Science Literacy & Concept Mapping Sue Klemmer Cosee 9/25/2010.
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Transcript of Science Literacy & Concept Mapping Sue Klemmer Cosee 9/25/2010.
Sue KlemmerCamden Hills Regional High School25 Keelson DriveRockport, ME 04856(207)236-7800 ext 317sue_klemmer@fivetowns,nethttp://klemmer-science.wikispaces.com/
identify key concepts & relationships
weed out peripheral information
re-sequence instruction
Mapping for Myself
Mapping with Students
If you really want students to learn how to make concept maps …then you have to be willing to take the time to teach them how.
Teaching Mapping
start small and familiarprovide feedback & sampleshave students share & combine mapsprovide opportunities for revisiting mapscontrast maps with other reading
comprehension techniqueshave clear teaching & learning goalshave clear expectations (rubrics)
Concept Map Rubric
MEETS STANDARDS:• Maps meet the standards in reading
(comprehending vocabulary) and higher order thinking skills (applying & analyzing knowledge) when:
– all required concepts are present.– all concepts are linked to at least one other
concept.
• all links have labels that make nontrivial, valid connections between concepts.
Concept Map Rubric - cont’d.
EXCEEDS STANDARDS:• Maps exceed standards when they
demonstrate use of the higher order thinking skill of synthesis. This can be shown as:
– extra concepts that validly link given concepts to other topics.
– extra links that show multiple valid connections between concepts.
• a hierarchy or symmetry of concepts.
Concept Map Rubric - cont’d.
PARTIALLY MEETS STANDARDS:Maps partially meet the standards when they
show limited comprehension of vocabulary from context (reading) or limited demonstration of application or analysis (HOTS).
– One concept is missing or unconnected OR 1-2 links are invalid/trivial. (B-)
– One concept is missing/unconnected AND 1-2 links are invalid/trivial. (C)
Concept Map Rubric - cont’d.
DOES NOT MEET STANDARDS:Maps do not meet the standards when they show
lack of comprehension of vocabulary from context (reading) or demonstrates little/no evidence of application or analysis (HOTS) or lack of understanding of concept mapping.
• More than one required concept is missing OR >2 links are invalid OR the links do not form coherent “concept-link-concept” sentences. (C-)
• More than one required concept is missing AND >2 links are invalid. (D)
• The links are not labeled.(F)