Example: Walk us through a specific example(s) of how this solution makes a difference; include its primary activities.
A common subject chosen by consensus of the teachers, SMART CITIES for example, can be studied within the context of the learning objectives for a wide range of subjects and age groups. Students are engaged, work with their peers and with technology to connect their studies to the real world through the Knowledge Forum (KF) platform. After researching the subject, they prepare recommendations on how their own city, town or village can improve the quality of life for their residents. Thus, they have a better understanding of the material and learning becomes relevant to their lives. Partnering students with other students across the globe is also very exciting for them, allowing a glimpse into other cultures and empathy for shared problems.
Impact: What is the impact of the work to date? Also describe the projected future impact for the coming years.
Reading, writing, vocabulary growth and subject mastery assessments can be fed back into the work as it proceeds. This avoids having to wait until the end of a unit of classroom work to provide feedback, when it is too late to make adjustments. By developing 21st Century skills through knowledge building, students show improved learning outcomes in both mother tongue and English, which is the common language used in KBIP. By partnering classrooms around the world, children learn to become empathetic as they work collaboratively to solve common problems that impact every living creature on earth. Partnering classrooms also facilitates a sharing of culture and a building of international relationships at an early age. Partnered educators are mentored by colleagues, share best practices, and adopt knowledge-building pedagogical innovation and its technology by participating in KBIP.
Spread Strategies: Moving forward, what are the main strategies for scaling impact?
KBIP is rooted in school-university-government partnerships along with locally-based networks of innovation, primarily in Hong Kong, Catalonia and Canada, where the pedagogy was developed. By partnering classrooms around the world, the main spread strategy, these collaborations provide benefits at multiple levels: support for research-based educational innovation from a university perspective; governments can bring more vitality into schools in urban and rural settings as well as international collaborations; educators are themselves experimenting with technology to enhance their teaching.