Teaching with concept_maps

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Slides from NITLE's Teaching with Concept Maps, 5/5/10. http://www.nitle.org/events/event.php?id=85For faculty, instructional technologists, and others interested in using concept maps for teaching and learning.

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<ul><li> 1. Teaching with Concept Maps Min-Ken Liao, Professor of Biology Mike Winiski, Associate Director, Center for Teaching and Learning</li></ul> <p> 2. 3. Intro Questions 1. Think of an experience in class or studying when something suddenly clicked.What led up to that aha! moment?2. What has to happen for you to understand something deeply? 3. Did the deep learning happen immediately? Was it easy? 4. 5. 6. Focus Question How do we organize or compare and contrast the different types of super heroes? 7. 8. Concept Mapping um, Concepts 1. Focus questions - set the context and purpose of the concept map 2. Concepts / Propositions - building blocks of knowledge (concepts like atoms and propositions like molecules) 3. Parking Lot 4. Hierarchical 5. Links 6. Cross links 9. 10. </p> <ul><li>Enhance student appreciation of the breadth and depth of microbiology as a discipline; </li></ul> <ul><li>Increase student awareness of current research projects and researchers in the field; </li></ul> <ul><li>Introduce students to the organization of scientific meetings. </li></ul> <p>Learning Objectives for our Activity 11. </p> <ul><li>Pre-activity questionnaire (selected questions) </li></ul> <ul><li>List as many sub-disciplines of microbiology as possible. List as many research topics or problems that a microbiologist might investigate as possible. </li></ul> <ul><li>Construct an individual concept map using the terms you just listed that illustrates the nature of study in microbiology. </li></ul> <ul><li>Activity </li></ul> <ul><li>Go to the library and get a copy of the reserved ASM conference program book. </li></ul> <ul><li>Record how much time you spent on this exercise. </li></ul> <ul><li>Generate an itinerary for four conference days, listing when you would attend each seminar (with titles and presenters) on the activity worksheet. </li></ul> <ul><li>Post-activity questionnaire (selected questions) </li></ul> <ul><li>List as many sub-disciplines of microbiology as possible. List as many research topics or problems that a microbiologist might investigate as possible. </li></ul> <ul><li>Construct a concept map using the terms you just listed that illustrates the nature of study in microbiology. </li></ul> <p>Design 12. What Professors Do Student 1 13. 14. Relational Scoring 2 15. Structural Scoring 2 16. Holistic Scoring 1 17. 18. 19. 20. Results and Example 1 The number of sub-disciplines listed before and after the activity was analyzed using paired T-test.The difference was shown to be significant inmicrobiology(t=5.88, n=21, p</p>