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Bjorem Concept Map V1

Bjorem Concept Map V1

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Published by Kyle Bearhome

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Published by: Kyle Bearhome on Nov 12, 2012
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11/12/2012

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Kyle Bjorem ED 4060 (Ludwig) Concept Map & Reflection Mathematics and Science would probably be better candidates for

“hierarchal” organization in this sort of concept map. There certainly are things that cannot be understood if you don’t have the sufficient background knowledge in Language Arts and should be taught sequentially. However, when dealing with a short unit like this you could pretty much jump in almost anywhere on the map. I would make the entry point the aspect that has a close connection to something that is most relevant and relatable to the particular class at hand. Context dictates everything, including instruction. The map itself is rather self-explanatory, it revolves around one text (or, most likely, a selection of stories from the text, given the 3-week time limit) and is initially split into reading and writing elements. Close reading and critical analysis methods and activities, as well as important concepts and techniques dominate the reading side of the map, organized as interrelated and hierarchal as I could determine at this point. The writing side (not without its interconnections with the reading side) includes methods and activities with a focus on collaboration, metacognition, and the drafting process. The main assignment of the unit is a collaborative short story collection, but first the students must produce a summary of one of the stories read (which they will use as a model for their own story). The details of this process I have already thought about but will go into in more detail later in the process. In constructing the map I learned how to pay attention to the Core Curriculum Standards as I begin a brainstorm for units. If they don’t have a foundation in state mandated standards then I may just be fishing in an empty lake. I was forced to focus on the five main standards that I have selected which include writing narratives with effective technique and good structure, produce clear and coherent writing, analyze the structure and meaning of texts using critical analysis, investigate complex and interrelated themes in a text, and understand how the various facets of a fictional text work and are related to the “real world” and the lives of the students. As for the question “Now what?” I think that making the concept map has reinforced the notion of no subject or activity being taught in a vacuum. Everything is intimately connected to everything else (this is something I believe applies to many more aspects of life than just academic disciplines). Also, there is basically an endless dialogue that one could engage in with students if you are motivated and really care about both the subject and the students themselves.

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