TIE 512 Concept Map

My concept map is getting out of control. It has taken on a life of its own. I started it with the idea that I would put in the “major” concepts, but one idea led to another and next thing I knew it was a total mess. I know the point of the map is to organize my ideas but as I started to connect the boxes it began to look like a spider web. I have tried to make the major connections between the concepts.

The concept map made me think about the connection of the ideas that we have discussed in class and as a visual leaner I like doing maps to help me “see” the ideas. I do think though that at times less may be more. As the map grew I started to lose sight of some of the concepts and realized that most of them connect to each other. I am sure that I have left out parts that should be included; but as I have learned with my student’s concept maps that they are ever changing and growing according to new ideas and connections.

I have recently used a modeling/map with my students and it has helped many of them see the big picture and get their ideas organized. I am still working with a few students who get too caught up with too much map part and not enough concept part. I think with more practice and use the students will get better at the intent and goal of the maps. My concern is that there is not always enough computer time to map as much as we need. I would like to use a web-based program like Webspiration so that the students that can work out side of school have the opportunity. The concern is not to separate the haves and haves not. We want to close the gap not widen it.

http://www.mywebspiration.com/

20 Essential Questions

What are the traits of an essential question?

• The question probes a matter of considerable importance.
• The question requires movement beyond understanding and studying - some kind of
action or resolve - pointing toward the settlement of a challenge, the making of a choice or the forming of a decision.
• The question cannot be answered by a quick and simple “yes” or “no” answer.
• The question probably endures, shifts and evolves with time and changing conditions -offering a moving target in some respects.
• The question may be unanswerable in the ultimate sense.
• The question may frustrate the researcher, may prove arid rather than fertile and may evade the quest for clarity and understanding.

The above is from:
Learning to Question to Wonder to Learn by Jamie McKenzie

http://questioning.org/mar05/essential.html



My 6th grade book club is reading The Adoration of Jenna Fox by Mary E. Pearson and it has created some excellent essential questions:

1. What does it mean to be human?
2. What is a soul?
3. Should your family love you no matter what?
4. At what point do you think that scientists are using technology to play God?
5. What is trust?
6. What is a friend?
7. What happens when you die?
8. When do you die?
9. Is the future set or can it be changed?
10. Would you want to live no matter what the cost (financial or emotional)?

Standards
ISBE
2.A.3b Describe how the development of theme, character, plot and setting contribute to the overall impact of a piece of literature.
2.B.3a Respond to literary material from personal, creative and critical points of view.
2.B.3c Analyze how characters in literature deal with conflict, solve problems and relate to real-life situations.

SEL
2A.3b. Analyze how one’s behavior may affect others.

ISTE
2. a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
4. a. Identify and define authentic problems and significant questions for investigation.

Watch a preview of The Addoration of Jenna Fox

More Essential Questions:

1. Are grades important?
2. Does school teach the “right” lessons?
3. Why do the parents that don’t need to see the teacher are there all the time; and the parents that you NEED to see never come around?
4. Is No Child Left Behind working?
5. Who wants to leave children behind?
6. Why do politicians think that education can be run like a business model?
7. Is education equal?
8. What's going to happen when every school fails to meet AYP?
   

ISTE:
1.c. Use models and simulations to explore complex systems and issues.
4. a. Identify and define authentic problems and significant questions for investigation.

SEL:
1B.3b. Analyze how making use of school and community supports and opportunities can contribute to school and life success.
1C.3b. Analyze why one achieved or did not achieve a goal.


Personal Essential Questions:

1. Why is it that no matter what lane I am in the other lane is moving faster?
2. Coke or Pepsi?