Upload
tamra
View
33
Download
0
Tags:
Embed Size (px)
DESCRIPTION
Concept Mapping. Sue Klemmer * Camden Hills Regional High School. “Corners” Introduction. Please go to the poster that most closely matches your experience with concept mapping. THINK: What do you want to get out of this workshop? WRITE your goal(s ) on the poster. - PowerPoint PPT Presentation
Citation preview
Concept Mapping
Sue Klemmer * Camden Hills Regional High School
“Corners” Introduction
Please go to the poster that most closely matches your experience
with concept mapping.
THINK: What do you want to get out of this workshop?
WRITE your goal(s) on the poster.SHARE your goals with one another.
What do you notice?PICK a spokesperson to share your
goals with the rest of the group.
Norms
• minimize side talk
• get up whenever!
• ask questions any time
... and?
In the next 2 hours ...what’s a concept map?
• make a basic map & discuss• compare map technologies
what’s a map do?• different uses for maps• grading vs. feedback; rubrics• a look at student work
mapping power• hierarchy & symmetry•make a 2nd map & peer edit
What’s a Concept Map? concept maps show relationships
between ideas, rather than definitions
maps are visual tools that organize knowledge
maps must have:1. concepts: ideas in bubbles; nouns2. links: labeled lines; verbs3. these connect as “concept-link-
concept” sentences
concept maps
relationships
linksconcepts
containcontain
express
Map Technologies
1. paper & pencil2. whiteboards /benchtops3. sticky notes & string or chalk4. word processors5. software• “Inspirations”• “Omnigraffle” ME-MLTI
a good technology is easily edited & easily shared
Task: Make a Map• Put each term on a
separate sticky note.
• Think about how they are related.
• Move them around on a piece of paper and lightly connect with lines.
• Like it? Mark in the lines and label them.
instructional practiceprofessional developmentstudent learning
1. Divide team into pairs.2. Swap maps with your
partner.3. Have one partner read out
loud each “concept-link-concept”. Do they make grammatical sense? Edit if needed.
4. Repeat for the other partner.5. Compare your maps. What
do you notice?6. Put the pairs together as a 4.7. Have each person share
something they noticed about his/her partner’s map.
8. Discuss: what insights do we want to share with the larger group?
Early Maps
1. “Make a map from these 3 words: ___”2. “Make a map from these 3 words (___)
plus two more concepts of your own from your reading ___.”
3. “Make a map of 4-5 key words from reading ___.”
keep first efforts small and structured
Early Maps: “Buy In”
low stakes or no stakes gradingopportunities to share and edit USE THEM! avoid “mapping for
mapping sake”; what’s the purpose?• probe prior knowledge• get main ideas from a reading• pull different lessons together for review
keep first efforts enjoyable and useful
Simple Map Rubric
All required concepts are present.Required concepts represent important
ideas.All concepts are connected to another
concept.All links are labeled.All links make grammatical sense &
scientific sense.
Typical Error #1: Definitions
Typical Error #1: Definitions
is
Typical Error #2: Dependency
Walk & Talk
• Get up and walk about! Stretch!• STOP and share
one new thing you’ve learned.
Task: Student Work• Get the “Basic Map
Rubric” page in your packet.
• Evaluate each sample map.
• Write 4 sticky note feedback comments for each student:o “warm” & “cool”o on science & on the
map
TEAM WORK:1. In a “roundrobin”
report out your scores for the first sample. Come to consensus!
2. Share your feedback for this student. Select the 2-3 you think most helpful to the student.
3. Repeat for the 2nd sample.
4. Be prepared to share an “ahah!” or a “hmm?”
Hierarchy & SymmetryHIERARCHY requires students to
prioritize the importance of ideas.SYMMETRY requires students to
“chunk” knowledge into parallel pieces. This builds “HOTS”.
Some students will do this intuitively, but it should not be pushed until basic skills are mastered.
Hierarchy & Symmetry
main idea #1
the topic
detail
main idea #3
main idea #2
detail detaildetaildetail
“lead to” idea
Unusual Hierarchy!
a more advanced rubricAll required concepts are present.All concepts are connected to at least one other
concept. Multiple links highlight a few significant cross-
connections.All links are labeled and substantial.All links make grammatical sense & scientific
sense. The map uses one of the following strategies:• hierarchy to show the relative importance of
different concepts.• symetry to show “chunking” of ideas into
groups.
Task: Make a Map #2• As a team, select a
topic in chemistry you would be interested in having students map.
• Brainstorm a list of key concepts. Select 3-4 concepts all maps must have.
• Make a map of 6-10 concepts on your own, using your choice of “basic” or “advanced” rubric.
Editing:1. Swap maps with a
partner. Tell him/her what rubric to use.
2. Evaluate your partner’s map using the correct rubric.
3. Provide “warm” and “cool” feedback on his/her mapmaking.
4. Get your own map back. Edit it.
5. Time permitting, swap with another member of the team.
Survey says ...68%
58%
Using Maps: a Review
Resources