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OER4Schools/Concept mapping: Difference between revisions
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m (Edits for units 1 - 4, revising ICT activities, adding activity tags and timings.) |
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{{OER4S | {{OER4S | ||
|title= | |title=Concept mapping | ||
|session=2.4 | |session=2.4 | ||
}}[[Category:Dialogue]][[Category:Questioning]]{{OER4SchoolsWSInfo | }}[[Category:Dialogue]][[Category:Questioning]]{{OER4SchoolsWSInfo | ||
|intention={{ OER4SchoolsWSInfo/intention intro}} | |intention={{ OER4SchoolsWSInfo/intention intro}} | ||
* | * concept mapping as a technique to promote interactive teaching | ||
* | * developing ideas for concept maps | ||
* encouraging talk that involves reasoning and building on others’ ideas | |||
|success criteria={{ OER4SchoolsWSInfo/criteria intro}} | |success criteria={{ OER4SchoolsWSInfo/criteria intro}} | ||
* | * take part in a whole group brainstorm activity and record the results as a concept map | ||
* plan, present/listen to others present a concept map and use supportive dialogue | |||
* plan a concept mapping activity for use in the classroom | |||
|ict={{ OER4SchoolsWSInfo/ICT intro}} | |ict={{ OER4SchoolsWSInfo/ICT intro}} | ||
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{{Ednote|text= | {{Ednote|text= | ||
Set a time limit for the pair work, say 5 minutes, and follow it strictly. | Set a time limit for the pair work, say 5 minutes, and follow it strictly. | ||
Display the blank concept map ‘Learning concept maps’ ({{File|Learning Concept Maps.mm}}) on the screen after 5 minutes. Also open the file on the individual computers – one machine per person. | Display the blank concept map ‘Learning concept maps’ ({{File|Learning Concept Maps.mm}}) on the screen after 5 minutes. Also open the file on the individual computers – one machine per person. | ||
}} | }} | ||
{{activity|wcb| on constructing a concept map.|10}} Brainstorm to help construct/complete the concept map displayed. Read the background information below before starting the brainstorm.<br /> | |||
{{activity|Individual activity|: Creating your own concept map during the brainstorm.|10}} | |||
Enter the suggestions as they are made, on your own concept map (either on paper, or on a digital concept map on a netbook). Add any further ideas of your own. | |||
{{background|text= | {{background|text=The main concept that you are mapping is: ''Learning about concept maps.'' Suggest any ideas that you can think of related to the topics given below, or suggest new topics. | ||
The main concept that you are mapping is: ''Learning concept maps.'' Suggest any ideas that you can think of related to the topics given below, or suggest new topics. | |||
* Topics that can be explored through concept mapping? | * Topics that can be explored through concept mapping? | ||
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* Ways of using concept mapping to make teaching interactive (with or without using ICT)? | * Ways of using concept mapping to make teaching interactive (with or without using ICT)? | ||
When contributing ideas to the concept map under construction, remember to: | |||
* support your ideas with reasons | |||
* add to existing ideas if you agree (as in cumulative talk) | |||
* question/challenge new ideas if you disagree | |||
}} | }} | ||
{{Ednote|text= | {{Ednote|text= | ||
If you are using | If you are using concept maps on a computer, use the document {{File|Learning Concept Maps.mm}} for reference to fill up this concept map. Otherwise draw a similar concept map on the board or a large piece of paper (ideally stuck to a wall, so that everybody can see). | ||
During the brainstorm: | During the brainstorm: | ||
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}} | }} | ||
= | = Creating and presenting a concept map = | ||
{{Ednote|text= | {{Ednote|text= | ||
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}} | }} | ||
{{activity|Individual or small group activity|10}} 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. | {{activity|Individual or small group activity:| Creating a concept map on a topic of your choice|10}} 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 the activity on progress in concept mapping. | 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 the activity on progress in concept mapping. | ||
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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? | ||
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If some participants finish sooner than the others ask them to read the Teaching and Learning section on pages 34 - 35 plus page 40 of the VVOB toolkit ({{File|VVOB toolkit pp 35 36 40.pdf}}). | If some participants finish sooner than the others ask them to read the Teaching and Learning section on pages 34 - 35 plus page 40 of the VVOB toolkit ({{File|VVOB toolkit pp 35 36 40.pdf}}). | ||
}} | }} | ||
[[Image:oer4s T concept map.jpg|thumb|300px]] | |||
{{activity|Presentation| of concept maps.|15}} | {{activity|Presentation| of concept maps.|15}} | ||
At the end of the activity, 2-3 participants present their concept map for the whole group (each group has 5 minutes | At the end of the activity, 2-3 participants present their concept map for the whole group (each group has 5 minutes). You are role playing as pupils at this time. | ||
During the presentation all participants are actively involved: | During the presentation all participants are actively involved: | ||
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* The presenters should explain reasons for their ideas. | * The presenters should explain reasons for their ideas. | ||
