Concept mapping in science: tricks and traps

1. Concept mapping in science: tricks and traps http://www.eqao.com/pdf_e/07/07P105e.pdf

2. Design-Down Planning • Backwards Design Planning • Planning With The End in Mind • Understanding By Design • Fundamental Concepts • Big Ideas • Enduring Understandings • Essential Questions • Guiding Questions • Check this out!

3. Assessment in Science And Technology • Knowledge and Understanding • What do students recall and understand? • Factual information, but also whether students comprehend the significance of facts • Danger is that Science and Technology can become a facts-only subject if this is the only lens teachers use in planning

4. Assessment in Science And Technology • Thinking and Investigation • This category demands that science and technology be instructed with investigation skills • Science and technology cannot be taught through reading and writing alone • Students need to be critical of what they read and write • Students need to DO science and technology

5. Assessment in Science And Technology • Application • Knowledge and Skills are applied/transferred to world outside of the classroom • Essence of STSE expectations • If your students become activists in their school, then they are applying their knowledge and skills!

6. Assessment in Science And Technology • Communication • Can students speak, read, write, present, convince, argue, share? • Can they do this for different audiences (peers, teachers, parents…?) • Can they do so using scientific and technological terminology?

7. Concept mapping in science! • The Theory Underlying Concept Maps and How to Construct and Use Them by Joseph D. Novak & Alberto J. Cañas, Florida Institute for Human and Machine Cognition, Pensacola Fl, 32502, www.ihmc.us • http://cmap.ihmc.us/publications/researchpapers/theorycmaps/theoryunderlyingconceptmaps.htm • YouTube Video! • http://www.youtube.com/watch?v=4wZ5wV5dPZc&feature=related • http://www.youtube.com/watch?v=wLWV0XN7K1g&feature=related

8. Concept Mapping Activity • Concept map at your table the following topics! • Check this out! Smartness test

9. Differentiated InstructionDefinition • Learning Styles Inventory (Activity sheet). • Group Definition (activity) • Literature review: • http://education.alberta.ca/media/6412582/literature_synopsis_differentiated_instruction_2004.pdf

10. Differentiated Instructions: Examples… • Examples: • http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/different_math.pdf • Grade 2 research expectations… • Grade 2 research paper…

11. Differentiated Instructions: back to basic! • People learn what is personally meaningful to them. • People learn when they accept challenging but achievable goals • Learning is developmental • Individuals learn differently • People construct new knowledge by building on their current knowledge • Much learning occurs through social interaction • People need feedback to learn • Successful learning involves the use of strategies – which themselves are learned • A positive emotional climate strengthens learning • Learning is influenced by the total environment • http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/classroom/10conditions.html

12. Differentiated Learning Checklist • Behaviour: • Working with small groups? Managing disruptions? • Making time or you to work in small groups: • How to manage multiple questions? Planning or small groups? Planning to keep all busy? • Monitoring student work: • How to monitor proficiency levels? How to learn from observations? How do I keep track who has finished? • Organizing and distributing materials: • How to get papers circulated smoothly? How to address personal needs? • Use of classroom space: • Managing furniture? Managing small classrooms? How to get a quiet area? • Movement in classroom: • How to get students to move around smoothly? How to manage traffic?