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Connecting minds
History Makers MoleculesA transferable experiment on collaborative reading, mediated byKnowledge Soups – Concept Maps in L2Partenariate eTwinning formed by:Carlos Moreno Guallart and Carlos Ruiz, Colegio Santa María del Pilar - Marianistas, Zaragoza, Spain;Alfredo Tifi (speaker) ITIS “Divini” San Severino Marche, Italy;Pending: Adriana Smorto, Istituto Socio Psico Pedagogico “S.ta Rosa da Viterbo”, Italy
MedTwinning Florence 11/12/2006
Why concept mapping should be preferred for collaborations?
MedTwinning Florence 11/12/2006
How this theory can help e-Twinning and Med-Twinning
Collaborative Concept Mapping
facilitates mediates permits
Communication among different
Languages
Interdependence among partners
Intercultural Exchange
ConceptualWidening
Italian - Spanish partners:
Istituto Tecnico Ind.le “Eustachio Divini” San Severino Marche (IT) -Colegio Santa María del Pilar – Marianistas, Zaragoza (ES)
Other new welcomed
partners
Mediterranean Sea Topics
How Molecules Changed History
In 2006/07
European Union
In 2005/06
could be planned on
Is going to be developed on
has been developed on
Are e.g.
may beengaged on
MedTwinning Florence 11/12/2006
A Basic Model for Concept Mapping
Propositions have to be ternary, self-consistent and meaningful
Cmap has to be developed in function of answering a Focus Question…
…starting from the most inclusive (root) concept to the more specific and subordinated ones, in a pyramidal structure.
MedTwinning Florence 11/12/2006
Why concept maps in L2 are easier to understand than plain text…
TEXT UNDERSTANDING Difficulties in decoding
spread or metaphoric messages
Strong dependence by a knowledge of logic structure of the language 2
Efforts to distinguish which concepts are relevant, which are accessory to understand the text; which are repeated with different labels and which have a different meaning in different contexts
CMAP UNDERSTANDING Predicates, linking
phrases, are reduced at the least necessary to establish relations among concepts
Only essential concepts are elicited
Hierarchic organization of concepts determinates their relative or absolute relevance
Not repeated concepts in unambiguous contexts.
MedTwinning Florence 11/12/2006
…CM has also advantages in L1
Opportunities of reading - decoding CM in L1 Opportunities to generalize, passing to abstraction Elicitation and quantification of concepts from L1 texts Recognize the same concept in different terms Differentiate between similar concepts Search for terms to generate precise meanings in
relations Assign the concepts a rank in the map as in the
cognitive structure of the children Habit to generate focus questions and to interpret text
according to general questions.
MedTwinning Florence 11/12/2006
Multilingual CM helps decision – strategy making
for teachers planning of the activities
MedTwinning Florence 11/12/2006
A shared CM helps groups formationMedTwinning Florence 11/12/2006
Reading from “Napoleon’s Buttons, how 17 molecules changed History”Penny le Couter and Jay Burreson
It is assumed that Arab traders introduced pepper to
Europe, initially by the ancient spice routes that led
through Damascus and across the Red Sea. Pepper
was known in Greece by the fifth century B.C. At that
time its use was medicinal rather than culinary,
frequently as an anti-dote to poison. The Romans,
however, made extensive use of pepper and other
spices in their food.
By the first century A.D., over half the imports to the
Mediterranean from Asia and the east coast of Africa
were spices, with pepper from In-dia accounting for
much of this. Spices were used in food for two rea-
sons: as a preservative and as a flavor enhancer. The
city of Rome was large, transportation was slow,
refrigeration was not invented, and the problem of
obtaining fresh food and keeping it fresh must have
been enormous. Consumers had only their noses to
help them detect food that was off; “best before” labels
were centuries in the future. Pep-per and other
spices disguised the taste of rotten or rancid fare and
probably helped slow further decay. The taste of dried,
smoked, and salted food could also be made more
palatable by a heavy use of these seasonings.
By medieval times much European trade with the East
was conducted through Baghdad (in modern Iraq) and
then to Constantinople (now is
MedTwinning Florence 11/12/2006
Contructing claims from excerpts
Arab traders introduced pepper to Europe...led through Damascus and across the Red Sea
A “Claim” is a simple affirmation, formed by a [Concept1]--linking phrase [Concept 2] ternary structure.
This step is not as so easy as it seems, because it implies a) to elicit concepts and relations, b) to decide which concepts are subordinated to which and c) to choose the way to “quantify” the former, i.e. how to cluster attributes and to create compound concepts.
We believe this helps meaningful reading and learning of students.
Pepper was introduced to Europe by Arab tradersPepper passed across Damascus and the Red Sea
MedTwinning Florence 11/12/2006
Collaborative team working
Sharing claims with “Knowledge Soup” Working to the shared c-map (with two rules to
foster interdependence:
1. Students must pick up propositions and concepts from the soup and cannot add them directly to the c-map;
2. only claims published by other students can be validated and fitted in the c-map).
Opening - Replying Discussion Threads Enhanced concept mapping:
adding other resources.
MedTwinning Florence 11/12/2006
Added value for med-twinning
1. Transferability (to any other interesting book or shared source);
2. Applied training for teachers on high value technologies for world wide collaboration
3. Possibilities of supporting intensive training online courses on these methodologies for educational institutions
4. Possibilities to find other partners world wide besides us, to apply the same methodology in different topics
5. Possibility to experiment in educational research about Collaborative Concept Mapping and related matters.
MedTwinning Florence 11/12/2006
