{"content":{"sharePage":{"page":0,"digests":[{"id":"40418247","dateCreated":"1308758873","smartDate":"Jun 22, 2011","userCreated":{"username":"hdoellinger","url":"https:\/\/www.wikispaces.com\/user\/view\/hdoellinger","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/implementing--swh.wikispaces.com\/share\/view\/40418247"},"dateDigested":1532428167,"startDate":null,"sharedType":"discussion","title":"Assignment 3","description":"How do you identify big ideas and why are big ideas important? How do you plan for a topic?","replyPages":[{"page":0,"digests":[{"id":"40571365","body":"When I'm planning for instruction I try to organize like topics\/themes together and connect them as much as possible for example I combine nutrition with hygiene or I connect plants and insects. It's easy for me to see the "Big ideas" at the lower grades. In the upper grades it was harder to make the connections but with practice it got easier. I remember my teaching partner combining all the wars together under a bigger underlying idea and I linked all the body systems together with cells and puberty.
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\nCurrently I am a semantic mapper but am excited to try my hand at the concept mapping with linking verbs. This is really going to make my planning more efficient. My idea is to create a concept map around a big idea and then on top of that map identify the literacy components that can easily accompany each idea. Maybe also do a math literacy concept map on top of that one. Not sure if that makes sense to anyone else but me at this point- or if it would even be efficient.","dateCreated":"1309372466","smartDate":"Jun 29, 2011","userCreated":{"username":"jlafayette","url":"https:\/\/www.wikispaces.com\/user\/view\/jlafayette","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}},{"id":"40573357","body":"Jesseca,
\nI like the idea of having a concept map for other subjects as well. Computation +-X\/ are important for 3rd graders to understand completely, with previously teaching 4th grade, it is expected in the math curriculum that they are strong with computation of basic facts. After teaching third grade this year, our curriculum is lacking the practice and mastery of the basic facts. If I made a concept map of computation ideas and copied one for each student, it could be an individual pacing chart and guide to learning that needs to happen.","dateCreated":"1309378963","smartDate":"Jun 29, 2011","userCreated":{"username":"JPudenz","url":"https:\/\/www.wikispaces.com\/user\/view\/JPudenz","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}},{"id":"40573899","body":"When planning a big idea I look at the GLE's and the content that needs to be taught. Then I form a big idea and a concept map of everything I can possibly think of that the students would know or want to learn. We then sit down as a class and talk about everything we know about the Big Idea and make a KWL chart. From the chart and discussion, it guides me back to my concept map on where to start. As I am going through the unit, I am always writing down ways that I can connect current learning to the next upcoming theme. They are the aha! as we start the next theme.
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\nI really have learned from using a concept map that students don't always take the mapped out course that I was planning and that I even learn a bit more and have to add to the concept map through out the unit.","dateCreated":"1309380611","smartDate":"Jun 29, 2011","userCreated":{"username":"JPudenz","url":"https:\/\/www.wikispaces.com\/user\/view\/JPudenz","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}},{"id":"40640051","body":"The big ideas are based on our GLEs. We worked with other third grade teachers to narrow it down to 4 big ideas. All student learning on the topic should relate to the big idea in some way.
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\nWhen planning, we need to start with the big idea and create a concept map or another beginning activity to show what they know. Questions are written on sticky notes and one is chosen to start our research. When planning for a topic, we need to be flexible with the direction because it is student-driven. I might need to include some of my own questions to meet our GLEs.","dateCreated":"1309716251","smartDate":"Jul 3, 2011","userCreated":{"username":"tdorn","url":"https:\/\/www.wikispaces.com\/user\/view\/tdorn","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}},{"id":"40672077","body":"The big ideas are identified by the Iowa Common Core and the Ames Community School District\u2019s Grade Level Equivalents. They are important because they provide the major concepts that students need to understand before they leave a particular grade level. The big ideas help to align instruction with student learning. I plan for a science topic by using the above sources, develop a conceptual framework, and determine what activities will help the students focus and learn (through negotiating and summarizing) about the topic. Next year, the ideas I would like to try are the picture word inductive model and assessment ideas for matter that were on page 28. I also like how all-6 types of simple machines were put out and students were asked how they think each makes work easier. I had tried to do that with my children to get them thinking. It puts the responsibility of learning on the students.","dateCreated":"1309900723","smartDate":"Jul 5, 2011","userCreated":{"username":"dbullock1","url":"https:\/\/www.wikispaces.com\/user\/view\/dbullock1","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}},{"id":"41093845","body":"I have been in the process of mapping out Big Ideas throughout the content areas. I believe that the Big Idea is the idea or concept that connects topics. In fifth grade students are expected to learn about concepts from the Revolutionary War and Civil War. My big idea for these concepts is simply war effects people. Off of this big idea I can find myself connecting land acquisition, westward movement. Off of westward movement I can connect the Gold Rush and connect the gold rush to the GLE of chemical and physical earth properties.
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\nOver all, I believe that Big Ideas are connections between concepts or GLE's that we are wanting the students to understand. It's within the explorations in which the students can find both the connections, similarities and differences of the topics.","dateCreated":"1311897493","smartDate":"Jul 28, 2011","userCreated":{"username":"karensawhill1","url":"https:\/\/www.wikispaces.com\/user\/view\/karensawhill1","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}}],"more":0}]}],"more":false},"comments":[]},"http":{"code":200,"status":"OK"},"redirectUrl":null,"javascript":null,"notices":{"warning":[],"error":[],"info":[],"success":[]}}