Alternatively, you might take a more “subjective” approach: rather than counting numbers of nodes and lines, you simply aim to gauge the overall quality of the concept map, as you might do with an essay.You might, for example, assign 1 point to each appropriate node in the concept map, 2 points for each appropriate link between nodes, 3 points for each level in the map’s hierarchy, and so on.Before giving your students a concept map assignment, decide how you are going to assess it and share that assessment approach with your students.Having students collaborate on developing concept maps is often effective.Concept mapping should be fully and continually integrated into a learning experience, not just tacked on.Alternatively, provide the students, at the beginning of your lecture, a list of the terms that they need to form into a concept map as your lecture proceeds. The concept map that you provide them includes the "map" component, but the nodes lack labels: the students must supply them. When lecturing, give your students a partially finished concept map, rather than full or partial lecture notes.They can use their weekly concept maps, described in the previous bullet, as components in this ongoing concept map project. By the end of the term, each student will have created a complex visual representation of the knowledge they have acquired.
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