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OER4Schools/Concept mapping: Difference between revisions
From OER in Education
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Edits for units 1 - 4, revising ICT activities, adding activity tags and timings.
m (Edits for units 1 - 4, revising ICT activities, adding activity tags and timings.) |
m (Edits for units 1 - 4, revising ICT activities, adding activity tags and timings.) |
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{{ OER4SchoolsWSInfo/ICT intro students}} | {{ OER4SchoolsWSInfo/ICT intro students}} | ||
* you will continue with Geogebra, images, and typing. | * you will continue with Geogebra, images, and typing. | ||
|resources=If available, large pieces of paper to draw concept maps. | |||
}} | }} | ||
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Display the concept map of water (TESSA resource) ([[File:Concept map of water (TESSA).pdf]]) on the projector. | Display the concept map of water (TESSA resource) ([[File:Concept map of water (TESSA).pdf]]) on the projector. | ||
Note that you can do this session in the following ways: | |||
* If the participants are quite confident in their use of ICT, then you could use concept maps on the netbooks. | |||
* However, if the participants are not that fluent yet in their use of ICT, it is better to just focus on the idea of a concept map (on paper), and to introduce concept mapping software in the ICT practice session for those who would like to explore this. | |||
}} | }} | ||
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}} | }} | ||
{{activity|Pair work| on concept maps| | {{activity|Pair work| on developing ideas for concept maps.|5}} See an example of a concept map on the screen. Tell the person next to you a topic from the curriculum that can be concept-mapped; mention advantages of mapping this topic and how mapping this topic can promote interactive teaching. Don’t actually create a map, just think of a topic and at what stage of teaching it the mapping might be useful. | ||
Decide whether you would start with a few given sub-topics or ask pupils to suggest these – this is optional, depending on the subject material. (All the further ideas on branches from sub-topics come from pupils.) | Decide whether you would start with a few given sub-topics or ask pupils to suggest these – this is optional, depending on the subject material. (All the further ideas on branches from sub-topics come from pupils.) | ||
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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 | |||
Display the blank concept map ‘Learning concept maps’ ([[File:Learning Concept Maps.mm]]) on the screen after 4 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 4 minutes. Also open the file on the individual computers – one machine per person. | ||
}} | }} | ||
{{activity|Whole group brainstorm| on filling out a concept map.|5}} Brainstorm to help fill up the concept map displayed. | |||
{{activity| | {{activity|Individual activity|: creating your own concept map.|5}} Enter the suggestions as they are made, on the version on your machine. Add any further ideas of your own. | ||
= Discussion = | |||
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. | 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? | ||
* Advantages of concept mapping during teaching? | * Advantages of concept mapping during teaching? | ||
* 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)? | ||
