Explicating with Comics and Concept Maps

The value of visual learning

Objectives

• To understand the value of concept maps in the classroom

• Discuss reflections on assignments• Evaluate the use of comics and introduce

comic strip making• Introduction to spreadsheets in the classroom

“Learning with concept and knowledge maps: A meta-analysis”

• Concept maps defined

• Theoretical foundations– Paivio’s Dual Coding Theory– Kulhavy’s Conjoint Retention Theory

“Learning with concept and knowledge maps: A meta-analysis”

• Learning Strategies with concept maps• Individual differences and collaborative

learning• Findings and Conclusions

21st Century Learning

• Why technology?

NETS

• Go to 21st Century Learning link on wiki• Review NETS for students and teacher• Working in assigned teams with assigned

standard(s) create concept map for 21st Century skills evidence in NETS standards

Comic Creation

Beth Rajan Sockman PH.D.Edited and presented by Carol Walker

Goal – It’s a Deal21st Century

Learn Technology

Think Deeply about

Content

Engaging!

3 for 1

What Do You See?

What Do You See?

Why Comics Creation? • Builds Visual Literacy

(important for digital age)

• Sustains interaction with content • Enhances motivation• Has potential for dual controversy• Values multiple perspectives• Appeals to males

What Do You See?

Comic Pedagogy (Decker, 2007)

Sustains the a question until the learning has a place of understanding

Attends to complexity and discourages the search for the simple

Embraces a “punch line”, the counter-intuitive option

Try Single Panel - Enjoy Them & Share!

• Make one comic that addresses an issue

“How do think about

technology?”

Comic Builders

Comic Builders• Bitstrips: www.bitstrips.com • Pixton: www.pixton.com • Comic Life: www.comiclife.com• Zwinky: www.zwinky.com• Voki: www.voki.com

Younger• Disney Comic Creator - http://www.nfx.com/dcc.html• Build Your own comic -

http://www.childrensmuseum.org/special_exhibits/comics/games.html

• Read Write Think Cartoon Creator - http://www.readwritethink.org/files/resources/interactives/comic/

Pedagogy of Spreadsheets

Making Math a part of every class

Objectives and LogisticsSWBAT evaluate Bloom’s taxonomy and design lessons

that integrate the concepts for learning

SWBAT investigate spreadsheet lessons and revise or create one to integrate into their classroom

Technology and Learning

SpreadsheetsCharting Survey ResultsSpreadsheet lesson assignment

ReferencesBrookfield, S. (1995). Becoming a critically reflective teacher. San Francisco, CA: Jossey-Bass.Decker, E. (2007). Q. What's funny about teaching? A.Not Enough!: Arguing for a comic pedagogy. Educational

Insights, 11(3).Lamb, A., & Johnson, L. (2009). Graphic novels, digital comics, and technology-enhanced learning: Part 2.

Teacher Librarian, 37(1).Mezirow, J. (1990). How critical reflection triggers transformative learning. In J. Mezirow & A. B. Knox (Eds.),

Fostering critical reflection in adulthood: A guide to transformative and emancipatory learning (pp. 1-20). San Francisco, CA: Jossey Bass Inc.

Muller, M., Ozcan, E., & Seizov, O. (2009). Dangerous depictions: A visual case study of contemporary cartoon controversies. Popular Communication(7), 1.

Peery, A. B. (2004). Deep change: professional development from the inside out. Lanham, MD: Scarecrow Education.

Reigeluth, C. M. (1999). Instructional-design theories and models (Vol. 2). Mahwah, NJ: Lawrence Erlbaum Associates.

Seglem, R., & Witte, S. (2009). You gotta see it to believe it: Teaching visual literacy in the English classroom. Journal of Adolescent & Adult Literacy, 53(3), 216-226.

Smetana, L., Odelson, D., Burns, H., & Grisham, D. L. (2009). Using graphic novels in the high school classroom: Engaging Deaf students with a new genre. Journal of Adolescent & Adult Literacy, 53(3), 228-240.

Sockman,B. R., & Sharma, P. (2008). Struggling toward a transformative model of instruction: It's not so easy! Teaching and Teacher Education 24(4), 1070-1082.