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Color My World:

Color My World:. Looking at Students’ Mental Maps. Ask a student to make a sketch map because…. you want to know how they see the world (perception) you want to know what they know (knowledge assessment) you want to know what they need to learn (needs assessment).

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Color My World:

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  1. Color My World: Looking at Students’ Mental Maps

  2. Ask a student to make a sketch map because… • you want to know how they see the world (perception) • you want to know what they know (knowledge assessment) • you want to know what they need to learn (needs assessment)

  3. Perception is important because… • people make decisions based on what they think they know. • new knowledge must fit into a perception framework.

  4. To get a good handle on perception… • Sketch maps should be made freehand instead of on an outline map • Students should not trace or look at maps or references while working • Avoid negative comparisons and value judgements.

  5. The Known World of Student A

  6. What Does Student A “Know” about the World? • Features included, features omitted • Relative size of continents • Relative location of continents • Detailed knowledge, general outline knowledge, “blanks”

  7. Which places are near, which are far? Which places are important? Which places might be dangerous, valuable, boring? What are the names of countries, cities, physical features? What are the shapes of countries, coastlines? Perception vs Knowledge

  8. How does this student perceive the world? What does she know?

  9. Assessing Needs • Teachers can look at sketch maps to learn what lessons and experiences students need. • Look for spatial problems (eg. left/right confusion), not spelling and neatness

  10. Look at this student map to list • Perceptions (correct or incorrect) • What the student knows • What areas might be addressed in instruction.

  11. Teachers use sketch maps as assessment tools • Pre-test • Interim test • Post test • Great for student self-assessment of learning!

  12. TAKE A BREAK! See you in 15minutes!

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