Having seen Dr. Orey’s lecture, and listened to his comments on the “dual coding hypothesis” (which basically hypothesizes that when you see an image of something, not only does your brain store that image but it also formulates a language-oriented label for that image in another portion of your brain, thus creating more than one network path to that memory) I see how important it is to include graphics in my PowerPoints. Since the internet is a virtually infinite source of graphic images, animations, photographs, virtual tours, sounds, and videos of just about any subject, it is easy to incorporate these into my lectures, which might otherwise be even more boring.
Concept-mapping, which I have never used before, appears to be a good way for students to take a complicated group of interrelated facts and form them into a personally coherent, structured system that may be easier for them to retrieve from memory than any system I might present to them. The map they produce is a way for them to graphically build connections (which fits into the network model of cognitive learning theory). Their map may contain more information than their short-term memory is capable of assimilating, thus assisting them in building their networks and connections at a higher level than without this technological tool.
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Hi Tim,
ReplyDeleteMy PowerPoint presentations have always had images and animations, simulations and films that relate to what I am teaching.
Don´t feel lonely about never having used concept mapping with your students before, I haven´t either and I agree with you that it is a powerful tool for students to use, grouping interrelated facts to form a structured system that may be retrieved from their memory.
Another tool I have never used before either is the virtual field trip which seems to be very interesting although I have not yet had the opportunity to see much that I could use other than the suns activity and climate change.
Maria
Tim, I clearly see how images can create long-term memory in in any given lesson where images can be used. I remember learning about the Holocaust and being able to comprehend it in depth because of the movies and pictures. I even had nightmares because it was so intense. However, for those cases where images cannot be used, concpet mapping is a great tool for teaching and learning. I have created a few concept maps for building upon knowledge and allowing for students to feel in the blanks. They seem to be able to compose better summaries when give concept maps too. Good luck with using them in your classroom.
ReplyDeleteTim
ReplyDeleteI have always used animations, some aspects of animating I am just now learning to apply to my math power points as well so you are in a good group of learners as we all strive to improve our teaching strategies.
I believe however ( this may just be my bias) that the use of concept maps is more applicable to some subjects more that others. this may be because I have not yet created the pathways in my brain of how to apply it to math, as opposed to the fact that I have always used it in biology.
Never the less now that we have tentatively opened the door to the idea that concept maps can be used in math, I am sure that with time my brain and that of others will come up with ideas of concept map as it relates to solving equations and graphing functions etc.
All the best as you continue to learn these new innovative ways to energize and motivate your students.
Lorna,
ReplyDeleteI confess that I can't easily see any applications of concept mapping to math, either. I don't know what level of math you teach but I suppose if you were teaching analytic geometry and categorizing conic sections, or something of that nature, you might have students do a concept map. For example, in the general equation Ax^2 + By^2 + Cx + Dy + E = 0 you can get all of the conic sections. Students could show all of the forms, and links (for example, between ellipses and circles). I think this is probably a trifle complicated, but it might work.
As another possibility, the subsets of the complex numbers might be organized using a concept map: Complex -> Real & Imaginary -> Integers & etc. A good old-fashioned Venn diagram would be just as useful, though.
I've taught algebra, geometry, and advanced math, and have never thought of using a concept map. It is new to me, too. Now I teach physics, and I think it is more natural to use a concept map in this subject area, because of all the interrelated facts in each of my topics.
Good luck finding applications in your field.
Tim, Maria, and Lorna,
ReplyDeleteI obviously use pictures in my Power Point presentations because I am an art teacher. What I am curious about is how you might use animations? This is something I have never done. Actually, I have come across many YouTube videos that I would like to use. Is it possible to place the videos in a Power Point? In a few weeks, I am going to begin a complicated printmaking lesson. I found a You Tube video on the process. I would like to show it to help my students make another connection other than just my demonstration and the Power Point.
You Tube is blocked at my school. Any ideas for getting a video in my Power Point (at home) or just downloading and saving to a flash drive?
Tim
ReplyDeleteI did come up with an idea for a concept map in math. It is a very basic one though I think but I tried it out on my Algebra I students today and they seed to like it as the interrelation of concepts were easy to identify.
The concept was on Consistent and inconsistent systems.
You can see the concept map at: http://mywebspiration.com/view/208214a2e7df
Let me know what you think.
Lorna