Explicating with Comics and Concept Maps
The value of visual learning
Objectives
• To understand the value of concept maps in the classroom
• Discuss reflections on assignments• Evaluate the use of comics and introduce
comic strip making• Introduction to spreadsheets in the classroom
“Learning with concept and knowledge maps: A meta-analysis”
• Concept maps defined
• Theoretical foundations– Paivio’s Dual Coding Theory– Kulhavy’s Conjoint Retention Theory
“Learning with concept and knowledge maps: A meta-analysis”
• Learning Strategies with concept maps• Individual differences and collaborative
learning• Findings and Conclusions
21st Century Learning
• Why technology?
NETS
• Go to 21st Century Learning link on wiki• Review NETS for students and teacher• Working in assigned teams with assigned
standard(s) create concept map for 21st Century skills evidence in NETS standards
Comic Creation
Beth Rajan Sockman PH.D.Edited and presented by Carol Walker
Goal – It’s a Deal21st Century
Learn Technology
Think Deeply about
Content
Engaging!
3 for 1
What Do You See?
What Do You See?
Why Comics Creation? • Builds Visual Literacy
(important for digital age)
• Sustains interaction with content • Enhances motivation• Has potential for dual controversy• Values multiple perspectives• Appeals to males
What Do You See?
Comic Pedagogy (Decker, 2007)
Sustains the a question until the learning has a place of understanding
Attends to complexity and discourages the search for the simple
Embraces a “punch line”, the counter-intuitive option
Try Single Panel - Enjoy Them & Share!
• Make one comic that addresses an issue
“How do think about
technology?”
Comic Builders
Comic Builders• Bitstrips: www.bitstrips.com • Pixton: www.pixton.com • Comic Life: www.comiclife.com• Zwinky: www.zwinky.com• Voki: www.voki.com
Younger• Disney Comic Creator - http://www.nfx.com/dcc.html• Build Your own comic -
http://www.childrensmuseum.org/special_exhibits/comics/games.html
• Read Write Think Cartoon Creator - http://www.readwritethink.org/files/resources/interactives/comic/
Pedagogy of Spreadsheets
Making Math a part of every class
Objectives and LogisticsSWBAT evaluate Bloom’s taxonomy and design lessons
that integrate the concepts for learning
SWBAT investigate spreadsheet lessons and revise or create one to integrate into their classroom
Technology and Learning
SpreadsheetsCharting Survey ResultsSpreadsheet lesson assignment
ReferencesBrookfield, S. (1995). Becoming a critically reflective teacher. San Francisco, CA: Jossey-Bass.Decker, E. (2007). Q. What's funny about teaching? A.Not Enough!: Arguing for a comic pedagogy. Educational
Insights, 11(3).Lamb, A., & Johnson, L. (2009). Graphic novels, digital comics, and technology-enhanced learning: Part 2.
Teacher Librarian, 37(1).Mezirow, J. (1990). How critical reflection triggers transformative learning. In J. Mezirow & A. B. Knox (Eds.),
Fostering critical reflection in adulthood: A guide to transformative and emancipatory learning (pp. 1-20). San Francisco, CA: Jossey Bass Inc.
Muller, M., Ozcan, E., & Seizov, O. (2009). Dangerous depictions: A visual case study of contemporary cartoon controversies. Popular Communication(7), 1.
Peery, A. B. (2004). Deep change: professional development from the inside out. Lanham, MD: Scarecrow Education.
Reigeluth, C. M. (1999). Instructional-design theories and models (Vol. 2). Mahwah, NJ: Lawrence Erlbaum Associates.
Seglem, R., & Witte, S. (2009). You gotta see it to believe it: Teaching visual literacy in the English classroom. Journal of Adolescent & Adult Literacy, 53(3), 216-226.
Smetana, L., Odelson, D., Burns, H., & Grisham, D. L. (2009). Using graphic novels in the high school classroom: Engaging Deaf students with a new genre. Journal of Adolescent & Adult Literacy, 53(3), 228-240.
Sockman,B. R., & Sharma, P. (2008). Struggling toward a transformative model of instruction: It's not so easy! Teaching and Teacher Education 24(4), 1070-1082.
Top Related