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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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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’ ([[File:Learning Concept Maps.mm]]) on the screen after | 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. | ||
}} | }} | ||
{{activity|Whole group brainstorm| on filling out a concept map.|5}} Brainstorm to help fill up the concept map displayed. | {{activity|Whole group brainstorm| on filling out a concept map.|5}} Brainstorm to help fill up the concept map displayed. | ||
{{activity|Individual activity|: creating your own concept map.|5}} Enter the suggestions as they are made, on | {{activity|Individual activity|: creating your own concept map.|5}} Enter the suggestions as they are made, on your own concept map (either on paper, or on a digital concept map on a netbook). Add any further ideas of your own. | ||
{{todo|Need to work on the above sequence}} | |||
= Discussion = | |||
{{background|text= | |||
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. | ||
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* Add to existing ideas if they agree (as in cumulative talk) | * Add to existing ideas if they agree (as in cumulative talk) | ||
* Question/challenge new ideas if they disagree | * Question/challenge new ideas if they disagree | ||
}} | |||
{{Ednote|text= | {{Ednote|text= | ||
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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}} | }} | ||
= | = Presenting the concept map = | ||
{{Ednote|text= | {{Ednote|text= | ||
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}} | }} | ||
{{activity|Individual or small group activity}} | {{activity|Individual or small group activity|10}} 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 | 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 the activity on progress in concept mapping. | ||
{{Ednote|text= | {{Ednote|text= | ||
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}} | }} | ||
At the end of the activity, 2-3 participants present their concept map for the whole group. You are role playing as pupils at this time. | {{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 each). You are role playing as pupils at this time. | |||
During the presentation all participants are actively involved: | During the presentation all participants are actively involved: | ||
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}} | }} | ||
= | = Progress on concept mapping = | ||
[[Image:oer4s T concept map.jpg|thumb|300px]] | [[Image:oer4s T concept map.jpg|thumb|300px]] | ||
Add new ideas that you have learned about concept mapping to the concept map drawn on | {{actvity|Record| your progress.|5}} Add new ideas that you have learned about concept mapping to the concept map drawn on your concept maps from the first 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. | ||
= | = Video: Whole class dialogue = | ||
{{todo|Two clips need to be inserted! | {{todo|Two clips need to be inserted! | ||
* | * | ||
* 11 Brian_4_renewables 11_10_2011 Clip 1.m4v | * 11 Brian_4_renewables 11_10_2011 Clip 1.m4v | ||
}} | }} | ||
In this video, Lloyd, a UK secondary school teacher is facilitating a whole class dialogue during a secondary school history lesson (the all boys class are 12-13 years old). Pupils are discussing if it is possible to imagine living in trenches during the war from historical evidence, which they have discussed earlier in pairs. | In this video, Lloyd, a UK secondary school teacher is facilitating a whole class dialogue during a secondary school history lesson (the all boys class are 12-13 years old). Pupils are discussing if it is possible to imagine living in trenches during the war from historical evidence, which they have discussed earlier in pairs. | ||
See the transcript of this clip below – it may be useful to look at this during the video as the pupils’ voices are sometimes quiet. | See the transcript of this clip below – it may be useful to look at this during the video as the pupils’ voices are sometimes quiet. | ||
Questions for reflection: | Questions for reflection: | ||
* What did you notice about pupil talk in these clips? Is it different from general pupil talk in classrooms? Explain your answer with reasons. | * What did you notice about pupil talk in these clips? Is it different from general pupil talk in classrooms? Explain your answer with reasons. | ||
* How does the teacher encourage pupils to make contributions? Give examples from your observations. | * How does the teacher encourage pupils to make contributions? Give examples from your observations. | ||
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Participants may refer to transcript during or after the video if they want. | Participants may refer to transcript during or after the video if they want. | ||
}} | }} | ||
{{: Video/LB Lesson 3 can we understand clip.m4v }} | |||
{{Background|text= | {{Background|text= | ||
{{: Video/LB Lesson 3 can we understand clip.m4v/transcript }} | |||
'''Video 1 (Lloyd) transcript''' | '''Video 1 (Lloyd) transcript''' | ||
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T: Yes, can we ever achieve a common understanding of anything? | T: Yes, can we ever achieve a common understanding of anything? | ||
}} | }} | ||
= Video: Whole cloass dialogue = | |||
This 3.5 mins. video illustrates a Grade 7 Zambian teacher Brian facilitating a whole class dialogue on renewable sources. (The background noise is a heavy rainstorm!) | |||
Questions for reflection are: | |||
* Notice that the teacher asked the pupils to explain their reasoning in selecting renewable and non-renewable materials. How successful was he in doing this? | |||
* What did you think about the horseshoe seating arrangement for this activity? Would this be feasible or effective in your classroom? | |||
Question on both videos: | |||
* Which learning objectives other than the teaching topic are achieved in these video clips? | |||
* What would you do in your classroom to facilitate pupils building on each other’s responses? Are there any phrases that Lloyd used in the first video clip that could support this? | |||
* How can you get children to justify and provide reasons for their responses? | |||
* What would you not do in your classroom if you want to facilitate whole class dialogue? | |||
= ICT practice = | |||
{{activity|ICT practice| on various topics.|20}} | |||
* (optional) Concept mapping software. | |||
= {{Name for connecting with overarching goals}} = | |||
{{Activity for connecting with overarching goals}} | |||
= Follow-up activities for you to try in class = | |||
{{activity|Agreeing follow up activities|5}} | |||
{{fup|A}} Try concept maps. Choose a topic that you can teach in your class using concept maps; it could be the one you tried out earlier on paper. Think of some sub-topics for which you will ask your pupils to brainstorm. | |||
Draw this concept map using freemind software on the netbooks. Create a template concept map that you can use in the classroom (just like the facilitator had for the last session). Fill it during classroom activity. You will need a projector linked to your computer for this activity. | |||
Ask your pupils to give reasons for their ideas. Encourage all pupils to be active by agreeing and disagreeing about the idea. | |||
'''Instructions to access freemind:''' | |||
Ubuntu: Applications – Office – Freemind. If an old concept map file opens, go to File menu and choose New to get a blank document. To add sibling bubbles to the original, select it and choose ENTER. To make a child node, INSERT. | |||
{{fup|B}} Try the horseshoe seating. Try out the horseshoe seating arrangement or another new arrangement in your class during a lesson in the coming week. | |||
{{setting of follow up}} | {{setting of follow up}} | ||
