QUESTION 1: What are the key elements of a mind map, concept map, and graphic organizer? Analyze/describe the differences and similarities.
QUESTION 2: How can teachers implement knowledge mapping into authentic learning?
QUESTION 3: In what ways can knowledge maps be used as primary sources to help facilitate deep thinking? Explain.
QUERSTION 4: What are some ways prior knowledge can influence knowledge mapping so that students learning is enhanced?
QUESTION 5: Can knowledge maps be a assessment tool? if so, how? What is the connection between students making their own maps and comprehension? Give examples.
1. Research show that using knowledge maps versus texts helps students recall main ideas more easily then those who study informationally isomorphic text, why is this? What learning is being enhanced by using knowledge maps, and what kind of learner is this benefiting? 2. What type of training should be provided to students in order to use knowledge maps? What would this look like in the classroom and what pre-requisite skills would students need before learning about knowledge maps?
1. If kids learn more from knowledge maps why are they not used more than concept maps? Do teachers know how to use this effectively in their classrooms? 2. In which grades would knowledge maps be used efficiantly? What skills would children have to have before they use knowledge maps?
1. How do you know when to use knowledge maps when research shows maps are most effective when students have prior knowledge of a subject?
2. What does it mean when it says the knowledge maps are most effective when the students are properly trained to use them? What is proper training and how do we go about teaching it?
1. Knowledge maps have been proven to be very useful for Low Verbal Ability students. If you have spotted a couple of Low Verbal Ability Students in your first grade class, would you start using these knowledge maps at such a young age?
2. Top down proccessing is used when using knowledge maps along with bottom up proccessing. What type of material would you obtain in the map to really get the concept of each proccessing type?
1. At what age is it appropriate to start teaching children how to use knowledge maps?
2. How do you teach children to do knowledge maping and how do you make sure they understand the concept and that they will put the informaion they really need on the map?
1. When is it appropriate to incorporate knowledge maps into the curriculum? What grade and what age should we look at? 2. Could you create a knowledge map to suite all different learning levels? It states that it would be helpful for the children who have low verbal ability or prior knowledge. What about the children who can fly through these activities?
1. The text mentioned that those who use Knowledge Maps have greater academic success than those who only use text and that those students who have little or no previous knowledge improve more. Wouldn't it make sense to focus using these maps for ESL students or those who are testing poorly, as early as possible?
2.The text mentioned that studies on the effectiveness of knowledge maps have been going on for over 10 years and still show significant improvements for retention. Why then aren't knowledge maps being used more often? Is it because they continue using text books because the cost is cheaper?
1. How can teacher create knowledge maps for different level of students not only for low verbal ability students? 2. knowledge maps promotes studnets' learning better, and then, is there any pre-requested skills to adapt the knowledge map into the class? How can teacher teach the skills?
1.Knowledge maps seem to be very beneficial in many ways. As our text said, they reduce cognitive load,enhance representation of relationships among complex constructs,help students with weak verbal skills, and a few other benefits. Wouldn't this entice many students to just glance at the map for their information and not bother with any deeper meaning or further reading on the subject?
2.Brief training for students in how to construct their own knowledge maps apparently helps with improving their comprehension. It sounds like a great idea, but wouldn't it be time consuming and what do you do when the student has not come up with a very good knowledge map for themselves to follow? Also, how do you know which subjects are better for creating knowledge maps?
1. The article talks about how when students use maps they recall more information than those using text. If students recall main ideas better by using knowledge maps why don't teachers use them more frequently?
2. The article says that knowledge maps have particular benefits for specific kinds of learners. While not all children recieved benefits from maps when is it appropriate to use maps and not texts?
1. This article talks about individual differences & map learning. How do you use map learning in class if you have two different groups of learners one with low verbal skills and other with higher verbal skills? 2.Also, what would be the appropriate age group to start introducing map learning?
1. The reading said that knowledge maps usually help people with low verbal skills and can hinder those with high verbal skills. Since as a teacher you want to be able to help all of your students, how can you use knowledge maps so you are not hindering any students?
2. There are different kinds of knowledge maps that you can use to help your students. How can you use them effectively when you have students that benefit from different kinds types of maps?
1) My focus is with the younger grades. At what age/grade could you introduce something like this? What else do the students need to learn first before they can understand knowledge maps?
2) Are knowledge maps a new concept? I don't ever remember using knowledge maps in school.
1. Since knowledge maps seem to be very beneficial, can they be used as a tool for assessment? In initially thinking about this, i though it might be hard because there are so many needs/levels in your class. So is it possible that you can adapt them for different students? 2. They said knowledge maps help students recall information more effectively. How can we use these for subjects such as math? Could we do this in our classes?
