workshop on effective teaching 16 july 2013 © 2013 d. m. dhamdhere 1 workshop on effective teaching...
TRANSCRIPT
Workshop on Effective Teaching 16 July 2013
© 2013 D. M. Dhamdhere 1
Workshop onEffective Teaching
Prof. D. M. Dhamdhere
CSE Department, IIT [email protected]
All original content © 2013 D. M. Dhamdhere
Workshop on Effective Teaching 16 July 2013
© 2013 D. M. Dhamdhere 2
Representing Knowledge
• Many issues can be tackled effectively if knowledge can be represented– Planning a course or curriculum – Checking whether a learner has prerequisites or prior learning– Detecting misconceptions in a learner’s mind – Evaluating whether learning has occurred in a course
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Concept Map
• Developed by Novak based on work of Ausubel– A concept
• is a perceived regularity in events and objects
• is represented by a circle or box, having a label against it
• Concepts are represented hierarchically
– A proposition• is a relationship between concepts
• is represented by a line and linking words
• A concept map has a graph structure– A concept map is not unique
Workshop on Effective Teaching 16 July 2013
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Concept Map
Figure from Novak, 2006
Workshop on Effective Teaching 16 July 2013
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Concept Map
• Why seasons ?
Figure from Novak, 2006
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Concept Map
• A concept map serves as a kind of template or scaffold to help to organize knowledge and structure it (Novak, 2006)
– It helps to retain knowledge for long periods of time
• Concept map leads to iconic learning– It can be remembered as a visual image
• It helps in assimilating new knowledge• A free online concept mapping tool:
IHMC CmapTools http://cmap.ihmc.us
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Concept Map• Use in a classroom
– Training a learner in developing a concept map
– Checking learner’s prior knowledge and misconceptions
– Assimilating new knowledge
– Checking amount and quality of learning
– Group learning
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Concept Map• Use in a classroom
– Training a learner in developing a concept map• Give list of known concepts and ask students to draw a concept map
– Checking learner’s prior knowledge and misconceptions• Ask learner to draw a concept map: misconceptions will show up!
– Assimilating new knowledge
– Checking amount and quality of learning
– Group learning
Workshop on Effective Teaching 16 July 2013
© 2013 D. M. Dhamdhere 9
Concept Map• Use in a classroom
– Training a learner in developing a concept map• Give list of known concepts and ask students to draw a concept map
– Checking learner’s prior knowledge and misconceptions• Ask learner to draw a concept map: misconceptions will show up!
– Assimilating new knowledge • Ask learner to modify a concept map to incorporate new knowledge
(Requires dialog, exchange, sharing and sometimes compromise)
– Checking amount and quality of learning
– Group learning
Workshop on Effective Teaching 16 July 2013
© 2013 D. M. Dhamdhere 10
Concept Map• Use in a classroom
– Training a learner in developing a concept map• Give list of known concepts and ask students to draw a concept map
– Checking learner’s prior knowledge and misconceptions• Ask learner to draw a concept map: misconceptions will show up!
– Assimilating new knowledge • Ask learner to modify a concept map to incorporate new knowledge
(Requires dialog, exchange, sharing and sometimes compromise)
– Checking amount and quality of learning• Ask learner to draw a concept map and compare with the old map
– Group learning
Workshop on Effective Teaching 16 July 2013
© 2013 D. M. Dhamdhere 11
Concept Map• Use in a classroom
– Training a learner in developing a concept map• Give list of known concepts and ask students to draw a concept map
– Checking learner’s prior knowledge and misconceptions• Ask learner to draw a concept map: misconceptions will show up!
– Assimilating new knowledge • Ask learner to modify a concept map to incorporate new knowledge
(Requires dialog, exchange, sharing and sometimes compromise)
– Checking amount and quality of learning• Ask learner to draw a concept map and compare with the old map
– Group learning• Ask a group to draw a concept map
• Very useful in cooperative learning
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Concept Maps
• Concept maps and meta-cognition– Metacognition is “thinking about thinking”
• One aspect of metacognition entails mulling, connecting, rehearsing, expressing, assessing, reflecting, revising, …
– Constructing a concept map involves all these activities– Constructing a concept map is a critical thinking activity; it
makes learning more meaningful
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Some References