Course Concept Map

In order to create a concept map of the content of the TIE 512 class, I have to reflect upon the important topics that we have discussed in class. As a starting point, I looked over the class syllabus and the course textbooks to refresh my memory. I also used the notes I had taken on the elements of a complex problem and the steps in problem solving to allow me to start to piece together the concept map. The concept map we had created in class from the problem solving presentations also provided me with valuable information that I wanted to include in the concept for the course content. Even though at first this task seemed overwhelming, I realized that I had a lot of information and just had to figure out how to organize it into a concept map.

I organized the concept map into five main topics: Problem Solving Theories, Models, Elements of a Complex Problem, Problem-Based Learning, and Problem Solving Steps. These topics have been the focus of our reading, presentations, and class discussions. As I was working, I made connections between each of the sub categories. All of the sub categories are really related, though, considering they all focus on the idea of problem solving. I am sure there are even more connections than I made, but these are just the ones that jumped out to me.

The problem solving steps we have discussed in class relate to the problem solving theories/theorists that we presented on in class. Many of these steps were evident in their theories/strategies. The elements of a complex problem and PBL learning obviously go hand-in-hand. In order to create a PBL situation, you must have a complex problem. The idea of using models was discussed in some of the problem solving theories and is also used in PBL situations. As I mentioned above, all of the concepts we have discussed in class are related. The ideas are all intertwined within each other. Creating this model, not only allows us to show what we have learned, but also allows us to better understand and make connections that we otherwise may not have seen. By developing a model, we are enhancing our knowledge of PBL. This should be our goal in our own classrooms. We need to create situations for our students in which they can learn and show their understanding as they are modeling.

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20 Essential Questions

Listed below are essential questions that could be used for various subjects in a third grade classroom:

Math
1. How can I use multiplication?
2. What is the relationship between multiplication and addition?
3. How can arrays be used in multiplication?
4. How can patterns help me remember multiplication facts?
5. How are number properties useful in solving multiplication problems?

B.2 Solve one- and two-step problems involving whole numbers, fractions and decimals using addition, subtraction, multiplication and division.
C.2a Select and perform computational procedures to solve problems with whole numbers, fractions and decimals.
C.2b Show evidence that computational results using whole numbers, fractions and decimals are correct and/or that estimates are reasonable.

Language Arts
1. How can a student brainstorm topics for a personal narrative?
2. How can an author organize his/her ideas before beginning a first draft?
3. What elements should be included in the first draft of a narrative?
4. Compare/Contrast the difference between the revising and editing step of the writing process. 5. Why is each step in the writing process important?

3.B.2a Generate and organize ideas using a variety of planning strategies (e.g., mapping, outlining, drafting).
3.B.2b Establish central idea, organization, elaboration and unity in relation to purpose and audience.
3.B.2c Expand ideas by using modifiers, subordination and standard para¬graph organization.
3.B.2d Edit documents for clarity, subjectivity, pronoun-antecedent agreement, adverb and adjective agreement and verb tense; proofread for spelling, capitalization and punctuation; and ensure that documents are formatted in final form for submission and/or publication.
3.C.2a Write for a variety of purposes and for specified audiences in a variety of forms including narrative (e.g., fiction, autobiography), expository (e.g., reports, essays) and persua¬sive writings (e.g., editorials, advertisements).

Science
1. How do you choose a topic to research for a scientific experiment?
2. What questions should be asked before conducting the experiment?
3. What are the steps that should be taken to answer these questions?
4. What tools are necessary to complete the experiment?
5. How will you display the results/solutions of the experiment?

11.A.2a Formulate questions on a specific science topic and choose the steps needed to answer the questions.
11.A.2b Collect data for investigations using scientific process skills including observing, estimating and measuring.
11.A.2c Construct charts and visualizations to display data.
11.A.2d Use data to produce reasonable explanations.
11.A.2e Report and display the results of individual and group investigations.

Social Studies
1. What impacts have trade and exploration had on one another?
2. Why are countries interdependent on one another?
3. Why do cultures trade with other cultures?
4. What would happen if trade didn’t exist?
5. How are trade and transportation related?

15.D.2a Explain why people and countries voluntarily exchange goods and services.
15.D.2b Describe the relationships among specialization, division of labor, productivity of workers and interdependence among producers and consumers.
17.C.2b Describe the relationships among location of resources, population distribution and economic activities (e.g., transportation, trade, communications).

Reading
1. How do readers use the text to make connections?
2. How do readers “think beyond the text” to make connections while they reading?
3. How can a reader use personal experiences to relate to the events/characters in a story?
4. How do text-to-text connections allow readers to better understand what they are reading?
5. How can readers make connections between what they are reading and the real world?

1.C.2c Compare and contrast the content and organization of selections.
2.B.2a Respond to literary material by making inferences, drawing conclusions and comparing it to their own experience, prior knowledge and other texts.
2.B.2c Relate literary works and their characters, settings and plots to current and historical events, people and perspectives.

Source used: http://publish.learningfocused.com/307643