1. The meaning of this sentence that knowledge maps are effective when students are trained well is pretty obscure. How can we guide them to construct their ideas via knowledge map?
2. Can the construction be taught? Or is it naturally or spontaneously occurred in students' brain?
1. How can you know as a teacher that what age is appropriate to start using the knowledge map for students?
2. Can you use this map even though there are many groups of students in classroom who have different ability to adapt themselves to new environment like this?
1. What are some ways teachers can implement knowlege maps in the classroom? Are they effective to use in all subjects?
2. This article talked a lot about the fact that students recall more after using knowlege maps if they are taught how to use them correctly. How do you know you are teaching them correctly?
1. I am planning to teach where minorities predominate in the elementary grades, since I know two languages I think this can be very helpful for students with lower language skills. My question is this: what elements should I include when designing my own knowledge maps or what elements should I consider if in need to modify an already existing map?
2. Do I need to assess students' background to be able to use a knowledge map or can I use it as a toll to assess and then modify the map?
1. How does a teacher know if their younger students are using knowledge maps in a deep thinking way and understand what they are learning without just guessing at and the concepts the teacher is teaching them? 2. The article states “knowledge maps showed no transfer effects from dyadic study to individual student a result that may have occurred because students were not sufficiently trained to manage the complexity of using knowledge maps” (Page 76). Is it because the teacher does not know how to teach it themselves? How and when does a teacher teach knowledge maps? Can it be taught in all areas or are there certain areas of study where it is better to teach other things or in other ways for their students to gain deeper knowledge and learning?
12
ReplyDeleteQUESTION 1: What are the key elements of a mind map, concept map, and graphic organizer? Analyze/describe the differences and similarities.
ReplyDeleteQUESTION 2: How can teachers implement knowledge mapping into authentic learning?
QUESTION 3: In what ways can knowledge maps be used as primary sources to help facilitate deep thinking? Explain.
QUERSTION 4: What are some ways prior knowledge can influence knowledge mapping so that students learning is enhanced?
QUESTION 5: Can knowledge maps be a assessment tool? if so, how? What is the connection between students making their own maps and comprehension? Give examples.
1. Research show that using knowledge maps versus texts helps students recall main ideas more easily then those who study informationally isomorphic text, why is this? What learning is being enhanced by using knowledge maps, and what kind of learner is this benefiting?
ReplyDelete2. What type of training should be provided to students in order to use knowledge maps? What would this look like in the classroom and what pre-requisite skills would students need before learning about knowledge maps?
Megan Hilton
1. If kids learn more from knowledge maps why are they not used more than concept maps? Do teachers know how to use this effectively in their classrooms?
ReplyDelete2. In which grades would knowledge maps be used efficiantly? What skills would children have to have before they use knowledge maps?
1. How do you know when to use knowledge maps when research shows maps are most effective when students have prior knowledge of a subject?
ReplyDelete2. What does it mean when it says the knowledge maps are most effective when the students are properly trained to use them? What is proper training and how do we go about teaching it?
1. How would I go about implementing a concept map in a way that teaches them to use them on their own?
ReplyDelete2. How will you use mapping in your classroom to extend your students knowledge?
1. Knowledge maps have been proven to be very useful for Low Verbal Ability students. If you have spotted a couple of Low Verbal Ability Students in your first grade class, would you start using these knowledge maps at such a young age?
ReplyDelete2. Top down proccessing is used when using knowledge maps along with bottom up proccessing. What type of material would you obtain in the map to really get the concept of each proccessing type?
1. What if you had a child in your class who could not grasp this concept? How could you change these maps so the child could understand?
ReplyDelete2. How would you make sure you are putting in the right information in each type so your students can effectively use them later on?
1. At what age is it appropriate to start teaching children how to use knowledge maps?
ReplyDelete2. How do you teach children to do knowledge maping and how do you make sure they understand the concept and that they will put the informaion they really need on the map?
1. When is it appropriate to incorporate knowledge maps into the curriculum? What grade and what age should we look at?
ReplyDelete2. Could you create a knowledge map to suite all different learning levels? It states that it would be helpful for the children who have low verbal ability or prior knowledge. What about the children who can fly through these activities?
Ashlee Rooks
ReplyDelete1. The text mentioned that those who use Knowledge Maps have greater academic success than those who only use text and that those students who have little or no previous knowledge improve more. Wouldn't it make sense to focus using these maps for ESL students or those who are testing poorly, as early as possible?
2.The text mentioned that studies on the effectiveness of knowledge maps have been going on for over 10 years and still show significant improvements for retention. Why then aren't knowledge maps being used more often? Is it because they continue using text books because the cost is cheaper?
