ACUE 4B- Using Concept maps and other visualization tools Reflection paper Sharon L. Plotkin

Students need to effectively organize their knowledge to be successful learners. It’s not enough to learn the information. Students must be able to connect and understand the meaning of the facts, concepts, and skills. Concept maps and other visual tools can provide the opportunity for students to make those crucial connections, thus deepening their understanding (Ambrose, Bridges, DiPietro, Lovett, & Norman, 2010; Angelo & Cross, 1993; Nilson, 2010; Novak & Cañas, 2008).

http://ctl.byu.edu/tip/concept-mapping

Learning Objectives In this module, discuss techniques were discussed used to help students organize their thinking and deepen learning using concept maps and other visualization tools. To do this we learned about how to use concept maps and other visual tools to present class material. Integrate visual tools in class sessions (timelines, flowcharts, concept circles)   Use concept maps to explain course and unit organization Students were to use concept maps and other visual tools to organize thinking and deepen learning. Students answered questions with visual tools (timelines, flowcharts, coordinate axes, visual metaphors). Students generated concept maps. Possibility of using concept mapping to prepare for exams

To prepare a complete reflection assignment Describe what worked well and what may have led to those successes, including specific examples such as student responses. Describe the challenges you encountered and explain what may have led to those challenges, including specific examples such as student responses. Set a goal to continue learning and fine-tuning your practice.  

Concept map assignment In crime scene courses many concepts have to be gained in order to have a successful outcome to a case. Using visual aids and concept maps will help students to gain a deeper understanding while organizing their thoughts. For my criminal justice reporting course (AS level) the concept map technique was used. The learning objective was how important is what they do as law enforcement to the overall success of the case.

I started out this objective by explaining to the class what a concept map was and why we use them. I used Miami Dade College as an example and students understood what was necessary to complete their own. The objective of the new concept map was using a crime has occurred as the central theme and students were placed in buzz groups to create their own concept map with this as a central theme. The question they needed to answer was who is involved and what is their contribution to the overall success of the case?

The importance of this concept map was for the students to understand that everyone has an integral part in a criminal investigation and all that they do and don’t can contribute to the success of the case or its failure.

Students were placed in to teams of three to do the concept map Students were placed in to teams of three to do the concept map. Once they created their concept map some of the teams came up to the front of the class and by using the whiteboard they drew their concept map.

Criminal investigations- who are the parties involved? Victim/ suspects Forensic specialists Witnesses Anthropologists, entomologists, reconstructionists Criminal Investigation Media Police/ first responders Medial personnel/ medical examiner Detective Bureau State attorney Crime scene investigations Defense attorney Lab personnel/ analysis

Success/ outcome Students understood what the concept map was and its purpose. The students stated what they felt was the purpose of the concept maps were to show a connection between concepts, how they apply and how events are put together, understanding each role/ component and chain of events, chronology of a scene writing a correct report

Challenges From the results from the student’s chronology of events (timeline) was not fully understood. They understood that everything was interconnected but they did not understand how there could be off shoots form the main topic. To illustrate this the main point was that a crime occurred. They understood that police, detective bureau and crime scene was the next connection to the main point. However, crime scene and the detective bureau are a third layer connection. The dispatcher is the first connection to the crime and then the dispatcher gives the call to the responding police. Police then ask for crime scene units and detective bureaus and so on.

Goals In order to correct the chronology/ timeline of the concept map, I will be sure to explain that not only is the connection between the parts important but it is also necessary to understand chronology of events to maintain good connections.