Round’em Up with Roundhouse Diagrams: Techniques for Building Scientific Concepts Dr. Candace Figg Brock University [email protected]905-688-5550, ext. 5347 Dr. Robin Ward- McCartney University of Louisiana at Lafayette [email protected]u 337-482-5265 Dr. Kamini Jaipal- Jamani Brock University [email protected]905-688-5550, ext. 4739 http://www.handy4class.com/stao20 08/ http://www.handy4class.com/activity_types/ Session #3418
45
Embed
Round’em Up with Roundhouse Diagrams: Techniques for Building Scientific Concepts Dr. Candace Figg Brock University [email protected] 905-688-5550, ext.
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
Round’em Up with Roundhouse Diagrams: Techniques for Building
I hear and I forgetI see and I rememberI do and I understand
Confucius (n.d.)
Why Use Digital Imagery in the Science and Math Classroom? 10% of what we read 20% of what we hear 30% of what we see 50% of what we both see and hear 70% of what is discussed with others 80% of what we experience personally 95% of what we teach someone else
Dwyer, V. (1996, August 26). Surfing back to School: High-tech glory or glorified play? Maclean's
The NET Generation Intuitive visual communicators Visual-spatial skills Inductive discovery Attentional deployment Fast response time
Oblinger, D. & Oblinger, J. (2005). Retrieved May 16, 2005 from Educause: http://www.educause.edu/IsItAgeorIT:FirstStepsTowardUnderstandingtheNetGeneration/6058
Roundhouse Diagram Theoretical Background David Ausubel (1968): Meaningful
Learning as opposed to rote memorization Allan Paivio (1970): Dual-Coding Theory
(present info in both a verbal and visual fashion)
Joseph Novak’s (1998): Human Constructivist Theory (link prior knowledge to new information)
So, what is a Roundhouse diagram? Iconic mapping
(represent knowledge visually)
Process for learning conceptual information
Blends prior knowledge with new knowledge
Blank Roundhouse Diagram
GOALS:
What did you see? A CIRCLE
2D figure Field of vision Inner circle
GOALS:
What did you see?
2
1
34
5
6
7
GOALS:
A CIRCLE SEVEN SECTIONS
What did you see? A CIRCLE SEVEN SECTIONS GOALS
GOALS:
2
1
34
5
6
7
Student Created Sample
The Art of Roundhouse Diagram Step 1: Complete
Worksheet
The Art of Roundhouse Diagram Step 1: Complete
Worksheet Step 2: Draw sketch of
diagram
The Art of Roundhouse Diagram Step 1: Complete
Worksheet Step 2: Draw sketch
of diagram Step 3: Write or
orally justify diagram choices
Assessment ChecklistSkills Yes No N/A Needs
Improvement
Are goals clearly stated?
Is the title comprehensive?
Are the main ideas covered?
Are the 5-7 wedges clearly defined?
Are the concepts accurate?
Is the sequence accurate?
Is there an icon/concept relationship in each wedge?
Is spelling and grammar correct?
Is the space well utilized in each wedge?
Is the design aesthetically pleasing?
Concept/Wedge AssessmentWedge# Icon Focus
(Comments) Concept
Application (2-1-0)
Original (2-1-0)
Sequential (2-1-0)
Elaborate (2-1-0)
1
2
3
4
5
6
7
The Research 6th grade at risk
Grolee Elementary School – Opelousas, LA
8th grade giftedPaul Breaux Middle School – Lafayette, LA
6th - 8th grade Special education (mild to mild moderate self contained population)
J.H. Williams Middle School - Abbeville, LA
12th grade at risk - High School BiologyScotlandville Magnet High School - Baton Rouge, LA
What happened? Collaboration
What happened? Collaboration Individualized final
product
What happened? Collaboration Individualized final
product Discussion and
planning
What happened? Collaboration Individualized final
product Discussion and
planning
Praiseworthy product
What happened? Collaboration Individualized final
product Discussion and
planning
Praiseworthy product Communication
What happened? Collaboration Individualized final
product Discussion and
planning
Praiseworthy product Communication Peer Instruction
What happened? Collaboration Individualized final
product Discussion and
planning
Praiseworthy product Communication Peer Instruction On-task commitment
What happened?Twenty-three students were tested and
three weeks later were asked to recall the original diagrams.
56% of the students recalled the information exactly the same as in the original diagram
43% recalled the information but in a different order
100% of the students recalled their work
Student Transformations Passive – active Following directions – thinking on