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OER4Schools/Concept mapping: Difference between revisions
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→Activity Two: Presenting the concept map
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= Activity Two: Presenting the concept map = | = Activity Two: Presenting the concept map = | ||
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Use sheets of paper (at least A4 size) and coloured pens for this activity. This will help to save the concept maps for future reference. If paper is not available, use mini-blackboards. | Use sheets of paper (at least A4 size) and coloured pens for this activity. This will help to save the concept maps for future reference. If paper is not available, use mini-blackboards. | ||
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'''<nowiki>[Individual or small group activity]</nowiki>''' Choose a topic from the topics listed on the map you have created together, i.e. from the box ‘topics that can be explored through concept mapping’ or ‘examples’ given above. It can be a topic you will use in your classroom soon. Draw a concept map on your sheet of paper. | '''<nowiki>[Individual or small group activity]</nowiki>''' Choose a topic from the topics listed on the map you have created together, i.e. from the box ‘topics that can be explored through concept mapping’ or ‘examples’ given above. It can be a topic you will use in your classroom soon. Draw a concept map on your sheet of paper. | ||
As you draw the concept map, think about different ways in which this concept mapping activity can be used in the classroom? ''TIP: Think of its uses at the beginning, middle and end of a lesson. ''Your ideas will be discussed during Activity three. | As you draw the concept map, think about different ways in which this concept mapping activity can be used in the classroom? ''TIP: Think of its uses at the beginning, middle and end of a lesson. ''Your ideas will be discussed during Activity three. | ||
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If two or three participants choose the same topic or teach the same subject, suggest that they can work as a group. | If two or three participants choose the same topic or teach the same subject, suggest that they can work as a group. | ||
You should move around to provide support/ ideas to participants while they are drawing their maps. Give suggestions such as “How about including...” or “Do you think... can also be included?”. | You should move around to provide support/ ideas to participants while they are drawing their maps. Give suggestions such as “How about including...” or “Do you think... can also be included?”. | ||
Question the participants - how can you use this concept mapping activity in the classroom? | Question the participants - how can you use this concept mapping activity in the classroom? | ||
If some participants finish sooner than the others ask them to read the <nowiki>Teaching and Learning section on pages 34 - 35 plus page 40 of the VVOB toolkit ([[File:VVOB toolkit pp 35 36 40.pdf]]).</nowiki> | If some participants finish sooner than the others ask them to read the <nowiki>Teaching and Learning section on pages 34 - 35 plus page 40 of the VVOB toolkit ([[File:VVOB toolkit pp 35 36 40.pdf]]).</nowiki> | ||
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At the end of the activity, 2-3 participants present their concept map for the whole group. You are role playing as pupils at this time. | At the end of the activity, 2-3 participants present their concept map for the whole group. You are role playing as pupils at this time. | ||
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Remember that agreement comments should come before disagreement comments. The idea is to improve the concept map yet not discourage the presenter. | Remember that agreement comments should come before disagreement comments. The idea is to improve the concept map yet not discourage the presenter. | ||
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Use one of the ‘increasing participation’ strategies discussed in the previous session for selecting the presenters. You should choose volunteers or participants with good examples of concept maps. Therefore, use the strategy ‘selecting volunteers’, ‘mini-blackboard display’ or ‘teacher nominations’. Inform the participants about your selection strategy in advance. | Use one of the ‘increasing participation’ strategies discussed in the previous session for selecting the presenters. You should choose volunteers or participants with good examples of concept maps. Therefore, use the strategy ‘selecting volunteers’, ‘mini-blackboard display’ or ‘teacher nominations’. Inform the participants about your selection strategy in advance. | ||
'''Model''' agreement comments and disagreement comments. | '''Model''' agreement comments and disagreement comments. | ||
Refrain from interjecting if two participants are talking about the concept map. This will demonstrate one way of encouraging pupil-pupil talk. | Refrain from interjecting if two participants are talking about the concept map. This will demonstrate one way of encouraging pupil-pupil talk. | ||
Distribute VVOB toolkit pages 34, 35 and 40 to participants who have not yet collected it. | Distribute VVOB toolkit pages 34, 35 and 40 to participants who have not yet collected it. | ||
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= Activity Three: Progress on concept mapping = | |||
Add new ideas that you have learned about concept mapping to the concept map drawn on the computer in Activity one. Refer to the VVOB toolkit pages for more ideas. Your own ideas about the other ways of using concept maps in an interactive classroom are very valuable. | Add new ideas that you have learned about concept mapping to the concept map drawn on the computer in Activity one. Refer to the VVOB toolkit pages for more ideas. Your own ideas about the other ways of using concept maps in an interactive classroom are very valuable. | ||
= Activity Four: Video watching = | = Activity Four: Video watching = | ||
