Concept Mapping: Rationale, Technologies, Types, and Applications Slide Commentary: 1. C & S Introductions 2. C: Why concept mapping? 3. C: A recurring challenging confronting all of us is maintaining our focus on why we do that which we we teach. do….why 4. C: the solution to facilitating CT? What’s the problem…What’s 5. C: My dilemma…so much content…15 chapters in 15 weeks… or CT 6. C: P 21, American Psychological Association. (2008). Teaching, learning, and assessing in a Washington, DC: developmentally coherent curriculum. American Psychological Association, Board of Educational Affairs. 7. C: Progressive development of CT 8. S: Associative Learning is process. Concept Mapping is an “internal” cognitive an of the of “external” graphic depiction “structure knowledge”. 9. S: How many words is a picture worth for you? Terry would choose and “pictures line drawings” over abstract words. Terry, W. S. (2003). Learning and memory basic principles, processes, and procedures. Boston: Allyn and Bacon. 2nd Edition. 10. S: a concept map to We’ll use describe “concept maps”. 11. S: We thought about having you turn to someone and exchange your ages, but, as an alternative, turn to someone and estimate our ages (CmH and Shenghua). 12. S & C: that you know my chronological age, Charles says, “Now what do you know about me? Answer: Only sociocultural information. 13. S & C: Audience participation: Distribute the Hand Out: Keep the “Concept: Age” side up [Demonstrate]. turn paper over or look at the reverse side until instructed to do so. Don’t Allow time for reading the turn your sheet over Concept: Age, then say, “Now, and take the brief quiz WITHOUT looking back at the text for the Concept: Age. Allow time for completion of the quiz. Query group for answers to the quiz, then go to next slide.
Concept Mapping: Rationale, Technologies, Types, and Applications Slide Commentary: 1. C & S Introductions 2. C: Why concept mapping? 3. C: A recurring challenging confronting all of us is maintaining our focus on why we do that which we do….why we teach. 4. C: What’s the problem…What’s the solution to facilitating CT? 5. C: My dilemma…so much content…15 chapters in 15 weeks… or CT 6. C: P 21, American Psychological Association. (2008). Teaching, learning, and assessing in a developmentally coherent curriculum. Washington, DC: American Psychological Association, Board of Educational Affairs. 7. C: Progressive development of CT 8. S: Associative Learning is an “internal” cognitive process. Concept Mapping is an “external” graphic depiction of the “structure of knowledge”. 9. S: How many words is a picture worth for you? Terry would choose “pictures and line drawings” over abstract words. Terry, W. S. (2003). Learning and memory basic principles, processes, and procedures. 2nd Edition. Boston: Allyn and Bacon. 10. S: We’ll use a concept map to describe “concept maps”. 11. S: We thought about having you turn to someone and exchange your ages, but, as an alternative, turn to someone and estimate our ages (CmH and Shenghua). 12. S & C: Charles says, “Now that you know my chronological age, what do you know about me? Answer: Only sociocultural information. 13. S & C: Audience participation: Distribute the Hand Out: Keep the “Concept: Age” side up [Demonstrate]. Don’t turn paper over or look at the reverse side until instructed to do so. Allow time for reading the Concept: Age, then say, “Now, turn your sheet over and take the brief quiz WITHOUT looking back at the text for the Concept: Age. Allow time for completion of the quiz. Query group for answers to the quiz, then go to next slide.