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Carl Bereiter Professor Emeritus

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. cbereiter@oise.utoronto.ca. Background.

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Carl Bereiter Professor Emeritus

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  1. 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 et.cbereiter@oise.utoronto.ca

  2. 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

  3. 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;

  4. 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

  5. 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

  6. 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

  7. 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

  8. 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

  9. 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

  10. 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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