Weekly design meetings as key sites of teacher inquiry, collaboration, and knowledge creation¶

Strategy · All strategies
Evidence · no claims cited

Description¶

Seconded teachers and researchers met weekly as a design team to improve knowledge-building practices, share understanding with school colleagues, and provide peer coaching. During meetings, teachers present classroom artifacts (video clips, computer notes) for group discourse examining "big ideas and problems" using knowledge-building principles. This strategy develops teacher leaders who spread innovation to other teachers.

Design Implications¶

Context¶

Requirements¶

• Seconded teachers with release time to participate in weekly meetings
• A design team structure connecting researchers and teachers

Constraints¶

• Initial meetings focused on administration and task allocation before productive inquiry emerged

Target Learners¶

• Experienced teachers seconded as teacher leaders
• New teachers joining the network

Target Learning Goals¶

• Principle-based understanding of knowledge building
• Collaborative inquiry into classroom practice

Related Strategies¶

• Professional Learning Communities
• Lesson Study
• Reflection with Others
• Form design teams by building trust and relationships and prioritizing meaningful representation before project kick-off.

Examples¶

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Key Sources¶

• Chan, C. K. K. (2011). Bridging research and practice: Implementing and sustaining knowledge building in Hong Kong classrooms. Computer-Supported Collaborative Learning. https://doi.org/10.1007/s11412-011-9121-0