1. 2-3 paragraph summary of the 3-5 ideasexplored for how you could use Concept Mapping within your future classroom.
Concept mapping is a graphic organizer that has many benefits, including helping recall, assisting in understanding visually, and organizing the thoughts of students into meaningful parts. Concept mapping can be fun for the students and visually more appealing than just a basic list.
The first interesting concept mapping idea I came across was a “Main Idea Mountain”. The “Main Idea Mountain” was a triangle with four boxes at the bottom that diverged into two boxes, which then diverged into one top box equaling the main idea. The second interesting concept mapping idea I found was the “Topic Flower”. The “Topic Flower” was a circle with 5 petals. The circle was the main idea, the petals were 5 relating ideas.
The third interesting concept mapping idea I stumbled across was the “Topic Turtle”. The “Topic Turtle” was basically a picture of a turtle from above. The turtle had a head, four feet and a small tail. His shell comprised of the boxes you write the ideas in. The shell had a heptagon (7 sides) in its center and 7 sections spreading from that. The heptagon was where the main idea went; the 7 sections were relating ideas or sub-topics.
The fourth interesting concept mapping idea I found was the “”Character Body”. The “Character Body” was a picture of a person. The head was the character’s name, the chest/torso was a short physical description, the left arm was where names of the character’s friends went, the right arm had the names of the character’s enemies in it. The two legs both have things the character said and did in them.
The fifth interesting concept mapping idea I found was the “Question Hand”. The “Question Hand” asked who, what, when, where, why and how of something. The palm of the hand was the how description, the thumb was who, and the four fingers were the what, when, where, and why questions.
The first interesting concept mapping idea I came across was a “Main Idea Mountain”. The “Main Idea Mountain” was a triangle with four boxes at the bottom that diverged into two boxes, which then diverged into one top box equaling the main idea. The second interesting concept mapping idea I found was the “Topic Flower”. The “Topic Flower” was a circle with 5 petals. The circle was the main idea, the petals were 5 relating ideas.
The third interesting concept mapping idea I stumbled across was the “Topic Turtle”. The “Topic Turtle” was basically a picture of a turtle from above. The turtle had a head, four feet and a small tail. His shell comprised of the boxes you write the ideas in. The shell had a heptagon (7 sides) in its center and 7 sections spreading from that. The heptagon was where the main idea went; the 7 sections were relating ideas or sub-topics.
The fourth interesting concept mapping idea I found was the “”Character Body”. The “Character Body” was a picture of a person. The head was the character’s name, the chest/torso was a short physical description, the left arm was where names of the character’s friends went, the right arm had the names of the character’s enemies in it. The two legs both have things the character said and did in them.
The fifth interesting concept mapping idea I found was the “Question Hand”. The “Question Hand” asked who, what, when, where, why and how of something. The palm of the hand was the how description, the thumb was who, and the four fingers were the what, when, where, and why questions.
2. Discuss what you see as the impact of the use of Concept mapping might have on student learning within your future classroom. Give some details to support your statements.
Concept mapping can have a significant positive impact on student learning. Student who are visual learners will excell with the use of concept mapping. Concept mapping is a good way to organize lots of information into basic parts. For example, the above "Photosynthesis Process" concept map only has a small amount of text, but the arrows and pictures provide lots of information and simplify the process. Sometimes, simplifying a process in science and breaking it down into basic parts BEFORE delving into specific details can help students get a clear understanding of the general ideas.
3.Discuss at least 2 criteria that you would use to decide whether or not Concept Mapping activities would be part of a lesson for your students.
The first criteria I would use would be "Can this lesson be best taught using technology like concept mapping?" If it is something like the photosynthesis process, then yes,of course your students can benefit from using a concept map. If it is something like math lessons where you are explaining Long Division, then probably your objective is not going to be met while using a concept map. The second criteria I would use would be "Can this topic be broken down into meaningful parts or will this topic be too complicated for a concept map?" If the topic is theoretical or contains many complicated ideas, would a simple diagram be adequate enough to use? These are things I would take into consideration before starting a concept mapping activity.
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