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Differentiation using Concept Mapping

WWII
Collin Case
9th Grade World History
WHAT IS CONCEPT MAPPING?
Understanding Concept Mapping
Concept Mapping is a technique that helps learners to draw connections between different ideas that they
have learned. This method helps learners who struggle to connect ideas or learners who learn visually.
Concept mapping does not have to be done in a traditional manner using bubbles that connect, but can be
adapted to meet the needs of students. For example, students could hold a paper that represents an idea
and another student could show a connection to the idea with a piece of string for kinesthetic learners.
BIG IDEAS
Big Ideas
Individuals make choices that have consequences whether big or small:
This idea addresses Kansas History Government and Social Studies standard number 1 and 5 Choices
have consequences and Relationships between people, places, ideas, and environments are dynamic,
respectively.
Essential Questions
What are some of the similarities and differences between the two theatres of war?
In Europe, what are the similarities and differences between the Eastern and Western Front?
How have the different events throughout the war influenced the outcomes?
Students need to
Know: Students will need to be familiar with the major players, places, and key events of the war.
Specifically, they will need to know the main figures involved in each theatre of war.
Understand: Students will need to understand how the different events of the war play into one another
and how the decision made by top leaders caused those events.
Be able to: Students will need to be able to connect concepts accurately and use the graph in a way
that makes sense to them but can be explained.
GIVE ME DETAILS
What type of work is this?
This will be issued at the beginning of the unit and due at the end of the unit. Students will use this chart
when we do activities or notes to help them understand the major concepts and how they play into one
another
How will it be differentiated?
Both product and process with be differentiated. Students will be able to have some freedom in the
development of the concept map, because it is designed to meet their individual mental connections.
Students will all create a concept map of some kind but they will be given liberty in the product they
create and how they connect those concepts. They can do a paper or electronic version or can make
another type with approval.
Is there a preassessment?
This is acting a part of the summative assessment and will be used as formative assessments up until
the completion of the map.

RESOURCES

Tomlinson, Carol A. How to Differentiate Instruction in Mixed-ability Classrooms. Alexandria, VA: Association
for Supervision and Curriculum Development, 2001. Print.

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