* Other participants should build on presenter ideas through agreement comments. For example, ‘ I think it’s a good idea that you included... ''because''...’ or ‘Another idea related to... is...’. | * Other participants should build on presenter ideas through agreement comments. For example, ‘ I think it’s a good idea that you included... ''because''...’ or ‘Another idea related to... is...’. | ||
* Other participants can also question/challenge | * Other participants can also question / challenge presenters' ideas through disagreement comments. For example, ‘I think... could be moved under the sub topic... because...’ or ‘How about including...?’ or ‘Why is it important to include...?’ | ||
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. | ||
{{Ednote|text= | {{Ednote|text= | ||
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}} | }} | ||
{{ | {{activity|Record| your progress on concept mapping.|5}} Have you learned anything more about concept mapping as a result of the previous activity? Perhaps some of your colleagues gave you ideas when they presented their maps. Add new ideas that you have learned about concept mapping to your '''Learning about concept maps''' map, created from the whole group brainstorm activity. 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. | ||
{{Related resources|text= | |||
The '''Zedupad''' resources ''Subsistence farmers'' and ''Growing Maize'' (see link below) provide an interesting topic for a concept mapping activity. Ideas to be linked include the hazards of using fertilisers and traditional versus modern farming methods. Slide 15 of the ''Growing Maize'' resource shows the beginning of a flowchart ''from seed to nshima''. Flowcharts, like concept maps, are a useful method for organising material and finding relationships and connections between ideas. Completing the ''seed to nshima'' flowchart is a useful activity that will help students to focus on the main ideas to include in their concept map. | |||
'''Other ideas for using the Growing Maize resource''' | |||
You may wish to bookmark this resource and use it later when you have completed more of the OER4Schools course. Other ways that it could be used include: | |||
* Students could work collaboratively in groups to construct a flowchart (either manually or using software) of the traditional process for growing maize. | |||
* They could also complete an enquiry task (before watching slides 17-27) on how the process might be modernised. This could be a short task that harnesses students ideas either as a whole class activity or working in small groups and feeding back to the class. (There is more information on enquiry based learning in Unit 5.) | |||
* An interactive lesson with a combination of these activities could be designed. (There is more information on designing interactive lesson plans at the end of Unit 3.) | |||
[[Image: subfarming2 .jpg|200px]] [[Image: maize2.jpg|200px]] | |||
http://www.zedupad.com/zambian_school_lessons.php | |||
}} | |||
= Video: Whole class dialogue on living in the trenches = | = Video: Whole class dialogue on living in the trenches = | ||
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}} | }} | ||
= Video: Whole | = Video: Whole class dialogue = | ||
{{activity|otr|: Video with whole class dialogue on renewable resources.|10}} | {{activity|otr|: Video with whole class dialogue on renewable resources.|10}} | ||
This 3.5 | This 3.5 minute video illustrates a Grade 7 Zambian teacher, Brian, facilitating a whole class dialogue on renewable sources. (The background noise is a heavy rainstorm!) | ||
Questions for reflection are: | Questions for reflection are: | ||
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{{: Video/11 Brian_4_renewables 11_10_2011 Clip 1.m4v }} | {{: Video/11 Brian_4_renewables 11_10_2011 Clip 1.m4v }} | ||
= ICT practice | = {{Name for ICT practice with dtgw}} = | ||
{{:OER4Schools/ICT/include}} | |||
{{ | |||
= {{Name for connecting with overarching goals}} = | = {{Name for connecting with overarching goals}} = | ||
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{{fup|A}} Try concept maps. Choose a topic that you can teach in your class using concept maps; it could be the one you tried out earlier on paper. Think of some sub-topics for which you will ask your pupils to brainstorm. | {{fup|A}} Try concept maps. Choose a topic that you can teach in your class using concept maps; it could be the one you tried out earlier on paper. Think of some sub-topics for which you will ask your pupils to brainstorm. | ||
Draw this concept map using freemind software on the netbooks. Create a template concept map that you can use in the classroom (just like the facilitator had for | Draw this concept map using freemind software on the netbooks. Create a template concept map that you can use in the classroom (just like the facilitator had for this session). Fill it in during classroom activity. You will need a projector linked to your computer for this activity. | ||
Ask your pupils to give reasons for their ideas. Encourage all pupils to be active by agreeing and disagreeing | Ask your pupils to give reasons for their ideas. Encourage all pupils to be active by agreeing and disagreeing with the idea. | ||
'''Instructions to access freemind:''' | '''Instructions to access freemind:''' | ||
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Ubuntu: Applications – Office – Freemind. If an old concept map file opens, go to File menu and choose New to get a blank document. To add sibling bubbles to the original, select it and choose ENTER. To make a child node, INSERT. | Ubuntu: Applications – Office – Freemind. If an old concept map file opens, go to File menu and choose New to get a blank document. To add sibling bubbles to the original, select it and choose ENTER. To make a child node, INSERT. | ||
{{fup|B}} | {{fup|B}} Try out the horseshoe seating arrangement or another new arrangement in your class during a lesson in the coming week. | ||
{{setting of follow up}} | {{setting of follow up}} | ||
