Blog Post #5a: eTips Concept Map

The Dexter eTips article was so chock-full of helpful suggestions and insights that when I was writing my reflection, I struggled with the choice of which principles and ideas to discuss. When I was taking notes on my reading, this was even more challenging. Despite my best efforts to be concise, I took four pages of notes in my notebook. And as I read, I frequently retraced my steps, change the ordering in my outline, etc. This wasn't really a waste of time. It helped me organize my thoughts and review the material carefully. Still....it was somewhat slow-going.

Appropriately, I really think that a concept map (especially one created with this type of software) could've helped. In fact, when I first learned to write an outline (back in fourth or fifth grade), we first started with this sort of brain-storming approach. We then drew lines to indicate connections, etc. And ultimately ended up with our outline.

Inspiration recreates this exact same process! So I was super excited to get to work on my map. I was so sure it would be so fast and efficient...

But I admit it: I got carried away. There were so many options. Images that could relate to the concept. Colors to identify different levels in my outline. Various "links," arrowheads,... Quite simply: I got distracted. And I was reminded of my favorite observation in Dexter's article: technology should support learning objective not distract from them.

The concept map I generated is below:

As you can see, it's a bit convoluted. But I don't think it's all bad. My thoughts are organized here. And even better, the associated outline is even more neatly delineated. That's posted below:

And if I really had used this software WHILE I was reading, I think that it could've have saved me a fair amount of time, allowing me to concentrate more on the content and less on my note-taking. And that's a result I'd expect Dexter to approve of.

Even in my math classes, I think there's room for this sort of software. Describing the close relationships between fractions, decimals, percents, ratios and rates, for example, is sometimes a challenge with a few of my middle school students. I'm toying with the idea of opening this tool next year and updating it as we study each topic, to highlight the relationships and differences. This would only be an aside in my lesson, but I think it could be a useful exercise. And it could provide a visual frame of reference for students to look back on whenever they get confused.

I'll just have to avoid the potential distractions and pitfalls that the software offers, and focus only on the added value it can provide.