Activity 1: Concept Mapping
Activity 2: Scaffolding


Activity 1

Title: Concept Mapping

Instructional Strategy: Brainstorming/Problem-solving

Purpose:

Concept mapping is an individual brainstorming process. It is useful in providing a format for generating ideas as well as a means for showing connections between related ideas and concepts. This activity will provide students first-hand experience with concept mapping.

Objective:

• Experience the use of concept maps and understand their value as a study strategy.

Student Activity:

Write the name or description of a concept or problem (such as "problem solving") in the center of a piece of paper and draw a circle around it. Then brainstorm each major facet of the concept/problem. Draw lines outward from the circle like roads from a city and place each facet at he end of a line. You can decide to brainstorm in detail, following one line and extending from it indefinitely, or you can decide to write all the main ideas first, then go back and provide more detail. Use additional visual techniques as necessary to mark strong connections or thoughts that appear more than once, etc. These techniques may include using different colors or line styles. Study the map to see what interrelationships exist between the ideas you came up with. An example of a concept map is located on page 344 of the text.

This technique is very useful in problem solving. It helps one to identify all the issues and sub-issues related to a problem (e.g., classroom management), as well as the solutions to the problem and their pros and cons.

Activity source/for more information: Higgins, J.M. (1994). 101 Creative Problem Solving Techniques. Winter Park, FL: The New Management Publishing Company (pp. 87-90).

Variation:

1. Use Inspiration software to create concept maps.
2. About half of the people who learn this process find it very useful; others find it uncomfortable to use. For those who are uncomfortable, try to accomplish the same goals using an outline format. Compare the two in terms of usefulness and in terms of Gardner's multiple intelligences (the outline tends to appeal to some with strong logical tendencies).

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Activity 2

Title: Scaffolding

Instructional Strategy: Problem Solving

Purpose:

This task is a visual representation of scaffolding in the classroom. It provides students with a concrete experience on which to base their understanding of the abstract concepts of scaffolding, assisted learning, and the zone of proximal development

Objective:

• Develop an understanding of the concepts scaffolding, assisted learning, and zone of proximal development

Student Activity:

The instructor will prepare the following: blocks of wood measuring 2"x4"x4" - the number of squares depends on how many groups you want to use in class. In the center of each square, pound a large nail so that it is solidly in place. Purchase enough nails (same size as the one pounded in the wood) so that you have thirteen loose nails for each square.

In groups, balance the thirteen nails on the head of the original nail, without any of the nails touching the wood or other surface. Select one person from each group (include those who already know the solution) and privately show them all the solution. Their jobs will be to coach their teammates to find the solution without directly telling them. They are to provide feedback for the efforts their group is making, while allowing the group time and effort to discover the solution through feedback-enhanced trial and error.

Discuss the role of scaffolding in this problem-solving process. Was the task within the students' zones of proximal development even if some students may have had no clue as to how to solve the problem?

Solution: Eleven nails are placed head to head alternating along the body of one nail, with points in opposite directions. When all nails are in place, the last nail should be placed on top, parallel to the bottom nail. When lifted, the bottom and top nails provide the "spine" for an inverted V of nails. This inverted V can be balanced on the head of the pounded nail. Other solutions exist.

Variations:

1. Come up with an example of how you can use the concepts of scaffolding in your classrooms, using the general steps for the nail scaffolding process.
2. Describe this activity in terms of problem solving. Was this an ill-defined or well-defined problem? How did you go about framing the problem?