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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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= Introduction to concept mapping = | = Introduction to concept mapping = | ||
{{Ednote|text= | |||
You will need a projector linked to your computer for this session. | |||
Display the concept map of water (TESSA resource) ([[File:Concept map of water (TESSA).pdf]]) on the projector. | |||
}} | |||
[[Image:oer4s freemind concept map.jpg|thumb|300px]] | [[Image:oer4s freemind concept map.jpg|thumb|300px]] | ||
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A concept map is a visual way of representing pupils’ ideas around a main topic. | A concept map is a visual way of representing pupils’ ideas around a main topic. | ||
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# A teacher might solicit ideas from the class and draw a '''single class concept map''' on the board or on a computer using special concept mapping software, and project it for the class. | # A teacher might solicit ideas from the class and draw a '''single class concept map''' on the board or on a computer using special concept mapping software, and project it for the class. | ||
# Pupils draw their own '''personal maps''' on paper or on a computer; they work individually or in a pair or group. | # Pupils draw their own '''personal maps''' on paper or on a computer; they work individually or in a pair or group. | ||
}} | }} | ||
{{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| on concept maps|10}} 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.) | ||
