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Concept Mapping

Concept Mapping

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brainpop Whether your students are using Apple©, Android™, Windows 8, or Chrome™ devices, there’s a BrainPOP app for you. Ideal for BYOD (Bring Your Own Device) and other mobile learning environments, mobile access is now an integral part of all BrainPOP Jr. (K-3), BrainPOP, and BrainPOP Español subscriptions. The BrainPOP Featured Movie and BrainPOP Jr. Movie of the Week apps regularly deliver fresh movies, quizzes, and bonus features right to your students’ handheld device.

Using Concept Maps - Teaching Excellence & Educational Innovation Concept maps are a graphic representation of students’ knowledge. Having students create concept maps can provide you with insights into how they organize and represent knowledge. This can be a useful strategy for assessing both the knowledge students have coming into a program or course and their developing knowledge of course material. iTeachU – Content Curation Tools Content Curation ToolsJennifer Moss2014-05-13T14:38:01+00:00 What is Content Curation? As instructors, we are all information curators. How do you collect and share currently relevant content with your students? How to use this handbook This document is a practical guide to co-learning, a living document that invites comment and invites readers to join the community of editors. The document does not have to be read in linear order from beginning to end. Material about conceptualizing and convening co-learning — the stuff that helps with getting started — is located toward the top of the table of contents. Material about use cases, resources, and assessment is located toward the bottom. Hop around if you’d like.

CIIA: Teaching and Learning Resources Classroom Assessment Technique: Concept Maps Movie Dr. Concept Maps Concept maps are graphical tools for organizing and representing knowledge. They include concepts, usually enclosed in circles or boxes of some type, and relationships between concepts indicated by a connecting line linking two concepts. Words on the line, referred to as linking words or linking phrases, specify the relationship between the two concepts. We define concept as a perceived regularity in events or objects, or records of events or objects, designated by a label. The label for most concepts is a word, although sometimes we use symbols such as + or %, and sometimes more than one word is used. Propositions are statements about some object or event in the universe, either naturally occurring or constructed.

Classroom Assessment Techniques (CATs) Home » All CFT Teaching Guides » Classroom Assessment Techniques (CATs) What Are CATs? Classroom Assessment Techniques (CATs) are generally simple, non-graded, anonymous, in-class activities designed to give you and your students useful feedback on the teaching-learning process as it is happening. Huw Jarvis on MALU This was the first of many IATEFL talks relating to technology this year in Liverpool. Huw kicked off the LTSIG day with a talk on what he calls MALU (mobile assisted language use) as opposed to CALL (computer assisted language learning). This distinction comes as a result of having observed the online and technology use of a number of students and making two main observations. Firstly, that students don't just use computers; they have tablets, phones and laptops as well as computers at home and in learning resource centres. Therefore, the initial C in CALL, is outdated.

Concept Mapping Tools Concept mapping tools allow you or your students to visually depict a system by creating a map in which nodes represent ideas or facts, and lines or arrows between nodes represent relationships (for example, cause-and-effect relationships, a category and sub-category relationships, and so on). Concept maps have been around for many centuries: the third century philosopher Porphyry of Tyre advocated their use as a means of visually representing knowledge; Carl Linnaeus used them in the eighteenth century as a basis for his taxonomy of plants and animals; and they came to be formally studied as a learning tool in the 1970s at Cornell University by Joseph Novak, who based his work on the learning theories of David Ausubel. Since then, software programs have come to facilitate the creation and sharing of concept maps; some programs also allow several users to collaborate on the same concept map. Concept maps can have varying degrees of hierarchy or structure, as seen in this video. Benefits

Printable history timeline worksheets for classrooms On this page you will find three unique printable history timeline worksheets for classrooms in both color and black and white. These blank timeline worksheets are an excellent tool for Social Studies and History projects. They can be used for a wide range of courses, including US History, World History, European History, and Political Science. Two of the timeline worksheets are chronology based, while the other timeline focuses on specific dates. Printable History Timelines CTE - What Do Students Already Know? Doing so is grounded in learning theories (Ausubel, 1968; Dewey, 1938) and is supported by research on the learning process (Tobias, 1994; Dochy, Segers & Buehl, 1999; Fisher, 2004). For students, understanding their starting point will make it easier for them to see what they have learned by the end of the course. They can better recall past learning and construct “bridges” between old and new knowledge (Angelo & Cross, 1993). Ambrose, S. A. (2010). How learning works: Seven research-based principles for smart teaching.

Zeitguest: Don’t cover the syllabus, UNCOVER it… by David Mearns I’m delighted to be host to this fantastic guest post by David Mearns, a fellow English teacher here in Istanbul. I first met David more than a decade ago and have always been amazed by the energy and enthusiasm he has for this job. Enjoy… Best tools and practices for concept mapping Last summer my interest in concept mapping was renewed when I read How Learning Works by Susan Ambrose et al.. At several points in the book they encourage higher educators to use concept maps. It has taken me a while to follow up but, with a little help from the POD List, here we go. Concept map or mind map?

One Minute Paper Rationale for One-Minute Paper The one-minute paper is a simple way of creating feedback in classes where student numbers are large. The teacher poses some questions to the students on important topics near the end of a lecture, reviews the students' responses after the class and addresses any misunderstandings through feedback in the next class.

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