Essential Details
| Interaction Type | People | Time | Stakes |
|---|---|---|---|
|
★ Learner-to-Learner ✖ Learner-to-Instructor ★ Learner-to-Content |
★ Individual ★ With Others |
★ Asynchronous ✖ Synchronous |
★ Low-Stakes ✖ High-Stakes |
Description
Students label discrete events within a circle. This circle or cycle represents a cyclical process that interact to produce a set or results. Examples are weather, the life cycle, business processes.
Sample Procedure
- Provide a concept, skill, or topic suitable to be diagrammed as a cycle.
- Provide a worksheet with the cycle with a place for at least four events. Or, ask students to draw a circle with at least four event placeholders on a paper or electronically.
- Ask students to name discrete events within this cycle
- Ask students to share their work. Conduct a discussion about how they organized a concept.
Bloom's level
The level indicates this activity’s place within Bloom’s Taxonomy of learning (Cognitive Domain). Higher-levels contains lower-levels within it.
|
Level |
Action |
|---|---|
|
Sixth |
Create |
|
Fifth |
Evaluate |
|
★ Fourth |
★ Analyze |
|
Third |
Apply |
|
Second |
Understand |
|
First |
Remember |
Verb
Organize
Tools
- Canvas Discussion
- Canvas Assignment
- Microsoft PowerPoint
- Microsoft Visio
Teaching Goal
Practice New Skills or Concepts
Sources
Concept Maps. (n.d.). Retrieved November 15, 2019, from Learning Center website: https://learningcenter.unc.edu/tips-and-tools/using-concept-maps/
The following book is available at the CETL Library to borrow:
Silberman, M. (1996). Active Learning: 101 Strategies to Teach Any Subject (1 edition). Boston: Pearson.