TODAY

1. TODAY • Concept Formation • Graphic Organizers • Mind Maps • Concept Maps • Do one

2. Class Seven/Six in syllabus • Questions • Concept Formation • Graphic Organizers • Mind Maps • Concept Maps • Do one • Find info on PWIM on internet; be prepared to share

3. Graphic Organizers… • Focus on Mind Maps and Concept Maps

4. Agenda • Questions • Inductive and Deductive Thinking • Graphic Organizers - organize them • Mind Maps • Concept Maps • Do yours • How this connects to Curriculum and Assessment

5. Overview of Instructional Intelligence • Instructional intelligence involves: • Knowledge of the learner • Knowledge of curriculum • Knowledge of assessment • Knowledge of instruction • Knowledge of change • Knowledge of systemic change

6. Seamless

7. Coil-cogs

9. Levels of Use Non-User Orientation Preparation Mechanical Routine Refined Integrative Refocusing Levels of Concern No Concerns Awareness Information Personal Impact on Students Collaborative CBAM (Concerns Based Adoption Model)

11. Types of Thinking Inductive Deductive Ranking Predicting Sequence Inquiry Prioritizing Identify Levels of Thinking Evaluation Synthesis Analysis Application Comprehension Knowledge You need to understand ‘types’ of thinking and ‘levels’ of thinking

12. So in terms of Curriculum the teacher must… • Understand objectives • Understand what level of thinking is explicit - the level the student will be assessed at • Understand what level of thinking is implicit - the level you have to teach at • Understand what type of thinking is required • Match that knowledge to instructional methods • Assess meaningfully

19. Overview of Instructional Intelligence • Instructional intelligence involves: • Knowledge of the learner • Knowledge of curriculum • Knowledge of assessment • Knowledge of instruction • Knowledge of change • Knowledge of systemic change

20. One component of “Knowledge of Instruction” is … Graphic Organizers

21. Objective for this session… Extend our understanding of and ability to apply two complex graphic organizers: Mind Mapping and Concept Mapping. In addition, to sense how to integrate multiple graphic organizers BY using concept attainment and a Venn diagram, watching a video on Mind Mapping and creating a Concept Map

22. What do you already know? With a partner, take about two minutes and identify all the graphic organizers you have seen and hopefully experienced.

23. Compare your list with this list - and there is no doubt more. Fish Bone, Concept Map, Mind Map, Flow Chart, Time Line, Word Web, Venn Diagram, Ranking Ladder etc.

24. LET’S PLAY WITH ONE

25. Ranking Graphic Organizers According to their Complexity • Please rank the graphic organizers below using a Ranking Ladder. Fish Bone, Concept Map, Mind Map, Flow Chart, Time Line, Word Web, Venn Diagram, Ranking Ladder

26. RANKING LADDER

27. One Perspective • Concept Map • Mind Map • Fish Bone • Venn Diagram • Ranking Ladder • Time Line • Flow Chart • Word Web

28. What type of thinking and level of thinking do Mind Maps and Concept Maps Invoke?

29. Types of Thinking Inductive Deductive Ranking Predicting Sequence Inquiry Prioritizing Levels of Thinking Evaluation Synthesis Analysis Application Comprehension Knowledge ‘TYPES’ of thinking and ‘LEVELS’ of thinking

30. GIVEN • Concept Maps and Mind Maps (if done properly) ask students to first identify what they know and then classify that knowledge into categories -- therefore -- it must be analysis re levels of thinking and inductive thinking regarding types of thinking.

31. Critical Attributes of Mind Maps and Concept Maps DIRECTIONS: • Clear off tables • Analyze Mind Maps or Concept Maps • Identify the critical attributes of MM or CM • Switch tables and do the same • Create Venn Diagram • Compare with another table • Share with larger group • Listen to mini-lecture/group discussion

32. Venn Diagram Mind Map Concept Map

33. 2 Dimensional and 3 Dimensional Shapes: What do they have in common? 2 Dimensional 3 Dimensional

34. Venn Diagram Mind Map Concept Map Start in centre Radiate out Colour Pictures Start at top Linking words on line Hierarchical Cross Links

35. Mind Maps Start in the centre Radiate out hierarchically Key words (concepts) Images Colour Cross Links Concept Maps Usually start at the top Radiates down/out hierarchically Key words (concepts) Linking words Cross links with words Mind Maps and Concept Maps

36. has contains includes such as for example may have found in are part of are transforms enhances destroys digests activates needs controls magnifies increases transports reflects breaks down made up of How are the linking words on the left different from those on the right? TESTERS

37. Trees need Roots Mirrors reflect Light Forks and Spoons Protagonist however Did Not Muscles act like Levers Triangles have 3 angles Rocks in the Soil Bears as well as Raccoons Linking Words … how are the blue linking words different from the red?

38. plants require water magnets attract most metals planets including the moon cars have engines poetry such as haiku verbs can be conjugated explorers are courageous friction causes heat food on the table Linking Word TestersBlue or Red?

39. plants require water magnets attract most metals planets including the moon cars have engines poetry such as haiku verbs can be conjugated explorers are courageous friction causes heat food on the table Linking Word TestersBlue or Red?

40. Two Types of Linking Words • Descriptive or Passive:they illustrate the students ability to recall and comprehend relationships between two concepts • Cause and Effect or Dynamic:they illustrate the students ability to analyze, synthesize or evaluate relationships between two concepts

41. Knowledge of Instruction • Instructional concepts • Instructional skills • Instructional tactics • Instructional Strategies • Instructional Organizers

42. Knowledge of Instruction … Mind Maps and Concept Maps are… • Instructional Strategies

43. Assessment • For learning (formative) • Of learning (summative) • Matching our instruction with our assessment • Applying instruction in assessment • Where do graphic organizers fit?

44. a sample provincial outcome • By the end of grade six students will demonstrate their understanding of the four types of motion: oscillating, linear, reciprocating, and rotational. • This has explicit and implicit implications.

45. Explicit Level of Thinking re assessment • This outcome tells kids they will be assessed at the comprehension level of Bloom’s Taxonomy -- they will have to explain each in their own words and be able to generate examples of each type of motion

46. Implicit level at which the teacher will have to teach • This outcome also informs teachers that they will most likely have to teach it at the analysis level of thinking re Bloom’s Taxonomy as the students will have to understand the similarities and differences between the four types of motion. SO…

47. What type of thinking does this outcome encourage? • Inductive thinking -- the students will have to classify the different types of motion -- so, give them some pictures, say 4 or 5 of each, put the pictures in an envelop, have the students work in pairs to classify them -- then do a Jigsaw on each of the four -- then do a Venn Diagram or Fish Bone or Mind Map on the 4 types of motion

48. What instructional methods do you have that push analysis? • Venn Diagrams • Fish Bone Diagrams • Mind Maps (chapter 10) • Concept Maps (chapter 10) • Concept Attainment (chapter 8) • Concept Formation (chapter 9)