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Carl Bereiter Professor Emeritus. Image from www.ikit.org. Co-director of the Education Commons at Ontario Institute for Studies in Education at the University of Toronto. (416) 923-6641 et. [email protected] Background.

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carl bereiter professor emeritus

Carl BereiterProfessor Emeritus

Image from www.ikit.org

Co-director of the Education Commons at Ontario Institute for Studies in Education at the University of Toronto

(416) 923-6641 [email protected]

background
Background
  • Cofounder of IKIT - Institute for Knowledge Innovation and Technology
  • Developed CSILE
  • Member US Academy of Education
  • Published in instruction, cognitive psychology, and education policy
slide3
IKIT
  • Conducts research
  • Develops technology
  • Helps build communities aimed at advancing beyond ‘best practices’
  • International community pooling intellectual resources
  • Knowledge building – continuous creation and improvement of ideas;
csile
CSILE
  • Computer-Supported Intentional Learning Environment
    • Developed with Marlene Scardamalia
    • 1st networked system for collaborative learning
    • Current version – Knowledge Forum is used worldwide from primary grades to university level
    • Has text and graphics capabilities
csile continued
CSILE Continued
  • Schools as communities: construction of knowledge is collective goal
  • Students create nodes – pieces of information on a topic
  • Other students comment which creates dialogue and an accumulation of knowledge
  • Students refine thinking by reading and commenting on others writing
slide6
Article: Beyond Bloom’s Taxonomy: Rethinking Knowledge for the Knowledge Age – Developing Higher-Level Approaches to Knowledge
  • Levels of Approach to Knowledge
    • From Level 0 to 7
    • 0: see knowledge as the way things are
    • 1: understand one person may know something another does not
    • 2: can relate things they know about a topic
    • 3: can take into account what the reader already knows
levels of approach to knowledge continued
Levels of Approach to Knowledge Continued
  • 4: knowledge viewed from different

perspectives

  • 5: students view themselves as constructors of knowledge
  • 6: knowledge objects are improvable
  • 7: knowledge objects become things

that one can relate to, use, manipulate, judge, and have feelings about

co writer of curriculum projects
Co-Writer ofCurriculum Projects
  • SRA/Open Court Books
    • Reading series
  • Real Math
    • With online technology that includes e-textbook, e-games, and e-Math tools.

Images from www.amazon.com

published in teaching learning
Published in teaching& learning
  • Teaching Disadvantaged Children in the Preschool (1966)
  • The Psychology of Written Composition (1987)
  • Surpassing Ourselves: An Inquiry into the Nature and Implications of Expertise (1993)
  • Education and Mind in the Knowledge Age (2002)
  • Education for the Knowledge Age: Design-centered Models of Teaching and Instruction (in the Handbook of Educational Psychology, 2006)

With S. Engleman

With M. Scardamalia

resources
Resources
  • Bereiter, C, & Scardamalia, M. (1998). Beyond Bloom\'s

taxonomy: rethinking knowledge for the knowledge age;

developing higher-level approaches to knowledge. Retrieved

from http://ikit.org/fulltext/1998BeyondBlooms.pdf

  • Carl Bereiter. (n.d.). Institute for Knowledge Innovation and

Technology . Retrieved from http://www.ikit.org/people/~bereiter.html

  • HDAP :: Carl Bereiter. (n.d.). HDAP :: Ontario Institute for Studies in Education of the University of Toronto. Retrieved from http://hdap.oise.utoronto.ca/Research/Faculty_Members/Pr ofessors_Emeriti/Carl_Bereiter/index.html
  • Knowledge Building - a Definition. (n.d.). Institute for Knowledge Innovation and Technology . Retrieved February 4, 2010, from http://ikit.org/kb.html
  • Researcher profile. (n.d.). Canadian Education Association. Retrieved from www.cea- ace.ca/foc.cfm?subsection=map&page=bio&subpage=cbe
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