Clickhere to read our recently-published article from Springers.
- Regularly-scheduled Videoconferencing is used to share research results among partnered classrooms, connect teachers\
in a Community of Practice, for planning and mentoring teachers, principals, technology staff and teaching aides.
-- Java script Assessment tools embedded in the platform support formative evaluation tools in real time for learning outcomes
and teaching effectiveness.
A multiple-pronged approach that promotes deep learning within technology-enhanced
collaborative learning environments
The KBIA model supports computer-supported collaborative learning within cultures of inquiry and evidence to unlock critical
thinking and creativity. Outcomes include improved academic achievement, reduces dropout rates and increases graduation rates
while closing the achievement and gender gaps.
Knowledge Building in Action - a 501(c)(3) nonprofit corporation
Knowledge Building in Action - a 501(c)(3) nonprofit corporation
Tel: +1 786 975 6149
KBIA model learning environments are vibrant and living learning labs, where students are motivated and have a reason to learn.....
The knowledge-building paradigm promotes engagement in reality-centered projects; theme-based learning and activities situated in real-life and life-like contexts
as ways to engage students in meaningful learning. Discourse becomes collaborative problem solving rather than memorization, and the use of knowledgeware and
information and communication technologies - ICTs - support the constructive use of authoritative information.Knowledge-building activities take place around themes
that are aligned with the curriculum and standards. They are applicable to a wide variety of subject matters and engage students in hands-on learning. The knowledge-
building methodology focuses on ideas, providing smart exercises for applying knowledge to new situations and where students learn to work collaboratively with others.
Knowledge building involves creative, sustained work with ideas, where the overarching objective is to work collaboratively to improve those ideas. Because knowledge
building reflects the work of small groups, every student in the group must contribute to the discourse and to the database. Knowledge building is appropriate
for PreK-12 education, and can involve students from as young as 7-8 years of age all the way to high school seniors and beyond. KB students develop competencies,
master content, increase their literacy skills and improve their language usage because they are constantly reading and writing. They also come to see themselves and
their work as part of a society-wide effort to advance knowledge frontiers.
Knowledge building takes its cue from communities of researchers and industry professionals who value ideas as conceptual artifacts that can be improved by means of
public critique and discourse. Students who are engaged in learning supported by knolwedge-building classrooms work as a community to pose cutting-edge questions
and ideas that help their community of fellow students make advances in its collective understanding of an idea or problem. Learners take on progressive problem solving,
seeking to understand problems and issues at deeper levels than what is required with memorization techniques. Progress is made not only by improving a student's
capacity to learn and formulate theories, but enable them to contribute personal ideas toward collaborative inquiry, thus advancing the collective knowledge of the group,
based on knowledge-building principles.
The world is shrinking, and it is paramount that we prepare our children to become global citizens in an interdependent knowledge society.....
KBIA's Partnered Classrooms Project networks our knowledge-building students with others across the U.S. and around the world. Students work together on a common
theme each school cycle, where they can do research, contribute notes in the database and present their findings through regularly-scheduled videoconferences.
Learning outcomes central to knowledge-building pedagogy include:
• Knowledge advancement as a community rather than individual achievement;
• Knowledge advancement as idea improvement rather than as progress toward true or warranted belief;
• Knowledge "of" in contrast to knowledge "about";
• Discourse as collaborative problem solving rather than as argumentation;
• Constructive use of authoritative information;
• Understanding as an emergent.
By stimulating a geographically-diverse working environment among students, KBIA is encouraging cultural awareness while developing self-awareness in students,
and fostering international relations at early ages. Participating in a world-wide network gives international exposure to local issues, offering a globalocal lens through
which students study different disciplines and academic subjects. KB students get to work with other KBIP students around the world, building bridges and establishing
the basis for international cooperation. They can improve foreign language skills along with enhanced learning about other people and their geography, history and
culture. Thus, they are able to cultivate respect and an expanded understanding of others, appreciate differences and find common values, thus creating a bond and a
good start for understanding the importance of co-exsistence toward building a basis for international citizenry.Each year, partnered knowledge-building classrooms
participating in the KBIP - the Knowledge Building International Project - have an opportunity to come together for a hands-on Summer Institute hosted by one of the
knowledge-building schools to provide in-country support. The students are divided into age-appropriate groups to conduct hands-on research, work in the knowledge-
building platform, and present their findings to each other and to outside groups and organizations.
Serious Play borrows concepts from the business world - where collaboration and team building lead to problem solving.....
Our world has become a globally-connected, knowledge-creating civilization. A growing number of “knowledge societies” are joined in a deliberate effort to advance
all the frontiers of knowledge. Sustained knowledge advancement is seen as essential for social progress of all kinds and for the solution of societal problems. A
fundamental task of education, therefore, should be to enculturate youth into a knowledge-creating civilization and to help them find a place in it. This is the challenge
embraced by knowledge-building pedagogy, supporting a shift from treating students as learners and inquirers to treating them as members of a knowledge building