Carl bereiter professor emeritus
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Carl Bereiter Professor Emeritus. Image from 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

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

(416) 923-6641 [email protected]



  • Cofounder of IKIT - Institute for Knowledge Innovation and Technology

  • Developed CSILE

  • Member US Academy of Education

  • Published in instruction, cognitive psychology, and education policy

Carl bereiter professor emeritus


  • 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;



  • 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

Carl bereiter professor emeritus

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


  • 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

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



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

    taxonomy: rethinking knowledge for the knowledge age;

    developing higher-level approaches to knowledge. Retrieved


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

    Technology . Retrieved from

  • HDAP :: Carl Bereiter. (n.d.). HDAP :: Ontario Institute for Studies in Education of the University of Toronto. Retrieved from

  • Knowledge Building - a Definition. (n.d.). Institute for Knowledge Innovation and Technology . Retrieved February 4, 2010, from

  • Researcher profile. (n.d.). Canadian Education Association. Retrieved from

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