The Teacher’s Role in Knowledge Management
What is knowledge management and how can teachers use it effectively?
According to the work of Jones and Sallis (2001), knowledge management can be organized for a teacher’s use through the dimensions of both explicit and tacit knowledge. The image below best symbolizes how explicit and tacit knowledge apply to the role of a classroom teacher.
Explicit Knowledge (EK)
The first domain of knowledge management includes explicit knowledge. Explicit knowledge can be captured, written down, and presented in documents and data bases.
Examples of EK for Teachers
For teachers, this knowledge includes quantitative measures such student achievement data, school process records, and demographic information.
Tacit Knowledge (TC)
The second domain of knowledge management includes tacit knowledge. Tacit knowledge is the knowledge in our heads. It is much less concrete and more difficult to document.
Examples of TC for Teachers
For teachers, this knowledge includes perceptual data, survey results, feedback from stakeholders, and conversations with parents and students.
What are the modes of knowledge management creation and how does this apply to teachers’ classroom practices?
A cognitive model that teachers can use apply explicit and tacit knowledge to their practices is Nonaka and Takeucki’s SECI model. SECI stands for socialization, externalization, combination, and internalization. The elements of the model consist of four stages that include knowledge being created, captured, stored, and reused by teachers. The purpose of the SECI model helps teachers understand the dynamic nature of knowledge creation and to manage such a process effectively within their classrooms.
Image taken from http://pezhman.edublogs.org/seci-model/
According to the work of Jones and Sallis (2001), knowledge management can be organized for a teacher’s use through the dimensions of both explicit and tacit knowledge. The image below best symbolizes how explicit and tacit knowledge apply to the role of a classroom teacher.
Explicit Knowledge (EK)
The first domain of knowledge management includes explicit knowledge. Explicit knowledge can be captured, written down, and presented in documents and data bases.
Examples of EK for Teachers
For teachers, this knowledge includes quantitative measures such student achievement data, school process records, and demographic information.
Tacit Knowledge (TC)
The second domain of knowledge management includes tacit knowledge. Tacit knowledge is the knowledge in our heads. It is much less concrete and more difficult to document.
Examples of TC for Teachers
For teachers, this knowledge includes perceptual data, survey results, feedback from stakeholders, and conversations with parents and students.
What are the modes of knowledge management creation and how does this apply to teachers’ classroom practices?
A cognitive model that teachers can use apply explicit and tacit knowledge to their practices is Nonaka and Takeucki’s SECI model. SECI stands for socialization, externalization, combination, and internalization. The elements of the model consist of four stages that include knowledge being created, captured, stored, and reused by teachers. The purpose of the SECI model helps teachers understand the dynamic nature of knowledge creation and to manage such a process effectively within their classrooms.
Image taken from http://pezhman.edublogs.org/seci-model/
The table below is intended to support teachers in creating useful knowledge and combining the explicit and tacit domains for realistic application to their classroom practices. The table includes the Knowledge Creation Mode, description, and examples of applications for teachers.
Socialization
(Tacit to Tacit) Socialization means sharing experiences through open face to face communication. This includes empathizing by sharing and creating tacit knowledge through direct experiences. Conferring The socialization mode of knowledge creation can be applied to teacher’s classroom practices by conferencing with students and gathering information through parent teacher conferences. Conferencing Resources Conducting Effective Reading Conferences http://www.21stcenturyliteracypd.com/wp-content/uploads/2010/08/CONDUCTING-EFFECTIVE-READING-CONFERENCES.pdf Conferring with Children http://www.thedailycafe.com/public/127.cfm Parent Teacher Conferences http://www.projectidealonline.org/classMgt_InvolvingParents.php |
Externalization
(Tacit to Explicit) Externalization entails transforming tacit knowledge to explicit knowledge by developing concepts and models. This includes conceptualizing by articulating tacit knowledge through dialogue and reflection. Analysis of Student Work The externalization of knowledge creation can be applied to teacher’s classroom practices by analyzing pieces of student work with colleagues and having focused conversations regarding instruction and progress made toward intended learning goals. Student Work Analysis Resources Collaborative Assessment Conference http://www.nsrfharmony.org/protocol/doc/cac.pdf http://www4.uwm.edu/org/mmp/PDFs/Bedford-Hollinger-Huinker-WTM06.pdf The Guest Book http://www.washoe.k12.nv.us/docs/office-staff-development/principal-training-program/081309_Guest_Book_Protocol_-_OLG.pdf Protocols for Professional Learning http://www.ascd.org/publications/books/109037/chapters/Protocols-for-Examining-Student-Work.aspx |
Combination
(Explicit to Explicit) Combination compiles external explicit knowledge and applies it to broader concept systems through sorting, adding, and categorizing. This includes modeling by systematizing and applying explicit knowledge and information. Disaggregation of Assessment Results The combination of knowledge can be applied to teacher’s classroom practices by disaggregating a unit test according to individual concepts and re-teaching or enriching students based upon skill level. Assessment Disaggregation Resources Making Sense of All Your Data http://www.principals.org/portals/0/content/54342.pdf Reporting Student Learning http://www.ascd.org/publications/educational-leadership/nov11/vol69/num03/Reporting-Student-Learning.aspx Grades that Show What Students Know http://www.ascd.org/publications/educational-leadership/nov11/vol69/num03/Grades-That-Show-What-Students-Know.aspx |
Internalization
(Explicit to Tacit) Internalization occurs when explicit knowledge transforms to tacit and becomes a part of an individual’s basic information. This includes practicing by learning and acquiring new tacit knowledge in practice. Student Self Assessment and Individual Goal Setting The internalization of knowledge can be applied to teacher’s practices by helping students to self-assess their student achievement, interest, and learning style data and using it to help them set individual goals to fuel future improvement. Student Self Assessment Resources How Am I Doing? http://www.ascd.org/publications/educational-leadership/sept12/vol70/num01/%C2%A3How-Am-I-Doing%C2%A2%C2%A3.aspx Student Goal Setting http://teachingss.pbworks.com/f/student_goal_setting.pdf Assessment For Learning http://ati.pearson.com/downloads/SevenStrategies_StudyGuide_web.pdf |