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OER4Schools/Concept mapping: Difference between revisions
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* Encouraging talk that involves reasoning and building on others’ ideas | * Encouraging talk that involves reasoning and building on others’ ideas | ||
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* Did you observe a buddy practising questioning in their classroom? Did your observation help your buddy? If yes, elaborate with specific examples about the changes in your buddy’s questioning after the activity. (You might want to continue the observation activity for a few more weeks) | * Did you observe a buddy practising questioning in their classroom? Did your observation help your buddy? If yes, elaborate with specific examples about the changes in your buddy’s questioning after the activity. (You might want to continue the observation activity for a few more weeks) | ||
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{{activity|Pair work}} 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. | {{activity|Pair work}} 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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''' | '''<nowiki>[Whole group] </nowiki>'''Brainstorm to help fill up the concept map displayed. | ||
''' | '''<nowiki>[Individual activity]</nowiki>''' Enter the suggestions as they are made, on the version on your machine. Add any further ideas of your own. | ||
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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. | ||
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 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 Activity the activity on progress in concept mapping. | ||
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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 | 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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Ricky: That's partially true, but you wouldn't know what it would be like to be shot by a bullet or be bombed or something. You wouldn't see what it looked like either. | Ricky: That's partially true, but you wouldn't know what it would be like to be shot by a bullet or be bombed or something. You wouldn't see what it looked like either. | ||
T: Owen is nodding his head there in agreement with what you were saying. It's true isn't it? I like that idea. You know, this notion about it’s something completely outside of our experience. Can we really imagine something? I tell you what then, why not add in, let me try, or someone else help me out here. Is it possible for us to imagine, well, yes, what it would look like? I like that Robert and it wasn't what I'd thought of. I thought I was going to write something else on here. Yes 'what it looked like' '' | T: Owen is nodding his head there in agreement with what you were saying. It's true isn't it? I like that idea. You know, this notion about it’s something completely outside of our experience. Can we really imagine something? I tell you what then, why not add in, let me try, or someone else help me out here. Is it possible for us to imagine, well, yes, what it would look like? I like that Robert and it wasn't what I'd thought of. I thought I was going to write something else on here. Yes 'what it looked like' ''<nowiki>[writing on board],</nowiki>'' not 'what it felt like'. You were then able to bring in all the things that Felix and Adill or Joe or whoever it was who came up with this idea ''(indicates the first three categories listed on the board)''. So yes there are some things we can describe about it, but the actual feelings are rather difficult. | ||
T: Any other points to make here? Felix? | T: Any other points to make here? Felix? | ||