1. How can teacher create knowledge maps for different level of students not only for low verbal ability students?
ReplyDelete2. knowledge maps promotes studnets' learning better, and then, is there any pre-requested skills to adapt the knowledge map into the class? How can teacher teach the skills?
1.Knowledge maps seem to be very beneficial in many ways. As our text said, they reduce cognitive load,enhance representation of relationships among complex constructs,help students with weak verbal skills, and a few other benefits. Wouldn't this entice many students to just glance at the map for their information and not bother with any deeper meaning or further reading on the subject?
ReplyDelete2.Brief training for students in how to construct their own knowledge maps apparently helps with improving their comprehension. It sounds like a great idea, but wouldn't it be time consuming and what do you do when the student has not come up with a very good knowledge map for themselves to follow? Also, how do you know which subjects are better for creating knowledge maps?
ReplyDelete1. The article talks about how when students use maps they recall more information than those using text. If students recall main ideas better by using knowledge maps why don't teachers use them more frequently?
ReplyDelete2. The article says that knowledge maps have particular benefits for specific kinds of learners. While not all children recieved benefits from maps when is it appropriate to use maps and not texts?
1. This article talks about individual differences & map learning. How do you use map learning in class if you have two different groups of learners one with low verbal skills and other with higher verbal skills?
ReplyDelete2.Also, what would be the appropriate age group to start introducing map learning?
1. How can teachers alter for student so that it is meaningful to all levels of students?
ReplyDelete2. What skills and knowledge do students need prior to understanding concept maps and how as teachers can we make sure we are teaching those skills?
1. The reading said that knowledge maps usually help people with low verbal skills and can hinder those with high verbal skills. Since as a teacher you want to be able to help all of your students, how can you use knowledge maps so you are not hindering any students?
ReplyDelete2. There are different kinds of knowledge maps that you can use to help your students. How can you use them effectively when you have students that benefit from different kinds types of maps?
1) My focus is with the younger grades. At what age/grade could you introduce something like this? What else do the students need to learn first before they can understand knowledge maps?
ReplyDelete2) Are knowledge maps a new concept? I don't ever remember using knowledge maps in school.
1. Since knowledge maps seem to be very beneficial, can they be used as a tool for assessment? In initially thinking about this, i though it might be hard because there are so many needs/levels in your class. So is it possible that you can adapt them for different students?
ReplyDelete2. They said knowledge maps help students recall information more effectively. How can we use these for subjects such as math? Could we do this in our classes?
1. The meaning of this sentence that knowledge maps are effective when students are trained well is pretty obscure. How can we guide them to construct their ideas via knowledge map?
ReplyDelete2. Can the construction be taught? Or is it naturally or spontaneously occurred in students' brain?
1. What are some examples of knowledge maps you could to to help children with memorization? What subjects would knowledge maps be best used for?
ReplyDelete2. What age could you start using knowledge maps? Do you think knowledge maps are helpful to everyone? Why/Why not?
1. How can you know as a teacher that what age is appropriate to start using the knowledge map for students?
ReplyDelete2. Can you use this map even though there are many groups of students in classroom who have different ability to adapt themselves to new environment like this?
1. What are some ways teachers can implement knowlege maps in the classroom? Are they effective to use in all subjects?
ReplyDelete2. This article talked a lot about the fact that students recall more after using knowlege maps if they are taught how to use them correctly. How do you know you are teaching them correctly?
1. I am planning to teach where minorities predominate in the elementary grades, since I know two languages I think this can be very helpful for students with lower language skills.
ReplyDeleteMy question is this: what elements should I include when designing my own knowledge maps or what elements should I consider if in need to modify an already existing map?
2. Do I need to assess students' background to be able to use a knowledge map or can I use it as a toll to assess and then modify the map?
Oooops!!!tool instead of toll
ReplyDelete1. How can teacher apply this knowlege map to different level in same class,not only for low verbal students?
ReplyDelete2. Can I modify their knowledmap,according to rubrics? or just let them have their own knowledge constructure?
1. It says that knowledge maps can help students more than just reading text can. How often should knowledge maps be used in the classroom?
ReplyDelete2. At what age would it be appropriate to start using knowledge maps with your students?
1. How does a teacher know if their younger students are using knowledge maps in a deep thinking way and understand what they are learning without just guessing at and the concepts the teacher is teaching them?
ReplyDelete2. The article states “knowledge maps showed no transfer effects from dyadic study to individual student a result that may have occurred because students were not sufficiently trained to manage the complexity of using knowledge maps” (Page 76). Is it because the teacher does not know how to teach it themselves? How and when does a teacher teach knowledge maps? Can it be taught in all areas or are there certain areas of study where it is better to teach other things or in other ways for their students to gain deeper knowledge and learning?