Due to spring break, questions due at 12noon on Monday, March 23.
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Please post 2 deep questions on this chapter after completing your reading. Remember, a deep question goes beyond the assigned reading. Deep questions might involve:
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*Interpretation
*Synthesis
*Inference
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Chapter 4
ReplyDelete1. Many times students just learn about an event by reading in their textbooks and then at the end of the chapter they answer end-of-chapter questions and/or by memorizing definitions. This does not help with deep level thinking and comprehension. When one uses a concept map for an event it is embedded into their long-term memory, where these ideas will become part of their permanent store of knowledge. Why then are concept maps/presentation software not used in the classroom setting more often?
2. If people understand the organization of what they are learning, they remember it better. How does one teach organization of thought? And if one doesn’t fully understand the concept or event how can they even begin to diagram the information that makes sense to them and to the teacher?
Megan Hilton
1. I've always liked concept maps and I see how they can really help students with their organizing. Do we really need technology for this though? I was fine drawing circles and then lines showing relations.
ReplyDeleteIsn't making a concept map just like a higher level of thinking because they are arranging and selecting what they want to connect?
ReplyDeleteChapter 4 Questions:
ReplyDelete1)When teaching elementary students about concept maps,would it be better to teach them about the individual type of map that they would need to use for the certain project that they are working on at that time? Or would it be best to have a whole unit on learning about a few of the different types of idea maps that they will use in the future?
2)How can you do an accurate idea map of a event or concept if you don't know much about your topic in advance of your research? Do many idea maps change after the research is done?
Mallorie Green
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ReplyDelete1. When teaching younger grades what would be the most effective concept map to start with?
ReplyDelete2. How does a teacher make sure her students understand the idea of these maps? Would having each child make their family tree using the concept map help and give them ideas for the actual lesson?
1. When you're teaching elementary age children how to use a concept map how do you know which map to use? Or does it depend on what you're topic of discussion is?
ReplyDelete2. How do you test children's knowledge of concept maps after you've went over them? Do you make it kind of like a puzzle where they have to put things together in the map?
1. There are so many different kinds of maps. How do we know which one to use and which one works for your appropriate topic? Are some easier than others for younger children?
ReplyDelete2. I know that we just put the big idea in the boxes but what if we need a little information inside of it. Does that mean the information isn't appropriate for a map?
1. When using a concept map, do you teach the subject first and then have them draw it or have them start with a concept map to see how much they understand about the topic? If you start before teaching what basis do you give the students to work with?
ReplyDelete2. Do you ever grade concept maps or is it just more for the individual to help organize thoughts, ideas and hierarchies? If it is graded, would you ever test students to assess their level of understanding about concept maps?
1. One way I've seen concept maps being taught to young students (1st grade)was by using a writing web, where they put their main topic in the middle and several facts about the topic on the branches out from that. This was presented to them not as a concept map but rather a writing web, is this an appropriate way to introduce concept maping to young children?
ReplyDelete2. How is the best way to grade concept maps? Or should they just be used for individual organization of ideas? If they are just used for individual organization, how do we know if our students get the concept of using these maps?
1. Since there are so many different types of concept maps,which type would be the easiest one to teach when introducing them to students?
ReplyDelete2. I really like the idea of concept mapping to help organize your thoughts, but I don't understand how it is related to technology. Do you actually create a map using technology, or do you just use them to help organize a presentation in which you will be using technology?
1. Before allowing students to use different concept maps on their own, they will have needed to learn about them and how to use them. How much time is needed for students to learn about these before they should be expected to use them?
ReplyDelete2. And, how often should they be used?
1. I think concept Maps is more useful when it is used as the thought orgarnizer with just paper-pencils. How can they be used with technology except for presentation with hypermedia?
ReplyDelete2. What is the difference with a comparison/contrast map with just a table?
1. Children especially in early grades have a hard time focusing information and tend to go off in different directions ending up far away from the subject they started with. How would a teacher keep a student focused on the subject they are making a concept map for? Is there a way to limit information the students put in their concept maps? How would a teacher do this?
ReplyDelete2. When does a teacher use a concept map in early grades? Would a concept map confuse a younger child when they are just starting to learn about a specific subject or would it make it easier for them? When is it appropriate to use concept maps and when is it not appropriate? Is it just up to the teacher to decide this?
1) What grade is it appropriate to introduce these types of concept maps?
ReplyDelete2)How do you decide when a particular type of concept map is too complex for your class?
1)What is the proper order to use a concept map in the classroom? Do you have tech the information first and then have the students do a map to connect what they learned. Or have them create a concept map first so you as teacher can find out what they already know and what you need to focus on?
ReplyDelete2)Concept maps are a great way to connect ideas and see how concepts relate but how does this relate to a technology standpoint? You can easily draw them out on a piece of paper.
1. Is there a way, or would it be appropriate to combine types of maps? This probably wouldn't be a good idea for younger students. But would it work for the older grades?
ReplyDelete2. Is there an effective way to check for understanding with concept maps? Could you set up an assessment for your students using this? Would the answers be more open ended seeing as how they may have different ideas or concepts for each area?
1. At what age or grade level is it appropriate for students to start to use concept maps?
ReplyDelete2. There are all different kinds of maps to use that the book talks about such as chains and cycles. Which concept maps are the best for younger grades to use?
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ReplyDeleteAshlee Rooks_edps3140Spring
ReplyDelete1. On page 94 of the text it discusses how students that are "practiced" with mapping will eventually be able to create some elaborate concept maps with links and sound. At what age would this most likely happen? Is that level typically developed in secondary classes?
2. At what age is it recommended for students to learn "mapping"? Do you predict that it will eventually be required for class curriculum? Is it proven to be a highly effective learning tool?
1. I know that teaching using a concept map is very practical way to organize a concept and personally I think it helps students that are visual learners. Can I use concept maps created by the students as a toll to assess their learning?
ReplyDelete2. how early can I request the students to do assignments using concept maps? How would I encourage the students to do them on their own and not the parents?
Dari Amtuc is Yolanda Rodriguez (daughter's computer
ReplyDelete1. Is is adequate to provide every subcategory of concept map? or just give one or two subcategories, and make students construct their own subcategory?
ReplyDelete2. Is there any risk on limiting students' process when teacher adds all embedded concepts? how can teacher lead students to deep learning with embedded concepts?
3. How many properties is good for making concept map? Can teacher give a freedom to students about the number of properties?
I'm sorry this is late, I totally forgot about these questions because I have been so worried about the projects.
ReplyDeleteHere are my questions:
1. Is any one concept map better to use than another?
2.Are concept maps something you could use with younger children, or is it too abstract?
QUESTION 1: What is the main difference between priorty problems and classification problems? In what way do these types of problems enhance student learning? Compare and contrast the two types of problems.
ReplyDeleteQUESTION 2: What ctiteria would I use to evaluate what kind of mapping to use for certain activities?
QURSTION 3: Construct a tree map using a concept of your choice and explain the process. Does the map you consrtucted facilitate higher learning? Why or why not.
1. When can we start to use this concept map? What grade would be appropriate to use this concept map?
ReplyDelete2. It seems like social issues are more difficult to be applied for making concept map for lower grade students. How can we teach this to students?