Artifact 2
This task is designed for students in a secondary mathematics classroom learning about linear equations. It could come before or after the Starburst lesson on slopes (Artifact 1).
CCS: Grade 8 Expressions and Equations - Understand the connections between proportional relationships, lines, and linear equations.
While this same standard was referenced in Artifact 1, this time it is on a much more broad level. Before students were investigating a specific concept related to linear equations, now they are tying together all they have learned about linear equations in one activity.
Technology Standard, from the Florida Technology Plan: Enhance the integration of technology in curricula - Educators apply technology appropriately in their content area to enhance instruction.
Concept maps can be very useful tools in understanding and making connections, however often times they can be difficult to use or make when new ideas constantly come to mind. Using software such as cMap Tools, a teacher can provide students with an electronic program through which they can easily make modifications and additions to their map of an ever-increasing size.
As mentioned earlier, teachers may choose to assign this type of activity at the beginning of a unit to see what students' preconceived notions of a topic include, or they may prefer to assign this activity at the end of a unit to view students' understanding in more of a summative role. I personally suggest the teacher does both, have students make a cMap of a concept prior to beginning a new unit that way they can all compare what understandings and possible misconceptions exist. Then provide students the opportunity throughout the unit to make changes or additions to their cMap. As they learn more about the unit they may want to add additional parts, or correct previously entered portions. Then upon completion of the unit, the teacher should have students make final revisions to their concept maps. While this activity is centered around the technology tool, it is addressing the content directly. Student are thinking meta-cognitively about their understanding of a particular topic. Students are using the cMap tool to display their understanding.
Assessment: For the assessment portion of this activity, I would compare the learning that took place between the original map and the final map. Both teacher and student should notice improvement in both the content and the structure of the concept map from beginning to end. This way no student is penalized for their lack of initial knowledge on the topic, just how they have improved, individually. I would look for the number of misconceptions in each map, as well as the validity and the depth of the map. Are the connecting verbs meaningful? We would have worked with concept maps earlier in the year and the students would understand the importance of the connecting verbs.
Analysis: I believe that this lesson would fall under the Constructive-Adaptation category because the technology tool is facilitating the construction of meaning. The students work independently using the cMap program to create their own concept map. Student are given complete freedom as to how many key words and links their map must have. Students are to decide for themselves how they will structure their map and what it will look like.
Possible things to consider when implementing this lesson could include the varying experience levels of my students when using the cMap program. Though we would have used it before, some students may need a reminder about the basic functions and tools within the program. I will need to continuously circulate throughout the room to ensure all students are creating some sort of concept map. Students may need guidance as to where to begin and I may suggest they begin by writing or typing out all the things they know about the concept and then pulling key words from there. We will be able to view each others concept maps and will want students to share their maps and explain why they designed it as they did and what important features their map includes. We can then return to these at the end of the unit and do a similar activity with sharing.
CCS: Grade 8 Expressions and Equations - Understand the connections between proportional relationships, lines, and linear equations.
While this same standard was referenced in Artifact 1, this time it is on a much more broad level. Before students were investigating a specific concept related to linear equations, now they are tying together all they have learned about linear equations in one activity.
Technology Standard, from the Florida Technology Plan: Enhance the integration of technology in curricula - Educators apply technology appropriately in their content area to enhance instruction.
Concept maps can be very useful tools in understanding and making connections, however often times they can be difficult to use or make when new ideas constantly come to mind. Using software such as cMap Tools, a teacher can provide students with an electronic program through which they can easily make modifications and additions to their map of an ever-increasing size.
As mentioned earlier, teachers may choose to assign this type of activity at the beginning of a unit to see what students' preconceived notions of a topic include, or they may prefer to assign this activity at the end of a unit to view students' understanding in more of a summative role. I personally suggest the teacher does both, have students make a cMap of a concept prior to beginning a new unit that way they can all compare what understandings and possible misconceptions exist. Then provide students the opportunity throughout the unit to make changes or additions to their cMap. As they learn more about the unit they may want to add additional parts, or correct previously entered portions. Then upon completion of the unit, the teacher should have students make final revisions to their concept maps. While this activity is centered around the technology tool, it is addressing the content directly. Student are thinking meta-cognitively about their understanding of a particular topic. Students are using the cMap tool to display their understanding.
Assessment: For the assessment portion of this activity, I would compare the learning that took place between the original map and the final map. Both teacher and student should notice improvement in both the content and the structure of the concept map from beginning to end. This way no student is penalized for their lack of initial knowledge on the topic, just how they have improved, individually. I would look for the number of misconceptions in each map, as well as the validity and the depth of the map. Are the connecting verbs meaningful? We would have worked with concept maps earlier in the year and the students would understand the importance of the connecting verbs.
Analysis: I believe that this lesson would fall under the Constructive-Adaptation category because the technology tool is facilitating the construction of meaning. The students work independently using the cMap program to create their own concept map. Student are given complete freedom as to how many key words and links their map must have. Students are to decide for themselves how they will structure their map and what it will look like.
Possible things to consider when implementing this lesson could include the varying experience levels of my students when using the cMap program. Though we would have used it before, some students may need a reminder about the basic functions and tools within the program. I will need to continuously circulate throughout the room to ensure all students are creating some sort of concept map. Students may need guidance as to where to begin and I may suggest they begin by writing or typing out all the things they know about the concept and then pulling key words from there. We will be able to view each others concept maps and will want students to share their maps and explain why they designed it as they did and what important features their map includes. We can then return to these at the end of the unit and do a similar activity with sharing.
Linear Equations Concept Map | |
File Size: | 293 kb |
File Type: | docx |