TODAY

Concept Formation

Graphic Organizers Mind Maps Concept Maps Do one

Class Seven/Six in syllabus

QuestionsConcept FormationGraphic Organizers Mind Maps Concept Maps Do one Find 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 Intelligence

Instructional intelligence involves:Instructional intelligence involves: Knowledge of the learnerKnowledge of the learner Knowledge of curriculumKnowledge of curriculum Knowledge of assessmentKnowledge of assessment Knowledge of instructionKnowledge of instruction Knowledge of changeKnowledge of change Knowledge of systemic changeKnowledge of systemic change

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Seamless

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Coil-cogs

Skill Training Model

WorkshopComponents

Understanding SkillAcquisition

Transfer

Theory (T) minimal 3% 0%

(T) andDemonstration

(D)

increases a bit 5-10% 3%

(T, D) andPractice and

Feedback (PF)

solidintroductory

understanding

90% 10%

T, D, PF, andPeer Coaching

Deeper moreintegrative

understanding

> 90% > 90%

CBAM (Concerns Based Adoption Model)

Levels of UseNon-UserOrientationPreparationMechanicalRoutineRefinedIntegrativeRefocusing

Levels of ConcernNo ConcernsAwarenessInformationPersonalImpact on StudentsCollaborative

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You need to understand ‘types’ of thinking and ‘levels’ of thinking

Types of ThinkingTypes of Thinking Inductive Deductive Ranking Predicting Sequence Inquiry Prioritizing Identify

Levels of ThinkingLevels of Thinking Evaluation Synthesis Analysis Application Comprehension Knowledge

So in terms of Curriculum So in terms of Curriculum the teacher must…the teacher must…

Understand 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 Intelligence

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

One component of “Knowledge of One component of “Knowledge of Instruction” is …Instruction” is …

Graphic OrganizersGraphic Organizers

Objective for this session…

Extend 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?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 - Compare your list with this list - and there is no doubt more.and there is no doubt more.

Fish Bone, Concept Map, Mind Map, Flow Chart, Time Line, Word Web,

Venn Diagram, Ranking Ladder etc.

LET’S PLAY WITH ONE

Ranking Graphic Organizers Ranking Graphic Organizers According to their ComplexityAccording to their ComplexityRanking Graphic Organizers Ranking Graphic Organizers

According to their ComplexityAccording to their Complexity

• Please rank the graphic organizers below using a Ranking Ladder.

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

RANKING LADDERRANKING LADDER

One PerspectiveOne PerspectiveOne PerspectiveOne Perspective

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

What type of thinking and level of What type of thinking and level of thinking do Mind Maps and thinking do Mind Maps and

Concept Maps Invoke?Concept Maps Invoke?

‘TYPES’ of thinking and ‘LEVELS’ of thinking

‘TYPES’ of thinking and ‘LEVELS’ of thinking

Types of ThinkingTypes of Thinking• Inductive• Deductive• Ranking• Predicting• Sequence• Inquiry• Prioritizing

Levels of ThinkingLevels of Thinking• Evaluation• Synthesis• Analysis• Application• Comprehension• Knowledge

GIVENGIVEN

• 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 Maps

DIRECTIONS: Clear off tables Analyze Mind Maps or Concept Maps Identify the critical attributes of MM or CM Switch tables and do the same Create Venn Diagram Compare with another table Share with larger group Listen to mini-lecture/group discussion

Venn Diagram

Mind Map Concept Map

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

2 Dimensional 3 Dimensional

Venn Diagram

Mind Map Concept Map

Start in centre

Radiate out

Colour

Pictures

Start at top

Linking words on line

Hierarchical

Cross Links

Mind Maps and Concept MapsMind Maps and Concept Maps

Mind MapsMind MapsStart in the centreRadiate out

hierarchicallyKey words (concepts)ImagesColourCross Links

Concept MapsConcept 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?

How are the linking words on the left different from those on the right?

has contains

includes such as

for example

may have found in

are part of are

transforms

enhances destroys

digests activates

needs controls

magnifies increases

transports reflects

breaks down

made up ofTESTERS

Linking Words … how are the blue linking words different from the red?Linking Words … how are the blue linking words different from the red?

Trees need Roots

Mirrors reflect Light

Forks and Spoons

Protagonist however Did Not

Muscles act like Levers

Triangles have 3 angles

Rocks in the Soil

Bears as well as Raccoons

Linking Word TestersBlue or Red?

Linking Word TestersBlue or Red?

plants require water

magnets attract most metals

planets including the moon

cars have engines

poetry such as haiku

verbs can be conjugated

explorers are courageous

friction causes heat

food on the table

Linking Word TestersBlue or Red?

Linking Word TestersBlue or Red?

plants require water

magnets attract most metals

planets including the moon

cars have engines

poetry such as haiku

verbs can be conjugated

explorers are courageous

friction causes heat

food on the table

Two Types of Linking WordsTwo Types of Linking Words

• Descriptive 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 InstructionKnowledge of Instruction

Instructional conceptsInstructional skillsInstructional tacticsInstructional StrategiesInstructional Organizers

Knowledge of Instruction … Knowledge of Instruction … Mind Maps and Concept Maps are…Mind Maps and Concept Maps are…

Instructional Strategies

Assessment

For learning (formative)Of learning (summative)Matching our instruction with our

assessmentApplying instruction in assessment

Where do graphic organizers fit?

a sample provincial outcome

By 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 assessment

This outcome tells kids they will be assessed at the comprehension level of Bloom’s 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 Bloom’s 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 Diagrams

Fish Bone Diagrams

Mind Maps (chapter 10)

Concept Maps (chapter 10)

Concept Attainment (chapter 8)

Concept Formation (chapter 9)