Blog Entry no. 3 HAEF Innovative educational activities ‘snapshot’

Knowledge Categorisation: Restructured Digitized Mathematics Textbooks using CMS and Microsoft OneNote

We are currently in the process of restructuring and categorizing knowledge contained in our second year (Gymnasium) Mathematics textbooks in relation to both Text Analysis and Methods and Strategies of Problem Solving.

’Text analysis’ refers to the already existing OneNote tags as applied to: 

Theory

• Activities
• Examples

 which are

 Introduction

• Definitions and Special Cases
• Direct Effect of Definitions
• Properties-Proofs-Theorems

 For knowledge categorization we use the following OneNote tags (agreed upon by our Mathematics Department):

• Formulation
• Observation
• Recall
• Description
• Relations Identification
• Concept
• Related Concepts
• Direct
• Inverse
• Suggestion
• Hypothesis
• Conclusion
• Generalisation
• Identifing contradictions

 Methods and Strategies of problem solving

We use the following ags:

• Methods and Applications
• Comprehension Questions-Exercises
• More exercises
• Lesson plan

as applied to

• Exercises
• Problems
• Understanding, Questions (school book)

Every textbook exercise is tagged based on our methodology which we use as a basis for applying general and specific heuristics with a view to developing students’ mathematical skills.

We classify knowledge as follows:

Language

Knowledge of spoken language (e.g. separating a sentence in different parts of speech, comprehension of the meaning of different words) as applied to maths.

Pragmatic

Knowledge that relates to the use of mathematics in everyday life (e.g.  units of measurment)

Model

Knowledge of different types of problems (e.g. the difference between the problems that have to do with Work and problems that have to do with Motion)

Strategic knowledge

Knowledge related to developing and observing (or monitoring) a ‘solution plan’.

Algorithmic

Knowledge which refers to procedures used to implement a (pre-planned) process (e.g. ‘division’)

Finally, new OneNote tags on which we have now decided in relation to problems and exercises are:

• Combination
• Construction
• Application of a given procedure
• Consolidation and Understanding

 The new OneNote tags in the comprehension questions are:

• True – False
• Multiple-choice
• Gap filling
• Matching
• Critical thinking

 English Department Psychico College

The English Department of Psychico College has digitized selected ‘famous’ speeches in our effort to help students become more effective speech writers.   We have incorporated this work into our core curriculum in all programs for year one high school students.   In addition to tagging the speeches, the department will enrich them in a variety of ways with the help of technology so as to integrate practice of basic skills, but in a way that caters to all learning styles.

BLOG ENTRY no. 2

HAEF Areas of Innovation
Innovative educational methods

Primary School

• Classmates
  This pilot program runs in three classes (5^{th and} 6^th Grade, English Department). The objective of the program is for students to be able to use their personal netbooks (classmates) efficiently as an integral part of the educational process, using our Course Management System. In the 5^th grade the program involves history and mathematics: in the 6^th language and geography. The English Department uses Classmates to teach typing skills. Software used includes MS OneNote and other Office Applications, Articulate and Pdf Xchange. 
• Robotics
  As part of our “Robotics” program (2^nd Grade), students are expected to be able to use basic programming robotic movements using certain sources of information, followed by a sequence of questions and the presentation of answers. In the first unit, students work in groups of two to construct small robots which look like animals (e.g. programming an alligator to open and close its mouth). In the second unit, students work in groups of three and search for information about these animals and their life. 
• Nutrition  
  The first phase of this project includes a survey carried out to explore 6^th grade students’ nutritional habits and knowledge of correct nutrition. This was done using CMS and student classmates. In the second phase, each team had a topic such as eating disorders, nutrition, civilization, etc.  The internet, the library and other sources were used for research. A simulation of an internet site that included the main page and relevant links was created and presented to other students. The final phase includes a visit and presentations by nutritional specialists. 
• Language 
  Within the course of their language studies, 5^th Grade students were given an ‘advertisement’ text. They were expected to rewrite this text from different perspectives (a scientific text, a text comparing and contrasting two products, a persuasive text etc.). Students’ used CMS to explore links and the results were posted online for access by peers.

