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Thinking Maps and Novel Assessment Schemas
- 1. Thinking Maps and Novel Assessment Schemas Power of the Circle Maps Empowered with Students’ Empowerment for Self-Evaluation PPT prepared by Dr. Rajasekaran Renuka (Dr. R.) Chemistry Lead Teacher Luella High School Locust Grove, GA-30248 This PPT is based on the Team Teaching by Dr. R. and Ms Bembry Kaneice, Science Coordinator, Henry County schools, GA.
- 2. Part 1 Power of Circle Maps
- 3. How can school students be self-directed learners? At a time, when we talk much about enhancing teacher effectiveness, student- centered teaching, etc., how can students be self-directed learners? Is Self-Directed Learning (SDL) advocating classrooms without teachers and teaching?
- 4. The Key Word in SDL is “Self-Direction” If you were a student and if without the teacher letting you know what you missed – what you did not learn – what you have not mastered – you are able to find them out on your own –how would you feel? More comfortable? More accountable? More responsible?
- 5. Why should the student know what his/her learning gains are? The basic motive is to know the level of success, which in turn motivates the desire: • To know the areas of weakness or deficit • To know how to address those areas of weakness or deficit and thus become more successful.
- 6. How would the student know what his/her learning gains are? If they have a tool to recall and what factual and conceptual content knowledge they have gained! Is this possible? Is there such a tool?
- 7. Circle Map, which is a Thinking Map can be that Tool Concept Conceptual Themes Frame of Reference
- 8. What are conceptual themes? Conceptual themes are the various learning outcomes about the concept, which is the hub of the circle map. Example: If “Mole” is the concept, the various knowledge pieces about Mole constitute the conceptual themes for Mole Mole SI Unit of count Basic count of atoms or molecules Avogadro number 600 sextillions Molar mass 22.4 li 6.023x 10^23 No Unit
- 9. What is Frame of Reference? Frame of Reference is the backdrop which holds the references from which the conceptual themes have been developed. So Frame of Reference is full of source points or the resources . Mole SI Unit of count Basic count of atoms or molecules Avogadro number 600 sextillions Molar mass 22.4 li 6.023x 10^23 No Unit TeacherLab Debate Video Hand-on Online Assignment
- 10. What is the Real Connection between SDL and the Circle Map? • For Self-Direction, three things are essential: • Direction • Drive • Destination A Circle Map Provides all the three. Direction Drive Destination
- 11. So we find the Circle Map to be a Simple and Versatile Tool for SDL Concept Conceptual Themes Frame of Reference
- 12. Compare the Cognitive Processes with the Circle Map In other words, the Circle Map serves the same function as the Concept Map. A step further, the Circle Map can become a handy tool for teachers t o organize the learning experiences for the students. In this respect, the Circle Map becomes an Expert Skelton Concept Map (Novak and Canas (2008). Picture courtesy: Novak and Canas (2008)
- 13. As a Reminder, in the Expert Skeleton Concept Map, Conceptual Themes Embrace Anchoring Concepts • Developing Concepts Picture Courtesy: Holme, T. and Murphy, K. (2012)
- 14. Part - 2 If SDL is what we need We also need Self-Directed Assessments for our students
- 15. Assessment for Self-Directed Learning When considering assessment for the self- directed learning of our students, we need to consider two things: • The Age of our students • The stress associated with the assessment process. In other words, the assessment process, we advocate for the SDL for our students should be stress-free, a fun, and at the same time, it should be an effective assessment.
- 16. Conceptual Summative Assessments • In SDL, as learners proceed through the learning process, at the end of their process of learning a concept or a big idea, they would like to stop and take a look at how much and how effectively they have learned the concepts. • This is a crucial step and this kind of concept- summative assessments can be designed as a fun activity.
- 17. A Set of Questions and Meaningful Phrases • Let us have a look at these kind of phrases or sentences: • Aren’t they complete sentences and also fun? • Ms. Piller owns a red Saturn ion, okay? • Vampires eat kittens and puppies for breakfast. • Dead kittens smell very bad, don’t they? • Vampires smell very dead and really bad. • Don’t eat a red scorpion for breakfast. • Red scorpions don’t eat kittens and vampires.
- 18. Problem Codes • These sentences are Problem Codes or Question Codes. • For a set of problems, sentences such as these can be set as the answers. That is, each word in the sentence will correspond to the answer for a question. • At the end of answering the questions, the student can verify if the answers were correct by using the Problem Codes. • If the sentence could not be formed, the student will revisit the question(s) corresponding to the misfit word(s) and reattempt.
- 19. Problem Codes: Differentiation is an Added Advantage • Group 1: Ms. Piller owns a red Saturn ion, okay? • Group 2: Vampires eat kittens and puppies for breakfast. • Group 3: Dead kittens smell very bad, don’t they? • Group 4: Vampires smell very dead and really bad. • Group 5: Don’t eat a red scorpion for breakfast. • Group 6: Red scorpions don’t eat kittens and vampires.
- 20. Generic and not Subject Dependent • It might look as if the method is suitable for math. • In fact, this approach is not subject dependent and can be effectively used with: • Multiple choice questions • Fill-in the blanks • Matching • Vocabulary
- 21. Reference • To gain some familiarity with the Problem Code approach, the following is a good reference: • www.nclark.net/mole_problem_solving_game.doc This reference exclusively deals with Mole Concept (Chemistry); adaptable for all subjects. Teachers would be quick at inventing their own creative phrases or sentences as Problem Codes.
Editor's Notes
- A frame of Reference can include any of the following: A student’s prior knowledge about the process. Learning from teacher’s teaching 2.  A specific informational source that the student referenced to get these steps. 3. Lab carried out 4. Hands-on activities 5. Debate in the class 6. Video watched 3.  Whether a specific perspective might have influenced the order of the steps. 4.  The main idea about the importance of these steps.
- The Frame of Reference gives the direction; that is, it provides the source points from where learning emanates. The conceptual themes provide the drive or they channelize the learning process; when this is achieved, the learner achieves the destination, namely mastery of the Concept.
- At the beginning of learning of a new concept, students can take up a circle map, write the concept in the middle and then start writing the sources in the Frame of Reference and the corresponding conceptual themes in the Themes Sector.
- The Frame of Reference provides the Information Input or the Direction; The Conceptual Themes lead to Short-term memory, affective System, Long-term memory, and Motor system, these in turn result in Working Memory, which is the Mastery of a concept. This comparison also will highlight the need for multi-modal learning experiences, and recognition of multiple intelligence in individuals.
- For mastery of concepts choice of learning experiences for the anchoring concepts have to be very powerful. Accordingly, the resources as well the conceptual themes have to be designed powerfully. Picture Courtesy: Holme, T. and Murphy, K. (2012). The ACS Exams Institute Undergraduate Chemistry Anchoring Concepts Content Map I: General Chemistry (p. 721)