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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 | * concept mapping as a technique to promote interactive teaching | ||
* | * developing ideas for concept maps | ||
* encouraging talk that involves reasoning and building on others’ ideas | * 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 | * 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, present/listen to others present a concept map and use supportive dialogue | ||
* plan a concept mapping activity for use in the classroom | * plan a concept mapping activity for use in the classroom | ||
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}} | }} | ||
{{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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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 | {{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 class dialogue = | = 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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= {{Name for ICT practice with dtgw}} = | = {{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 this session). Fill it during classroom activity. You will need a projector linked to your computer for this activity. | 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:''' | ||
