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OER4Schools/Concept mapping: Difference between revisions

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{{todo|Need to work on the above sequence - done JB, for BH:  remember to upload .mm file}}


{{Ednote|text=
{{Ednote|text=
If you are using cocept 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).
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 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}}).
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[[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). 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 (each group has 5 minutes). 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.


{{Ednote|text=
{{Ednote|text=
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[[Image:oer4s T concept map.jpg|thumb|300px]]


{{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.
{{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
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= Video: Whole class dialogue on living in the trenches =
= Video: Whole class dialogue on living in the trenches =
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= {{Name for ICT practice with dtgw}} =
= {{Name for ICT practice with dtgw}} =
 
{{:OER4Schools/ICT/include}}
As in the last session, use the robot/traffic lights resource to indicate your progress and help each other when necessary.
 
{{activity|dtgw| with ICT on various topics.|20}}
Continue exploring the various applications that you have learned about, and plan for classroom use of
*  Geogebra,
*  Slideshows (with OpenOffice Impress), and
* (optional) Concept mapping software.


= {{Name for connecting with overarching goals}} =
= {{Name for connecting with overarching goals}} =
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