Bridge Map

Topic for week of April 30, 2012:
Use of Bridge Maps – Bridge maps assist students with understanding relationships and analogies.

• How have you used a bridge map to show relationships or analogies in your teaching this week?  
• What was the first pair and the second pair?  
• What was the relating factor?  
• Did the relating factor assist students with the understanding of the pairs?  
• Did the student's Frame of Reference help guide the map?

Going a bit further – Give analogies to students in a variety of ways: give them a pair of words and ask for the relating factor; give a relating factor and ask for a pair of words that fits the relationship; give students the top of one relationship and the bottom of the other pair and ask them to try to complete the bridge map.

Please post your blog response to this topic by Friday, May 4, 2012.

Multi Flow Map

Topic for week of April 23, 2012:

Use of Multi Flow Maps – Flow maps assist students with understanding cause and effect.  

• How have you used a multi flow map to show cause and effect in your teaching this week?  
• What was the main topic/event?
• How did the causes effect the event and what were the effects? 
• Did the student's Frame of Reference help guide the map?

Going a bit further – Divide the class in half and have one half give causes and have the other half give effects to an event.

Please post your blog response to this topic by Friday, April 27, 2012.

Flow Map

Topic for week of April 16, 2012:
Use of Flow Maps – Flow maps assist students with understanding sequencing.

• How have you used a flow map to show sequencing in your teaching this week?  
• What was the main topic/event  Did you use a vertical or a horizontal flow map?  
• Did you use sub–stages under or next to your major stages?  
• Did the student's Frame of Reference help guide the map?

Going a bit further – Teach using a flow map backwards to see if students can figure out the main event/topic.

Please post your blog response to this topic by Friday, April 20, 2012.

Brace Maps

Use of Brace Maps – Brace maps help to show the part of a whole. 

• How have you utilized a brace map in your classroom this week?  
• What was your Whole Object?  
• How many "subparts" were your students able to describe?  
• How many breakdowns were your students able to break down the Whole Object – more than 2?  
• Remember to utilize The Frame of Reference to help understand how your students are coming to their conclusions.

Going a bit further – Give your students the subparts to see if they can figure out the Whole or Main Object.  Also, you can take a Tree Map to give specific information about each subpart of the Main Object.

Please post your blog response to this topic by Friday, April 13, 2012.

Tree Map

Use of Tree Map

• Tree Maps help classify and sort details about a topic. 
• How have you used a Tree Map to help students detail and categories specific details of a topic?  
• Remember to incorporate the Frame of Reference to help students understand where they learned the information they are detailing. 

Going a bit further – Give students a list of words or a group of objects and have them classify the same information in two or three different ways.  Students should then explain why they have classified the information to the way they have and make a judgement about which way they think is best.

Please post your blog response to this topic by Friday, March 30, 2012.

Double Bubble Map

Use of Double Bubble Map –

• Going off of what was done for the Bubble Maps last week, how have you used a double bubble map to compare and contrast two ideas.  
• Instead of only using adjectives, students can now use any word or phrase.  
• Don't forget to detail the Frame of Reference that your students used to compare and contrast the same or different ideas.

Going a bit further – Fine two topics that are very similar and somewhat confusing.  Utilize the double bubble to distinguish the difference and similarities between the two topics.

Bubble Maps

Use of Bubble Maps – Bubble Maps allow students to describe (using adjectives only) a topic that is placed in the middle circle.  

• What topic did you place in the middle circle and what words or phrases did your students use to describe that topic?  
• Was their frame of reference accurate or did you have to guide their frame of reference?  
• Did your students have a higher or lower knowledge of the topic than you expected?

Going a bit further – After the students have provided many adjectives to describe your topic, have the class come to a consensus of the two best adjectives. 

Use of Circle Maps – please blog how you have utilized Circle Maps this week in class. 

• In what instances were you able to use them for brainstorming or detail work?  
• What did you put in the middle of the map (the topic) and how did students respond to the topic?  
• Did your students utilize their Frame of Reference to explain the "How do you know what you know" prompt?

Going a bit further - Another idea of using the Circle Map is to put a question mark in the topic circle (inner circle) with details in the larger circle and allow students to guess what the topic of the day is going to be.  Then working your way through the details to teach the lesson, showing how each of the details relates to the topic.

Welcome to the EHS Art Department blog!

This blog is for EHS Arts teachers.