Improving Problem Solving In Small Group Settings With Scored Concept Mapping

John Pelley, PhD, Texas Techand Marti Echols, PhD, Nova

Overview

• Why?– Why not leave the students to their own way of

preparing?– Why is it important to focus on preparation?

• How? – How does concept mapping correct for differences

in learning style?– How does concept mapping change reading

behavior?

The Problem

• Assumption that students know how to prepare for problem solving exercises.– TBL and other problem solving discussion settings

require knowledge of fundamentals.– Students do not read and understand learning

objectives the same way.– Students debate and defend answer choices based

on what they understand.

The Principle

• “The test drives the behavior.”– Students do not study to understand, they study

to perform.– Goal is to require understanding in order to

perform.– Consider both the role of faculty written exams

and board/licensing exams

Experiential Learning Model

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Concrete experience

Observations and reflections

Formation of abstract concepts and generalizations

Testing implications of concepts in new situations

(Kolb, 1984, p.21)

What is it?

Outside

Inside

Can it be used? Experience new information

What does it mean?

The Learning Cycle

6Zull, 2002, The Art of Changing the Brain

Can You Find The Sittin’ And Readin’ Dendritic Tree?

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Control left, LTP sensitized right Tree of long-term potentiated cells markedly

increased (hippocampus “rehearsal”). Dendritic trees = “processing power.”

Sittin’ and readin’Complete learning cycle; plus 7.5hrs sleep (minimum)

Back To The Future

• Temporal (back) processing looks at – Facts, grouping, memorized patterns– From lectures, books, other resources

• Frontal (future) processing looks at– “Discovered” patterns, inferences,

evaluation of options– From dialog during TBL/PBL

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What’s Your Favorite Lobe?

• What information do you give the most attention to? Specifics, routine procedure The big picture, relationships, predictions Everyone does both, but only one is

preferred.

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What’s Your Favorite Lobe?

• What information do you give the most attention to?

• Sensing types (MBTI) Specifics, routine procedure Temporal lobes emphasized

• Intuitive types (MBTI) The big picture, relationships, predictions Pre-frontal lobes emphasized

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How Do Students Learn Differently?

• Focus on Myers-Briggs Sensing and Intuitive types

• Type preferences only indicate a comfort zone for learning

• Type is not a limitation• Both ways of learning can be developed

Adapting Learning Based Upon MBTI

• Sensing types note every detail and see how details relate to each other• Intuitives can develop this skill

• Intuitives look at the structure and hypothesize about outcome if the structure changed• Sensing types can develop this skill

Test Taking Style • S style

– Seek answer that matches memorized knowledge– Re-read question to stimulate recall– Memorization learning requires recognition

• N style– Rule out answer choices– Don’t fit pattern– Big picture learning establishes patterns

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Concept Maps

• Background on Concept Maps• Developed from the work of cognitive

psychologist, David Ausubel• Believed “learning takes place by assimilating

new concepts & propositions into the existing framework of the learner”

• Why “hands-on” learning is impt in science

Background (con’t)

• Very different from rote learning…must:– Be clear & use examples; must have prior

knowledge and want to learn meaningfully• Work in evaluation using concept maps is

Novak (2000) and clinical interview (Edwards & Frase , 1983)

• Memory is not a vessel to be filled but a complex of interrelated memory systems

Benefits of a Concept Map

• Tie new information to old knowledge• Think about relationships of facts and

concepts• Categorize ideas• Clarify thoughts• S & N both benefit• Produces long-term memory (Novak, 1990)

Scoring a Concept Map

• Basics of higher order learning• Link = 1 point; acquire facts, form node

• Branch Point = 5 points; Analysis & Application or discover and

document, nodes with 2 or more links

• Cross Link = 10 points; between branches, converge common nodes, develop patterns

• Higher scoring parts of the map drive lower scoring• Type A personality wants the highest points

Anatomy Of A Concept Map

• Key terms enclosed in “bubbles”• Fact = two connected bubbles• Connections can contain verbs

– describes concept relationship• Branch points represent groupings and

organization• Cross-links are comparisons and cause-and-

effect• integrative thinking

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From SuccessTypes Prematriculation Programwww.ttuhsc.edu/SOM/success

Top-Down vs. Center-OutRisk Factors For Breast Cancer

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Top-Down vs. Center-OutRisk Factors For Breast Cancer

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Main Idea

Using Concept Maps

• Concepts Maps “bridge the gap”• Develop higher order thinking skills• “S” learns how to categorize, relate• “N” learns facts to support relationships• “E” can think out loud• “I” can prepare in advance for meaningful

participation

How Does Concept Mapping Affect Learning Styles

• Sensing types can learn intuitive type skills– Discovery of patterns; relationships– Improved “ruling-out thinking”

• Intuitive types can learn sensing type skills– Recall of facts not in big picture– Improved time on task

• Helps change the brain for Ss and Ns

Steps to Constructing a Concept Map

• Faculty prepare key words from article or lecture

• Give to groups to review & determine how they relate

• Examine for relationships• Draw arrows between words which relate• Linking words above the arrows

Overview of Mapping

List – Group – Compare 1. List important terms2. Group by major topic3. Compare by drawing cross-links

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How to Concept Map

1. List or highlight the major concepts from notes or text.

– Try a regular outline if more comfortable

2. Identify the most general concepts (grouping). 3. Arrange with most general concepts at the top

– Label connecting lines to explain the relationship, if needed.

– Arrowheads can show direction, cause-and-effect, etc.

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How to Concept Map4. Try to branch out at each level of the

hierarchy with more than one link. – Reading becomes more normal now

5. Identify and draw cross-links between related concepts.

– This is a powerful step in developing integrative thinking.

6. Alternative patterns: A “spider” or cluster pattern can be constructed from the center outward, but this will not be seen as readily by linear learners. 27

Scored Concept Mapping

• “The test drives the behavior”• What can be scored?

– Individual facts (any two nodes connected)– Levels of hierarchy (branch points)– Cross-links

• Scores can be weighted to emphasize integrative thinking.

Concept Mapping – Assessment

• Scoring system – What do we value?– Recall – individual facts

• 2 points per valid link– Analysis – grouping of related items

• 5 points per group (level of hierarchy)– Comparison – relationships between groups

• 10 points per cross-link

Exercise 1

• Read handout passage for Exercise 1 (5 min)• Make a list of all information that can be

recalled. – This exercise resembles a typical student

preparation for a TBL session. – Subsequently compared with construction of a

concept map for the same reading assignment.

Exercise 1 Continued

• Brief clarification of directions for constructing a map

• Construct your own maps for the same reading assignment (10 min).

• Brief discussion period to explore initial reactions to reading vs. concept mapping.

Exercise 2

• Read handout passage for Exercise 2 and construct a concept map (10 min)

• Exchange maps with a neighbor for scoring. • When scoring has been completed neighbors

discuss their maps and the scoring with each other (5-10 minutes)

Tally sheet: Use tick marks (////) to count

Facts (links):

Groups:

Cross-links:

Discussion: Effect Of Scoring On Reading

May Our Cross Path Again As We Walk

Through the Journey of Life

Thanks for Spending Your Time Learning With Us

Drs. John Pelley & Marti Echols