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Collective Reading: The “Concept Map” Excerpt from Alexis de Tocqueville, Democracy in America 1.Small groups (3-4) work on small sections of text (4 major.

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Presentation on theme: "Collective Reading: The “Concept Map” Excerpt from Alexis de Tocqueville, Democracy in America 1.Small groups (3-4) work on small sections of text (4 major."— Presentation transcript:

1 Collective Reading: The “Concept Map” Excerpt from Alexis de Tocqueville, Democracy in America 1.Small groups (3-4) work on small sections of text (4 major paragraphs or equivalent) 2.Quick identification of main topic or thesis: scan text, discuss 3.Follow with quick identification of main supporting information for topic or thesis 4.Minimal shorthand (stichwortartig) 5.Graphic, less linear summary of main ideas aids memory of reading 6.Expert groups: explain main ideas to members of other groups. 7.Original groups come back together and construct main ideas from whole text

2 Indian Tribes main idea supporting detail Lenapes extinct Indians disappearing supporting detail Immense white expansion main idea supporting detail main idea Can be one, two, three or more supporting details. Each person in the first “expert group will need their own copy. The “Spider Map”

3 Finding your partners is part of the process, even if it seems cha otic. Take a moment to introduce yourself to your group, at least name and areas of study, if you have not already done so. group 1 Maaß, Isabell Bergner, Beatrice Bolay, Friedrich Dietl, Felicitas group 3 Petersen, Nadine Rieck, Jennifer Joyce Schmidt-Rose, Eilika Schönrock, Stefan “Expert Groups” group 2 Frühling, Sandra von der Heiden, Marleen Jordan, Christin Kussin, Lisa Tymoshchuk, Maryna

4 Begins: “The Present and Probable Future Condition of the Indian Tribes which Inhabit the Territory Possessed by the Union” EXPERT GROUPS 1.From: “None of the Indian tribes which formerly inhabited…” To: “I was the witness of sufferings which I have not the power to portray.” 2.From: “At the end of the year ” To: “…while the dwelling of the hunter varies with that of the animals he pursues.” 3.From: “Several attempts have been made to diffuse knowledge…” To: “…but that they do not receive it when it comes to them.” 4.From: “If the Indian tribes which now inhabit the heart of the continent…” To: “…which they had begun to clear, and return to their savage course of life.” 5.From: “If we consider the tyrannical measures…” To: “It is impossible to destroy men with more respect than the laws of humanity.”

5 group 1 Maaß, Isabell Frühling, Sandra Petersen, Nadine Group 2 Bergner, Beatrice von der Heiden, Marleen Rieck, Jennifer Joyce Group 3 Bolay, Friedrich Jordan, Christin Schmidt-Rose, Eilika Group 4 Kussin, Lisa Tymoshchuk, Maryna Schönrock, Stefan Dietl, Felicitas “Teaching Groups” (Take a moment to introduce yourselves.) Then return to your original “expert group” and report, constructing an outline of the whole section. Final result may be incomplete, due to uneven number of members in groups. In this case we use “collective assistance”: Everyone helps the group that is missing information.

6 “Teaching Groups” (Take a moment to introduce yourselves.) 1.return to your original “expert group” 2.establish a notetaker 3.establish a “facilitator” (one who keeps the group focused, leads discussion) 4.construct an outline of the whole section Final result may be incomplete, due to uneven number of members in groups. In this case we use “collective assistance”: Everyone helps the group that is missing information.

7 Concept mapping is stage one Continuing discussion is stage two Reflection in writing is stage three General goal: connect information and ideas ✥ to historical context of reading ✥ to other historical contexts and readings ✥ to personal contexts and background knowledge so that the reading becomes truly meaningful.

8 Value of Concept Mapping 1.Trains to focus on most important ideas and information. 2.Collaborative work requires discussion, exchange of perspectives. 3.“Teaching”, that is, explaining ideas and information to peers reinforces those same ideas: docendo discumus 4.Can be applied to contexts in professional life.

9 Group 4 Kussin, Lisa Tymoshchuk, Maryna Schönrock, Stefan Dietl, Felicitas group 1 Maaß, Isabell Frühling, Sandra Petersen, Nadine Group 2 Bergner, Beatrice von der Heiden, Marleen Rieck, Jennifer Joyce Group 3 Bolay, Friedrich Jordan, Christin Schmidt-Rose, Eilika


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