TODAY

Concept FormationGraphic OrganizersMind MapsConcept MapsDo one

Class Seven/Six in syllabus

QuestionsConcept FormationGraphic OrganizersMind MapsConcept MapsDo oneFind info on PWIM on internet; be prepared to share

Graphic Organizers

Focus on Mind Maps and Concept Maps

AgendaQuestions Inductive and Deductive ThinkingGraphic Organizers - organize themMind MapsConcept MapsDo yoursHow this connects to Curriculum and Assessment

Overview of Instructional IntelligenceInstructional intelligence involves:Knowledge of the learnerKnowledge of curriculumKnowledge of assessmentKnowledge of instructionKnowledge of changeKnowledge of systemic change

Seamless

Coil-cogs

Skill Training Model

Workshop Components

Understanding

Skill

Acquisition

Transfer

Theory (T)

minimal

3%

0%

(T) and

Demonstration (D)

increases a bit

5-10%

3%

(T, D) and Practice and Feedback (PF)

solid introductory understanding

90%

10%

T, D, PF, and Peer Coaching

Deeper more integrative understanding

> 90%

> 90%

CBAM (Concerns Based Adoption Model)Levels of UseNon-UserOrientationPreparationMechanicalRoutineRefinedIntegrativeRefocusingLevels of ConcernNo ConcernsAwarenessInformationPersonalImpact on StudentsCollaborative

You need to understand types of thinking and levels of thinkingTypes of ThinkingInductiveDeductiveRankingPredictingSequenceInquiryPrioritizingIdentifyLevels of ThinkingEvaluationSynthesisAnalysisApplicationComprehensionKnowledge

So in terms of Curriculum the teacher mustUnderstand objectivesUnderstand what level of thinking is explicit - the level the student will be assessed atUnderstand what level of thinking is implicit - the level you have to teach atUnderstand what type of thinking is requiredMatch that knowledge to instructional methodsAssess meaningfully

Overview of Instructional IntelligenceInstructional intelligence involves:Knowledge of the learnerKnowledge of curriculumKnowledge of assessmentKnowledge of instructionKnowledge of changeKnowledge of systemic change

One component of Knowledge of Instruction is Graphic Organizers

Objective for this sessionExtend our understanding of and ability to apply two complex graphic organizers: Mind Mapping and Concept Mapping. In addition, to sense how to integrate multiple graphic organizers BY using concept attainment and a Venn diagram, watching a video on Mind Mapping and creating a Concept Map

What do you already know?With a partner, take about two minutes and identify all the graphic organizers you have seen and hopefully experienced.

Compare your list with this list - and there is no doubt more.Fish Bone, Concept Map, Mind Map, Flow Chart, Time Line, Word Web, Venn Diagram, Ranking Ladder etc.

LETS PLAY WITH ONE

Ranking Graphic Organizers According to their ComplexityPlease rank the graphic organizers below using a Ranking Ladder.

Fish Bone, Concept Map, Mind Map, Flow Chart, Time Line, Word Web, Venn Diagram, Ranking Ladder

RANKING LADDER

One PerspectiveConcept MapMind MapFish BoneVenn DiagramRanking LadderTime LineFlow ChartWord Web

What type of thinking and level of thinking do Mind Maps and Concept Maps Invoke?

TYPES of thinking and LEVELS of thinkingTypes of ThinkingInductiveDeductiveRankingPredictingSequenceInquiryPrioritizingLevels of ThinkingEvaluationSynthesisAnalysisApplicationComprehensionKnowledge

GIVEN

Concept Maps and Mind Maps (if done properly) ask students to first identify what they know and then classify that knowledge into categories -- therefore -- it must be analysis re levels of thinking and inductive thinking regarding types of thinking.

Critical Attributes of Mind Maps and Concept MapsDIRECTIONS:Clear off tablesAnalyze Mind Maps or Concept MapsIdentify the critical attributes of MM or CMSwitch tables and do the sameCreate Venn DiagramCompare with another tableShare with larger groupListen to mini-lecture/group discussion

Venn DiagramMind MapConcept Map

2 Dimensional and 3 Dimensional Shapes: What do they have in common?

2 Dimensional3 Dimensional

Venn DiagramMind MapConcept MapStart in centreRadiate outColourPicturesStart at topLinking words on line

HierarchicalCross Links

Mind Maps and Concept MapsMind MapsStart in the centreRadiate out hierarchicallyKey words (concepts)ImagesColourCross LinksConcept MapsUsually start at the topRadiates down/out hierarchicallyKey words (concepts)Linking wordsCross links with words

How are the linking words on the left different from those on the right?has containsincludes such asfor examplemay have found inare part ofare

transformsenhances destroysdigests activatesneeds controlsmagnifies increasestransports reflects breaks down

made up ofTESTERS

Linking Words how are the blue linking words different from the red?Trees need RootsMirrorsreflect LightForks and SpoonsProtagonist however Did NotMuscles act like LeversTriangles have 3 anglesRocks in the SoilBearsas well asRaccoons

Linking Word TestersBlue or Red?plantsrequirewater magnetsattract most metalsplanets including the mooncars have enginespoetry such as haikuverbs can be conjugatedexplorers are courageousfrictioncausesheatfoodon thetable

Linking Word TestersBlue or Red?plantsrequirewater magnetsattract most metalsplanets including the mooncars have enginespoetry such as haikuverbs can be conjugatedexplorers are courageousfrictioncausesheatfoodon thetable

Two Types of Linking WordsDescriptive or Passive: they illustrate the students ability to recall and comprehend relationships between two concepts

Cause and Effect or Dynamic: they illustrate the students ability to analyze, synthesize or evaluate relationships between two concepts

Knowledge of InstructionInstructional conceptsInstructional skillsInstructional tacticsInstructional StrategiesInstructional Organizers

Knowledge of Instruction Mind Maps and Concept Maps are

Instructional Strategies

AssessmentFor learning (formative)Of learning (summative)Matching our instruction with our assessmentApplying instruction in assessmentWhere do graphic organizers fit?

a sample provincial outcomeBy the end of grade six students will demonstrate their understanding of the four types of motion: oscillating, linear, reciprocating, and rotational.

This has explicit and implicit implications.

Explicit Level of Thinking re assessmentThis outcome tells kids they will be assessed at the comprehension level of Blooms Taxonomy -- they will have to explain each in their own words and be able to generate examples of each type of motion

Implicit level at which the teacher will have to teach This outcome also informs teachers that they will most likely have to teach it at the analysis level of thinking re Blooms Taxonomy as the students will have to understand the similarities and differences between the four types of motion. SO

What type of thinking does this outcome encourage?Inductive thinking -- the students will have to classify the different types of motion -- so, give them some pictures, say 4 or 5 of each, put the pictures in an envelop, have the students work in pairs to classify them -- then do a Jigsaw on each of the four -- then do a Venn Diagram or Fish Bone or Mind Map on the 4 types of motion

What instructional methods do you have that push analysis?Venn DiagramsFish Bone DiagramsMind Maps (chapter 10)Concept Maps (chapter 10)Concept Attainment (chapter 8)Concept Formation (chapter 9)