Science Literacy & Concept Mapping Sue Klemmer Cosee 9/25/2010.

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Presentation transcript:

Science Literacy & Concept Mapping Sue Klemmer Cosee 9/25/2010

Sue Klemmer Camden Hills Regional High School 25 Keelson Drive Rockport, ME (207) ext 317

 identify key concepts & relationships  weed out peripheral information  re-sequence instruction Mapping for Myself

Mapping with Students If you really want students to learn how to make concept maps … then you have to be willing to take the time to teach them how.

Map 1: Links as Definitions

Map 1: Definitions as Concepts

Map 1: Dependent Links Can you spot the misconception?

Map 1: Nicely Done!

Map 2: Finding Symmetry Can you spot the missed concept ?

Map 2: Finding Multiple Links Can you spot the SAME missed concept ?

Teaching Mapping start small and familiar provide feedback & samples have students share & combine maps provide opportunities for revisiting maps contrast maps with other reading comprehension techniques have clear teaching & learning goals have clear expectations (rubrics)

Concept Map Rubric MEETS STANDARDS: Maps meet the standards in reading (comprehending vocabulary) and higher order thinking skills (applying & analyzing knowledge) when: –all required concepts are present. –all concepts are linked to at least one other concept. all links have labels that make nontrivial, valid connections between concepts.

Concept Map Rubric - cont’d. EXCEEDS STANDARDS: Maps exceed standards when they demonstrate use of the higher order thinking skill of synthesis. This can be shown as: –extra concepts that validly link given concepts to other topics. –extra links that show multiple valid connections between concepts. a hierarchy or symmetry of concepts.

Concept Map Rubric - cont’d. PARTIALLY MEETS STANDARDS: Maps partially meet the standards when they show limited comprehension of vocabulary from context (reading) or limited demonstration of application or analysis (HOTS). –One concept is missing or unconnected OR 1-2 links are invalid/trivial. (B-) –One concept is missing/unconnected AND 1-2 links are invalid/trivial. (C)

Concept Map Rubric - cont’d. DOES NOT MEET STANDARDS: Maps do not meet the standards when they show lack of comprehension of vocabulary from context (reading) or demonstrates little/no evidence of application or analysis (HOTS) or lack of understanding of concept mapping. More than one required concept is missing OR >2 links are invalid OR the links do not form coherent “concept-link-concept” sentences. (C-) More than one required concept is missing AND >2 links are invalid. (D) The links are not labeled.(F)