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OER4Schools/Concept mapping: Difference between revisions
From OER in Education
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* its 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 (* its for units 1 - 4, revising ICT activities, adding activity tags and timings.) |
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You will need a projector linked to your computer for this session. | You will need a projector linked to your computer for this session. | ||
Display the concept map of water (TESSA resource) ( | 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: | Note that you can do this session in the following ways: | ||
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Set a time limit for the pair work, say 5 minutes, and follow it strictly. | Set a time limit for the pair work, say 5 minutes, and follow it strictly. | ||
Display the blank concept map ‘Learning concept maps’ ( | Display the blank concept map ‘Learning concept maps’ ({{File|Learning Concept Maps.mm}}) on the screen after 5 minutes. Also open the file on the individual computers – one machine per person. | ||
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{{Ednote|text= | {{Ednote|text= | ||
If you are using comcept maps on a computer, use the document | If you are using comcept 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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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 Teaching and Learning section on pages 34 - 35 plus page 40 of the VVOB toolkit ( | 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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Refrain from interjecting if two participants are talking about the concept map. This will demonstrate one way of encouraging pupil-pupil talk. | Refrain from interjecting if two participants are talking about the concept map. This will demonstrate one way of encouraging pupil-pupil talk. | ||
Distribute VVOB toolkit pages 34, 35 and 40 to participants who have not yet collected it. (See | Distribute VVOB toolkit pages 34, 35 and 40 to participants who have not yet collected it. (See {{File|VVOB toolkit pp 35 36 40.pdf}}.) | ||
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