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Capturing Conceptual Change

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  • 1. List of 31 things to check out Not this session. You get ONE tool Address application on this tool based on some research Where’ the audience at: Teachers? Administrators? Used concept mapping/mind mapping software? How was it used?
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    • 1. Capturing Conceptual Change with Concept Mapping Freeware Bradley Bergey, M.S.Ed pastimperfect.wordpress.com [email_address] www.bfischool.org
    • 2. Capturing Change
    • 3. Where we’re heading
      • Relevant Research
      • Defining Concept Maps
      • Free Software
      • Research Questions
      • Student Examples
      • Ideas for Application
      • Evaluating Concept Maps
    • 4. Relevant Research Findings
    • 5. National Research Council (2000) National Research Council (2000)
    • 6. Expert/Novice Studies
      • How do experts think about topics and/or solve problems differently than novices ?
    • 7.
        • Not a list of facts, formulas, names, dates, etc.
      (National Research Council, 2000) (though experts know more of these than novices)
    • 8.
        • Experts organize their thinking differently than novices .
      (National Research Council, 2000)
    • 9.
      • Experts organize their thinking
      • around big ideas
      • and
      • In chunks
      (National Research Council, 2000)
    • 10.
      • organization matters
    • 11.
      • Existing schema is used to build new knowledge
      Constructivism:
    • 12. fish is fish
    • 13.  
    • 14.  
    • 15.  
    • 16.  
    • 17.  
    • 18.  
    • 19.
      • Anais Nin:
      “ We see things not as they are but as we are”
    • 20.
      • Initial conceptualization matters
    • 21.
      • organization matters
      • initial conceptualization matters
    • 22. Conceptualize To have a mental model that includes the components and relationships that make up an idea. Often held tacitly
    • 23. Making students’ thinking transparent
    • 24. concept map
      • a visual organization of concepts in which components and relationships are demonstrated spatially
    • 25.  
    • 26.  
    • 27. Software
      • Cmap Tools cmap.ihmc.us/
      • Downloads (Free)
      • FreeMind
      • VUE
      • On-line
      • Bubb.us
      • Gliffy Online
      • Mind42
    • 28. My questions?
      • How do students conceptualize the topic at the beginning of the unit?
      • How does that change by the end of the unit?
    • 29.
      • Middle Ages [grade 7]
      • Iraq [grade 10]
    • 30. Steps of the Process
      • Step 1: Individual students starting point
          • Free write
          • ID concepts
          • Map concepts
    • 31. 7 th Grader: Starting Conceptualization of the Middle Ages
    • 32. Steps of the Process
      • Step 1: Individual students starting point
          • Free write
          • ID concepts
          • Map concepts
      • Step 2: Combine Individual concept maps with group members
    • 33. 7 th Graders: Group Conceptualization
    • 34. 7 th Graders: Group Conceptualization
    • 35. Steps of the Process
      • Step 1: Individual students starting point
          • Free write
          • ID concepts
          • Map concepts
      • Step 2: Combine Individual concept maps with group members
      • Step 3: Group research on pre-selected web sites
    • 36. Steps of the Process
      • Step 1: Individual students starting point
          • Free write
          • ID concepts
          • Map concepts
      • Step 2: Combine Individual concept maps with group members
      • Step 3: Group research on pre-selected web sites
      • Step 4: Record changes
    • 37.
      • let’s take a look
    • 38. Go to: www.pastimperfect.wordpress.com Choose one set of maps, either: A-Iraq-Start A-Iraq-End or B-Iraq-Start B-Iraq-End
      • With a person near you, consider:
      • What is the student’s starting conceptualization? What’s unclear? What misunderstood? What’s missing?
      • What has changed in the conceptualization?
      • What further questions do you have for the student about their final conceptualization? What areas would you encourage him/her to pursue further?
    • 39. Convergent & Divergent thinking
    • 40. applying it
      • Collaborate
      • Reflect
      • Document
    • 41. qualitative feedback
      • Elaboration
        • How much does the student know?
      • Organization
        • How does the student organize his/her thinking?
      • Change
        • How does the conceptual organization change over time?
    • 42.
      • [email_address]
      • www.pastimperfect.wordpress.com
      • www.bfischool.org