“I'm afraid I can't put it more clearly,” Alice replied very politely,

1. “I'm afraid I can't put it more clearly,” Alice replied very politely, “for I can't understand it myself to begin with.”

2. To put it more clearly and understand it to begin with Alice should try concept mapping.

3. Concept mapping helps to see how things are connected, how they fit together . . . and, most importantly: How to find meaning in one context to use in another.

4. Agenda 2nd Concept Mapping Skills Class Novak, 1998, “Need for a Theory of Education” A. What are the questions Novak raises? What are the key concepts he shares? What is the main idea he is communicating? B. Share and compare (1st maps and answers to Questions about Novak, 1998) • Novak & Cañas, 2008, “The Theory Underlying Concept Maps” • Kip Ault, 2014, Concept Mapping: Theory and Directions” What concepts do these articles add? Agree on one Focus Question for the group about meaningful learning. Complete a concept map for this FQ in pairs as homework (graded).

5. Quickly map: “Humpty Dumpty’s Theory of Meaning:” C. Quickly map Toulmin’s 1972 language-society analogy. Quickly map Ault’s 1984 “Intelligently Wrong” essay. • Choose a personal interest topic for concept mapping that expresses thinking typical of your discipline. • Organize as teams for the final project. • Consult Morris the Moose for how to begin. • Author multiple Focus Questions to choose from. D.

6. Agree with a partner and choose one of the following articles to read as homework. • Decide on a Focus Question and construct a concept map of the article. • Place the finished map in your Cmap folder before Class # 5. • Diamond’s 2012 thoughts about a 600 volt electric eel • Degabriele’s 1980 “The Physiology of the Koala” • Reich’s 2015 “Five Building Blocks of Capitalism” • Ault’s 1994 “Conceptual Understanding” E.

11. Agenda 3rd Learning How to Learn Concept Mapping Skills Class www.darwinianwhimsy.com 3A. In the same small groups as last night, compare the two concept maps for the same Focus Question. How are they similar? How are they different? Make changes and improvements to the map you and your partner made. Explain your map to the whole class. 3B. Continue to think of Focus Questions. Add “targets” and “resources as you build your Parking Lot. Share progress and Parking Lot with one person from another Team. TEAMS Psychology Math and Computer Sci. Language

12. Quickly map: “Ault’s 2015 “A Forest Parable for Educators.” Quickly map Toulmin’s 1972 language-society analogy from “Human Understanding.” 3C. Quickly map Ault’s 2015 “Metaphor & Analogy.”

13. Agree with a partner on a choice from one of the following articles to read as homework. It is your “target” for understanding. • Construct a concept map for a part of the article (or the entire article if your wish) with a Focus Question. • Place the finished map in your Cmap folder before Class # 5. • Diamond’s 2012 thoughts about a 600 volt electric eel • Degabriele’s 1980 “The Physiology of the Koala” • Reich’s 2015 “Five Building Blocks of Capitalism” • Ault’s 1994 “Conceptual Understanding” • Ault’s 1984 “Intelligently Wrong” 3D.

14. Organize and number the maps in your folders in this format Map 1 Practice Dream Map 2 Novak Theory Evaluation DRAFT Map 3 Novak Theory Evaluation FINAL Map 4 Quick Map Metaphor Map 5 Quick Map Reich on Captialism Map 6 Team Psychology Motivation ORIGINAL Map 7 Team Psychology Motivation REVISED Map 8 Team Psychology Cognition ORIGINAL Map 9 Team Psychology Cognition REVISED Map n (use as many maps as you need for your project presentation) Click on Properties. Under “Description” enter the names of the map maker(s). Be sure the maps are in each map maker’s folder. Put a written summary of the TEAM Project in the folder as:Team Psychology/Mathematics/Language Summary Put your personal reflection in the folder as: Your Name Personal Reflection Rename the file with discussion notes about the Novak articles as: Novak Readings Main Ideas You may add any of my suggestions to your maps in your folder These titles are needed for grading

15. Agenda 4th Learning How to Learn and Think Concept Mapping Skills Class Share Quick Maps: Metaphor, Language, Forest Parable 4A. 4B. The Educational Value of Achieving a Sense of Place (and a concept map) How does this presentation help you think about the thinking for your team project?

16. Final Project as described in: Ault Learning How to Learn and Think Syllabus (Kip_SkillsCmap Server Folder) Course TEAM project Choose a topic of personal interest within your academic discipline. As a way of expressing your understanding of this topic prepare: (a) concept maps, (b) an oral presentation, and (c) a written summary explaining the concept maps and what you have learned from the meaningful learning module. Present and explain you maps in the last class. Submit the concept maps from your presentation and the written summary of the maps you’re your learning together at the end of the skills module. There will be a brief time during the last class to reflect on this summary (see objective no. 7 above and Day six below). Besides summarizing things that you have learned, you may also provide feedback about the course to the instructors and the TAs. Grades for the skills module will depend upon the written summary, final presentation, completion of homework assignments, and attendance and participation. The course grade will combine the grades from the skills and subject modules. EACH MEMBER OF THE TEAM MUST PARTICIPATE IN THE PRESENTATION

17. TEAMS Psychology Math and Computer Sci. Language TEAM meetings. What is the focus question? Why is it important? Progress? Problems? 4C. HOMEWORK: Work on TEAM Projects Prepare an INDIVIDUAL Quick Map: Reich 2015 Five Building Blocks of Capitalism

18. Agenda 5th Learning How to Learn Concept Mapping Skills Class Quick maps of Reich’s 5 Building Blocks of Capitalism. How does this essay help you think about the thinking for your team project? 5A. How does a concept get its meaning? (Based on the Ault 1994 Meaning as Use essay) 5B. 5C. Kamootik Lesson and the “Birds Eye” View 5D. TEAM Project work

19. Meaning from reference to examples of the concept and relationships to other concepts within boundaries set by purpose and helped by analogy or metaphor. 1 2 Reference: A, not A, A? Relationship: Alphabet Purpose: Writing Analogy: Speech Reference: Horse, not Horse, Horse? Relationship: Mammals Purpose: Evolution Analogy: Branching Tree 3 TEAM examples:: Psychology, Language, Mathematics. How does _____ (a very important concept , such as “validity” in evaluation) get its meaning?