International Baccaleureate / Physics

• Online experiments and demonstrations with Data loggers: Motion, force, temperature and voltage sensors

 

• Though teacher – lab technician collaboration, reports of practical investigations and demonstrations, integrated with theoretical aspects, were uploaded to school’s CMS knowledge base.

 

Lyceum

• Ancient Greek Department 

As of this year, the Department of Ancient Greek Studies will begin categorizing/tagging concepts found in texts that comprise the core curriculum of Ancient Greek literature. Specific syntactic structures that are taught throughout the study of texts will be used as the main criteria on which this taxonomy will be based.  In addition, each unit will be specifically enriched accordingly with supplementary resources.

Innovative Course Scenarios

Through the use of new educational material on a regular basis in all courses, new teaching, didactic and pedagogical problems have arisen (as well as new opportunities):

• Starting with knowledge categorization, we require students to produce specific knowledge by using available material combined with the logical consequences or combinations thereof. We are mainly concerned with identyfinbg the most suitable teaching method(s) and uses of technology to improve knowledge acquisition

Elementary School, Mathematics, Symmetry

• How can categorization be connected to the specific skills obtained in each subject?

Gymnasium, History, Governor Kapodistrias

• How do the specific skills of each subject lead us to the general skills of any cognitive subject?

Elementary School, English, Reported Speech

Lykeion, Science, Bohr Atomic Model

Lykeion, Science, Electric Field

• How can cross-curriculum learning be promoted through the categorization of knowledge?

Gymnasium, History / Social and Political Education, From September 3, 1843 to Dethronement of Othon

Lykeion, Science, Electronic Structure of Atoms

• In which parts of each lesson are the digitized book best embedded (oral evaluation of understanding of the lecture, lecture, exercises, and class work)?

Gymnasium, Modern Greek Literature / Language, Teaching Paragraph

• How should the digitized book be combined with the rest of the lesson material (i.e. traditional book, extra audiovisual material, internet)?

Gymnasium, History, Archaic Period

Gymnasium, Mathematics, Pythagorean Theorem

Lykeion, History, the Second Colonization

• How should students’ studying material be organized, regarding their homework?

HAEF First Blog Entry

HAEF Blog Entry No.1                                                                                                               15/12/2010

The most important aspect of our innovative efforts at HAEF currently is the digitizing, restructuring and tagging of our traditional hardcopy text books. Aiming at reorganizing and categorizing the knowledge they contain, these e-books are stored in a structured knowledge base as part of our interactive Course Management System.

• Currently all nine Academic Departments of our School (Modern Greek, Ancient Greek, History and Social Sciences, English, Mathematics, Physics and Science, Information Technology, Music and Gymnastics) dedicate most of their regular weekly meetings to discussing criteria related to knowledge restructuring and tagging.
• More than 100 teachers are involved in this digitization process.
• More than 80 books (Elementary, High School and Lyceum) have been digitally processed.

Our school is now fully equipped with Interactive White Boards facilitating the widespread use of our Course Management System in and out of our classrooms.

By using our new digitized books on a regular basis in all courses, new teaching, didactic and pedagogical problems have arisen (and plans in order to resolve them), as well as other new opportunities:

• Based on knowledge categorization, we want students to produce specific work by using information already processed in terms of logical causes, effects and/or combinations of causes/effects.  The main question is: which is the most suitable teaching method using technology in order to increase teaching effectiveness and efficiency?
• How can knowledge categorization be connected to specific skills obtained in each subject?
• How do the specific skills of each subject lead us to general skills of any cognitive subject?
• How can cross-curriculum learning be promoted through the categorization of knowledge?
• In which parts of our lessons are the digitized e-books best embedded (oral evaluation, lectures, exercises, class work)?
• How should the e-books be combined with the rest of lesson material (i.e. traditional books, extra audiovisual material, and internet links)?
• How should students’ studying material be organized in relation to their homework?