I have been pondering on knowledge organisers since reading this:
What I like about these knowledge organisers:
- The clarity and specificity
- The ability to pre-plan
- The testability
- The cultural capital
What I am unsure about:
- What knowledge is selected as important vs what is left out
- The rigidity
- The apparent lack of student agency
- Why only knowledge?
- The potential lack of multicultural capital
I discovered that Anthony Radice @AnthonyRadice1 is developing a knowledge organiser approach using Q&As, which he kindly shared early versions of and which appealed as a format to me more than the ‘here are the answers’ lists. So I thought I’d have a go.
When I started writing some draft knowledge organisers based on Anthony’s Q&A approach, I found that I naturally drifted towards the progression that would happen in my class questioning, from factual, through process-based questions, to metacognition questions and those linking to real life outcomes or applications.
In other words, if you can learn knowledge in this way, why can’t you learn processes (note – in discussion with @JamesTheo he described these as ‘procedural knowledge’ which I liked) or metacognitive approaches?
I thought, rather than provide the completed Q&As for pre-learning, why not set the Qs as research HW for the students themselves? We can then check and correct the answers in DIRT weekly, throw in starter Qs at random every lesson from the Qs already researched and have mid / end of unit tests comprising answers from the research HW across the term. The final week’s HW could even be the students themselves setting their own research Qs based on areas of interest from the unit.
This ‘flipped learning’ then enables more focus in class on perfecting the key processes in reading, writing and oracy, as long as the accuracy of factual knowledge is checked.
I realise there may be disadvantages in moving away from the clarity and simplicity of the knowledge organiser, but this is my first draft of what something along the lines of ‘knowledge, research, process and metacognition’ organiser might look like.. Hmmm. So maybe it isn’t really a knowledge organiser any more?
I would really appreciate constructive feedback, bearing in mind this is all a work in progress as I approach the re-planning of KS3, not anything like a definitive or final answer. Hopefully the transparency of process may be useful for some and I have found twitter feedback to be incredibly valuable so far.
I would also like to link to Kris Boulton’s Knowledge Frameworks blog, which has fed in to my thinking: