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Rathgeb Ist611 Assignment1 Task2
Rathgeb Ist611 Assignment1 Task2
AASL: 1.1.2 Use prior and background knowledge as context for new
learning:
Sharing
Writing
Vocabulary:
Mind Map
Connections
Patterns
Conclusion
Research question
Inquiry
Activities for incorporating academic language:
Name That Term: Students will each be asked to write their own
definitions of 3 academic language terms in their own words (without
using the original term in the definition). They will then share their
definition with a small group, who will then try to name the term that
the student has described. Then together as a team the students will
try to write a formal definition of the term, using a dictionary for
support and ideas if needed.
For example, for research a student might write, This is when you try
to find out information about something by reading and asking people
a lot of questions. Students would try to guess the term and then
work on writing a formal definition to post on the wall and share with
the class.
Explanation of Activity 1:
At the end of the activity the groups will hang their graffiti on the walls
of the classroom and everyone will get up and do a gallery walk to read
what sense their classmates made of these terms.
Then the class will have a whole group discussion about why these
terms are important to their projects and how they apply to the days
activity.
Explanation of Activity 2:
The goal of this lesson is to teach students how to map out their initial
research findings so they can begin to draw some conclusions and
identify gaps in their research. Students will write additional research
questions to identify the gaps in their research.
If this is the first time the students are using SpiderScribe, the teacher
and librarian will either model the program or show a tutorial video.
The tutorials can also be posted to the class blog for future reference.
The teacher and librarian will hand out a rubric for students to evaluate
their research so far, to help categorize their findings and to draw
conclusions based on evidence. They will use these rubrics to make a
mind map of their research so far and categorize it. During this activity
the students will engage in the construct phase of the inquiry
process, where they put together the information they have gathered
so far and categorize the findings they have discovered. In the process
of constructing meaning from their information, students will use the
mind maps to visualize where there are gaps in their research. They
will use this information to create additional research questions to
assist them with the next phase of the inquiry process.
The teacher and librarian will model for students how to make sense of
their research, categorize their ideas, begin to see connections
between ideas, draw some initial conclusions, and to identify gaps and
areas for further research. They will also model possible frameworks
for organizing mind maps: cause and effect, chronology,
or order of importance. Students will decide how to design their map.
Will it read top to bottom, left to right, circular? Or another design?
As the students begin to work independently, the teacher and librarian
will circulate and help students categorize their research in the mind
maps, identify gaps and patterns, and draw some initial conclusions. At
the end of the period, students will discuss what more they need to
know and refine their research questions to address the gaps in their
research. They will come up with at least three new research questions
they will address in the next phase of their projects.
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Conclusion:
If incorporated purposefully, digital technologies can deepen student
understanding. The AASL and Common Core standards emphasize
creative and critical thinking as well as collaboration and
communication. SpiderScribe and other mind mapping tools address all
four of these skills. Mind mapping technology makes new modes of
interaction between students possible, allowing students to brainstorm
and think critically about their ideas synchronously and
asynchronously. Loertscher (2011) emphasizes going beyond the
mere transference of old assignments from paper and pencil to some
form of technology to entire reinvention of teaching and learning where
technology is actually boosting both deep understanding and learning
how to learn. Mind mapping is an effective way to teach
metacognition; students can put their collective thinking on the page
to analyze and deconstruct it, draw conclusions and identify gaps. If we
want students to think about thinking, mind mapping is an effective
and enjoyable tool for allowing students to visualize their processes
and collectively map out a process.
Reference:
Loertscher, D. (2011). The state and futures of educational
technologies. Teacher Librarian, 38(4), 40-41,75. Retrieved from
http://search.proquest.com.libezproxy2.syr.edu/docview/8724581
64?accountid=14214