2. Round’em Up with Roundhouse Diagrams: Techniques for Building Scientific Concepts Dr. Candace Figg Brock University cfigg@brocku.ca 905-688-5550, ext. 5347 Dr. Robin Ward-McCartney University of Louisiana at Lafayette rward@louisiana.edu 337-482-5265 Dr. Kamini Jaipal-Jamani Brock University kjaipal@brocku.ca 905-688-5550, ext. 4739 http://www.handy4class.com/stao2008/ http://www.handy4class.com/activity_types/ Session #3418

3. Digital Imagery in Instruction I hear and I forget I see and I remember I do and I understand Confucius (n.d.)

4. 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

5. 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:FirstStepsTowardUnderstandingtheNetGener ation/6058

6. 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)

7. So, what is a Roundhouse diagram?  Iconic mapping (represent knowledge visually)  Process for learning conceptual information  Blends prior knowledge with new knowledge

8. Blank Roundhouse Diagram GOALS:

9. What did you see?  A CIRCLE 2D figure Field of vision Inner circle GOALS:

10. What did you see? 2 1 3 4 5 6 7 GOALS:  A CIRCLE  SEVEN SECTIONS

11. What did you see?  A CIRCLE  SEVEN SECTIONS  GOALS GOALS: 2 1 3 4 5 6 7

12. Student Created Sample

13. The Art of Roundhouse Diagram  Step 1: Complete Worksheet

14. The Art of Roundhouse Diagram  Step 1: Complete Worksheet  Step 2: Draw sketch of diagram

15. The Art of Roundhouse Diagram  Step 1: Complete Worksheet  Step 2: Draw sketch of diagram  Step 3: Write or orally justify diagram choices

16. Assessment Checklist SkillsYesNoN/ANeeds 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?

17. Concept/Wedge Assessment Wedge#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

19. The Research  6 th grade at risk Grolee Elementary School – Opelousas, LA  8 th grade gifted Paul Breaux Middle School – Lafayette, LA  6 th - 8 th grade Special education (mild to mild moderate self contained population) J.H. Williams Middle School - Abbeville, LA  12 th grade at risk - High School Biology Scotlandville Magnet High School - Baton Rouge, LA

20. What happened?  Collaboration

21. What happened?  Collaboration  Individualized final product

22. What happened?  Collaboration  Individualized final product  Discussion and planning

23. What happened?  Collaboration  Individualized final product  Discussion and planning  Praiseworthy product

24. What happened?  Collaboration  Individualized final product  Discussion and planning  Praiseworthy product  Communication

25. What happened?  Collaboration  Individualized final product  Discussion and planning  Praiseworthy product  Communication  Peer Instruction

26. What happened?  Collaboration  Individualized final product  Discussion and planning  Praiseworthy product  Communication  Peer Instruction  On-task commitment

27. 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

28. Student Transformations  Passive – active  Following directions – thinking on their own  Teacher-dependent – independent  Trivial – thoughtful & meaningful  Bored – interested & motivated  Fearful – successful  Problems writing sentences – quality paragraph writing

29. Teachers Transformed  Lecturer – Facilitator  Hands-on – Hands-on, Minds-on, Reflective  Teacher – Learner

30. Deep in Science Leader Pauline Vidrine Grolee Elementary

31. Let’s try it!!  Worksheet  Diagram  Discussion

35. Technique plus Technology  Multimedia components Sound Animations Video Graphics Color  Interdisciplinary Learning Fair Use Visual literacy/critique

36. Technique AND Technology

37. about Experimenting and LearningMagnets Magnetism + - + - Goal: To review information about magnets and its force. Created by: Rachel Comeaux

38. Law of Continuity Laws Of Camouflage is the art of disguising yourself to blend in with your surroundings Law of Proximity Law of Similarity Law of Continuity Law of Closure Insects W i l d A n i m a l s and Wild Animals

39. Gather the materials. Turn on the radio Insulate using packing peanuts Insulate using the towel Insulate the radio with aluminum foil Insulate the radio using the tissue Observe/ Record the Experiment Insulators Of Sound Testing and Observing Sound And Volume Goal: To make this experimentat ion process attainable to visual learners.

40. Gather the materials. Turn on the radio Insulate using packing peanuts Insulate using the towel Insulate the radio with aluminum foil Insulate the radio using the tissue Observe/ Record the Experiment Insulators Of Sound Testing and Observing Sound And Volume Goal: To make this experimentat ion process attainable to visual learners.

41. OF © 2005, Ward, Figg CATERPILLARS AND CHRYSALIS REPRODUCTION AND TRANSFORMATION Female butterflies lay their eggs on the underside of a leaf. Courtship and Mating The caterpillar is the main eating and growth stage A caterpillar will eat until it grows too big for its skin! The pupa is the transformation stage where the caterpillar turns into an adult. A butterfly’s pupa is called a chrysalis Larva Stage Emerging Butterfly from Chrysalis Butterflies are creatures of the sun and fly best when they’re warm.

42. Roundhouse is FUN!!!

43. Roundhouse is Diverse

44. Roundhouse is Learning!!!

45. Roundhouse is Discovering

46. Questions? Don’t forget—resources are available at: http://www.handy4class.com/stao2008/ http://www.handy4class.com/activity_types/