March 1, 2010

PBI- Afternoon Section

  Do we recall propositional statements from
Knowing and Leaning?
  Do we recall how computers and brains/
minds differ?
  A concept map is an attempt to uncover
what’s going on in the “blackbox”
  Minds are made of neural tissue, computers
from silicon and copper
  Minds evolved, computers designed
  Different computational architecture
◦  Built-capacities, characteristics, memory
structures…attributes to construct and run
programs
  Working Memory- part of our architecture
where mental computations take place
(analogous to CPU)

  Long Term Memory- storage of information

(analogous to hard drive)
  Permanent storehouse of knowledge and
skills
  Unlimited capacity
  Most important feature is not it’s capacity but
it’s internal organization
  Associative structure- links between chunks
we use regularly (“has”, “is a”, “can”)
  Declarative memory- a system for
remembering specific events (episodic
memory) and facts (semantic memory). We
consciously recall items from declarative
memory and can express or describe the
items we retrieve.
  Nondeclarative Memory- contains our
memory for motor, perceptual, and
cognitive skills, our memory of procedures
◦  Not open to recall
◦  Cannot be expressed or described accurately
  Example?
  Recall….expert rule system

  Schemas- network structures that store our

general knowledge about objects, events, or
situations
  Help us understand and negotiate the world
  Help us make predictions
  Help us make inferences
  What to expect in a situation
  Influence what we notice
  How we interpret
  How we remember (recall Brewer study p.
28)
  The cognitive resource we use to execute
mental operations and to remember the
results of those operations for short periods
of time
  Contains all active symbols used in
processing (inputs)
  Results: new symbol structures in WM,
storage for LTM, commands to the motor
system to do or say something
  Significant characteristic: Limited capacity
  STM- 7 +/- 2 chunks (all we have to do is
remember some information)
  WM- combines the demand for remembering
information WITH the demand for doing some
processing on that information
◦  4 +/- 1 chunks
◦  Is a limiting factor in our ability to process
information
◦  It is the bottleneck of our cognitive system-how
efficiently we can store, process, and move data in
WM
  Cognitive scientists- a person is confronted
with a problem when he wants something and
does not know immediately what series of
actions he can perform to get it
  Cognitive psychologists- a person must
figure out what to do to move from the initial
state to the goal state
  THINK CHESS GAME
  Driving Question   Anchor Video
  Goals and   Resources
Objectives   Parent Letter
  Concept Map   Final Project /
  Benchmark and Product Rubric
Investigation lesson
cycles
Students pursue solutions to nontrivial problems by
  asking and refining questions
  debating ideas
  making predictions
  designing plans and/or experiments
  collecting and analyzing data
  drawing conclusions
  communicating their ideas and findings to others
  asking new questions
  creating artifacts (Blumenfeld et al., 1991).

Two Key Elements of PBI:

  A driving question or problem that serves to organize and drive
activities, which taken as a whole amount to a meaningful project
  2. Culminating product(s) or multiple representations as a series of
artifacts, personal communication (Krajcik), or consequential task
that meaningfully addresses the driving question. (Brown &
Campione, 1994).
  A concept map is a diagram
showing the relationships
among concepts. They are
graphical tools for organizing
and representing knowledge.
Concepts, usually represented
as boxes or circles, are
connected with labeled arrows
in a downward-branching
hierarchical structure. The
relationship between concepts
can be articulated in linking
phases such as “gives rise to”,
“results in”, “is required by,” or
“contributes to”. The technique
for visualizing these
relationships among different
concepts is called “concept
mapping”!
  Propositional Statements Concerning Seasonal Change

  P1 Seasons determined by the amount of sunlight

  P2 Amount of sunlight causes temperature variation
  P3 Amount of sunlight is determined by the length of
day
  P4 Amount of sunlight is determined by the height of
the sun over the horizon
  P5 Length of day is longer in the summer
  P6 Length of day is shorter in the winter
  P7 Height of sun over the horizon is higher in the
summer
  P8 Height of sun over horizon is lower in the winter
  P9 Length of day is determined by 23.5 axis tilt
  P10 Length of day is determined by position of earth in
orbit
  P11 Height of sun over horizon is determined by 23.5
axis tilt
  P12 Height of sun over horizon is determined by position
of earth in orbit
  P13 The 23.5 axis tilt points north to the sun in June
  P14 Earth’s position in orbit is slightly further from sun
in June
  P15 Earth’s position in orbit has very little effect on
seasonal change
  Examples of graphic organization maps:
  Science: Atlas strand map handout,
http://www.project2061.org/publications/atlas/default.htm

  Math: Knowledge Package (Ma)

  Concept maps: show hierarchy and relationships
between concepts more explicitly than KP or strand
map
  “visual external representation of the relationships among
concepts” (Krajcik & Czerniak, 2007, p. 267)
  Concepts
  Directed and Labeled arcs or connections
articulating the relationship(s) between
concepts
  Hierarchical: Most general concept at top
  http://cmap.ihmc.us/Publications/
ResearchPapers/TheoryCmaps/
TheoryUnderlyingConceptMaps.htm
  What are your propositions
  Help you define what students will need to
know and what they will learn during the
project?
  Describe links between concepts?
  Rank terms, topics and concepts in a hierarchy?
  Demonstrate a linear sequence or structure?
  Show interconnections between all related
terms in a web? VERBS
  Decide what Benchmark lessons and
investigations you need to plan for your unit?
  cmap (already on laptops)
http://cmap.ihmc.us/conceptmap.html

  Or download free 30-day trial Inspiration

http://www.inspiration.com/Freetrial
  Take 5 minutes to start working with paper
and pen.
  Use your end-of-term topics that correspond
to your team’s driving question
  Work individually just to make sure you
become familiar with the software
  Why?
  When?

  How?

  Methods:
◦  Animated power point/slide show
◦  Proposal Letter
◦  Story
◦  Video
  Examine Driving Question and unpacked
Standards
  Examine “The Project”
  Decide on Format/Method

  Considerations:
◦  Driving Question or Challenge is presented
◦  Contains embedded Data
◦  Allows students to formulate Knows/Need to Knows
and possible solutions
◦  Engaging/Relevant