Week 6: Concept/Mind Mapping

Week 6: Concept/Mind Mapping

Use in the Classroom

I would use the Mind Map in my classroom to introduce the properties of matter. Students will have time to explore the resources provided on the mind map. After exploring, students would work collaboratively to create a Google Slides Presentation about the Properties of Matter. If groups found resources that are reputable, they would be able to share them on the Mind Map.

Students will use a mind map to explore resources.

Students will work collaboratively to create a Google Slides Presentation.

Students will explain the properties of matter.

I am incorporating collaboration by having students work together to create a Google Slides Presentation.  Collaboration is very important in my classroom. I use it in many different ways. Students collaborate within science experiments, reading groups, math projects and more! Since my district is a 1:1 Chromebook district, I have many opportunities for collaboration within Google Apps for Education. I think that collaboration is important because students must learn how to work with others. I also feel that students can learn so much from each other!

Application

I find that the Coherence Principle is one that I frequently use. Mind Mapping makes very easy to use this principle since you are able to just post the basics. I like how I was able to describe the links briefly so that students could understand how it related to the topic. I also attempted to use the redundancy principle. I used text, video, and images to relay information about a topic to students. Finally, Mind Maps make it very easy to segment information. I tried to segment my Map into the different types of matter.

Reflection

I really enjoy the concept of Mind Mapping. I love how you can use it with any topic. I think it would also be great to have students use it to outline writing projects. I think in the future, I would like to try and see how a different program would work. I liked Coggle, but sometimes found the formatting to be a bit difficult. I like how I could have posted the YouTube videos directly on the page, but it really messed up my formatting (which I did not like), so I decided to link them instead.

Works Cited:

(I wasn’t able to include the YouTube Links on my Mind Map without messing up formatting)

Benjah-bmm27. (2007, May 1). Monatomic Chlorine Gas 3D. Retrieved June 11, 2017, from

https://commons.wikimedia.org/wiki/File:Monatomic-chlorine-gas-3D-vdW.png

The Audiopedia. (2016, August 13). What is Liquid? Retrieved June 11, 2017, from

https://youtu.be/sEzOUNraa7U

Fun Science Demos. (2014, September 12). What is a Gas? Retrieved June 11, 2017, from

https://youtu.be/EDTF6l2WhYo

Kaneiderdaniel. (2008, April 20). Solid Molecule. Retrieved June 11, 2017, from

https://commons.wikimedia.org/wiki/File:Solid.png

Niabot. (2008, April 20). Liquid Model. Retrieved June 11, 2017, from

https://commons.wikimedia.org/wiki/File:Liquid.png

Studios, A. R. (n.d.). Solid Basics. Retrieved June 11, 2017, from

http://www.chem4kids.com/files/matter_solid.html

Studios, A. R. (n.d.). Liquid Basics. Retrieved June 11, 2017, from

http://www.chem4kids.com/files/matter_liquid.html

Studios, A. R. (n.d.). Looking for a Gas. Retrieved June 11, 2017, from

http://www.chem4kids.com/files/matter_gas.html

Twig World. (2015, January 13). What is a Solid? Retrieved June 11, 2017, from

https://youtu.be/aHvJ5v0zhoQ

Week 5: Augmented Learning

Augmented Learning

In the Classroom: I created a worksheet for students to complete as a pre-reading activity. One of my higher leveled reading groups is currently reading “Number the Stars.” Next year, I would have them complete this activity before reading using Aurasma and the worksheet I created. When they finished the book, I would have them create a poster about the story and use Aurasma to give future readers more resources.

Students will design a poster summarizing a novel.

Students will select resources that support the content of their novel study.

I used augmented learning by creating a worksheet that students will answers questions to help build background knowledge using Aurasma. I have other reading groups and would plan on creating artifacts for them to use as well.  Students will use augmented learning to create their own artifact about the book that they have read.

Factors that could affect implementation is whether or not students have access to a smart device. I teach elementary students so, many of them do not have access to a smart device while at school. I have two old iPhones that I could clear and have students use.  Students would have to work in pairs or small groups. I feel that it would be difficult to teach how to use the application. I am currently about to share my screen with students through a projector. I honestly felt that the best way to learn with this application was trial and error.

I would fear assigning this as homework because it involves a lot of explanation and practice that parents might not be able to grasp on their own.

Application

I think augmented learning aligns with the principles of design. In my lesson idea, it really allowed for my artifact to be coherent. I could focus on the necessary information. Using augmented learning, I was them able to use resources to enrich or enhance the information being taught.

Since the application searches for a specific document, I think it definitely uses the signaling principle. The overlays call attention to what is important.

When designing my artifact, I used the segmenting principle. I tried to break the assignment up into sections so that it would not overwhelm children. As previously stated, the application makes it easy to apply signaling and coherency principles.

Reflection:

This assignment took a ton of time and work, but I feel my students would greatly benefit from augmented learning. I think it is awesome that you can include so many more resources about a topic just by scanning a page.

What stood out to me was how you could extend information that was already given. When presenting posters or artifacts, many times things are kept simple so students are overwhelmed. Using augmented learning is a great way to enrich what is already being taught.

I enjoyed that fact that I was able to provide my students will so many resources just by scanning an image. I often use Edmodo to share links in folders. I thought it was wonderful that students could see how it aligned with what they were learning.

Is there a way to directly link a video or website? I had attempted to incorporate pictures on my document in hopes that when I scanned them, I could just add the link over it. I did not like having to have a picture for every single link. If you looked, I use the same picture for many of the overlays.

I grew by finding a new way that I could reach my students! I really loved this assignment. I think that next time, I would not include pictures on my artifact. I would just leave space for the overlays in the application.

My Artifact

Click here to access the worksheet I created for my students.

Here are pictures that I screen shot from the Aurasma Application!

Page one of the Assignment

Page 2

Clicking on the Flag of Denmark brings you here!

Video Resources

Book Preview

Resources Used:

Lois Lowry, Larry D. Moore CC BY-SA 4.0

Lois Lowry, author of Number the Stars and The Giver, in 2014, Kenneth C. Zirkel

Anne Frank, TEDx NJLibraries

Blank Map of Denmark, Source=Own work |Date=31 March 2007 |Author=User:Angr |Permission=Copyleft https://commons.wikimedia.org/wiki/File:Denmark_blank.svg

A map of Denmark, showing major cities, Public Domain

Number the Stars by Lois Lowry, created by Alyssa hosted by booktrailers4all, CC BY-SA

www.loislowry.com

The Holocaust-Mini Documentary Kid Friendly by: Amy Bowden

http://denmark.dk/

World War 2 Documentary for Children by: Educational Videos for Students

Animation of Anne Frank, the graphic biography by: Anne Frank House