Concept Formation

Joe's Personal Feedback:
Concept Formation, a group collaboration, was presented to our fellow iMET2 peers and professors during the fall of 2000 at CSUS. The group used a PowerPoint presentation which offered a highly visual presentation of the connection between concept formation and concept attainment. PowerPoint uses the power of what Seels (1994) called visual literacy, the ability to both understand and make visual statements.

Creating the product allowed the team to better understand the concepts we were presenting. By giving the project a real world situation, a high school class who was having trouble with understanding computer technology, we were able to focus equally on an outcome product as well as on the theories. After the team created the presentation, I used the idea of concept formation in my 8th grade computer classes to help them learn the basic components of computers and how they relate to each other. It was also used to a lesser extent to extract and organize technology ideas from a group of teachers at a planning session for use of technology at new schools opening
in the Elk Grove Unified School District.

Because of positive comments from peers and professors, there has been little change to the project. All that I have done is to modify the PowerPoint slides for presentation over the Internet. I created timing structure that moves the slides along instead of the user having to continually click on the screen for the text to appear.

Kim's Personal Feedback:
The purpose of this presentation was to demonstrate the connection between concept formation and how it relates to concept mapping using the tool Inspiration. We presented our project at a face-to-face gathering of our peers last November. The basic goals and objectives for this presentation were to show the connection between concept formation and concept mapping. From there, we brought in the mind-mapping software, Inspiration, to demonstrate how technology can be used in teaching the strategy of concept formation. Within our presentation, we supported our ideas with current research and gave an example of how the information presented could be used. We extended our example to include audience participation and modeled the strategy of concept formation using Inspiration.

Since the initial presentation, I have not modified the presentation other than to include it in a web page format to be shared with colleagues. I do not work with students and therefore, could not use this strategy in the context of a classroom. However, the presentation that we created would be an excellent model for a staff development session for new teachers and will be used accordingly. In modifying for this particular kind of use, rather than use a high school example for the background information, I would create an elementary example since the majority of my teachers tend to work at this level. I would not change the goals or objectives because I believe that they are sound and solid.

Chris’ Personal Feedback:
This project was initiated because we saw a need to help students know more about the components of a computer and how those components are interrelated. Our group thought that by using the strategy of concept formation and concept mapping and the software tool Inspiration that we could create a lesson that would clearly illustrate the interconnectedness of computer components. We also produced a Power Point presentation that could be used as part of a staff training or conference presentation that would provide an explanation of concept formation and mapping and how it could be implemented in a classroom lesson based on the topic of the interrelatedness of computer components.

I have used a modified version of this lesson in my computer application class. My students are not that interested in computers nor the components of a computer, so I simplified the lesson to somewhat match their level of interest. I have not presented the Power Point to a staff or conference, but I believe that it is an excellent introduction into concept formation and mapping. The comments from our peers and instructors have been very positive and have not indicated that any elements need to be changed or modified. Perhaps with further use of this lesson or using the Power Point for a conference or staff development presentation modifications of this lesson will become evident

Kevin’s Personal Feedback:
This PowerPoint presentation was exhibited by the noted group to peers and faculty within the iMET program. The PowerPoint illustrates the connection between the strategies of concept formation and concept mapping. Once this connection was established and referenced to research, Inspiration, the instructional application, was applied as an example of how the visual tool could be utilized. The components of a computer was the primary theme that was used to illustrate the tool. Other than uploading to the WWW, no changes have been made to this PowerPoint presentation. It could easily be used as a staff development tool to illustrate the relationships between strategies and an introduction into Inspiration.
Through cooperating to create this presentation has affected my teaching in that I have my students utilize concept mapping to develop a higher level of understanding. Rather than Inspiration, Word, the application I have available to me, is the tool my students use to create Venn Diagrams and Flow Charts.

PROFESSOR'S FEEDBACK:
Bruce’s comments:
I enjoyed the PowerPoint very much. It had been many months since I had looked over this presentation, but upon reviewing it once again, I was impressed with the thorough review of the literature you had done in preparation for your class presentation. You pointed out some excellent connections between concept formation and concept mapping and made the case for a visual basis in the teaching of concepts. This was very well done.
Concerning the presentation in class, my notes indicate that the project called upon inductive and sequential thinking within an active learning environment. Your group represented the information-processing model well in this presentation.
In addition, the product required small groups to collaborate as they searched and gathered specific information to add to the concept map. Further, you showed that storing and retrieving knowledge was directly connected to the learning process as new concepts were built.
Overall comment: I was impressed to see how well you connected the theoretical basis of the research to student learning in all areas of the curriculum. With this understanding, the strategies can be applied across the curriculum.
Bruce
9/27/01

From Mary-Ann:
Ladies and Gentlemen, the ppt presentation that I just reviewed was an exemplar of concept formation:
Product was
-valid according to your stated objectives
-research based
-consistently attentive to the stated themes
-inclusive of support for others wanting to implement the strategy and tech
tool
-easy to navigate
-aligned with cognitive, brain-based theory RE: visual literacy
-completed with integrity and I would recommend it to other educators.
Mary-Ann Pomerleau, Ed.D.
10/8/01

PEER FEEDBACK:
From Yvonne:
Kim and group,
This PP presents all aspects of CF are touched upon. You do a wonderful job
of presenting the concept as well as how to use the concept with visual
mapping. This PP is so strong that it could be used as a stand alone
workshop to teachers and administrators who have just been introduced to the
topic.
The PP itself is visually stunning. The only question I have is about the
slides where the numbering of the items are all 1's. I can't think of why
you would want it that way, so I can only assume you don't know how to
correct the error. In PowerPoint, go to Format --> Bullets and Numbering and
choose (depending on the version of PP you are using) to either continue
previous numbering (Office 97) or start with (you'd enter to start with "2"
in Office 2000).
There is very little else I can offer other than kudo's for a job done
exceptionally well!
Yvonne R. Bowman
October 7, 2001

From Chris W.
I found this information to be informative and interesting. This is a great way to introduce the idea of concept formation in many situations. The only recommendation I might make is that the PowerPoint might have a notes window on the side if someone was presenting this and wanted to highlight certain pages again.
Good luck with you products
Chris W
10/10/01

From Doug:
The home page on your Concept Formation page is great. I went through the slides and I only have a couple of suggestions.
Your survey is very comprehensive. Good job on that. The only suggestion I have is that you may want to warn people that it is in PDF format, and maybe add a button to link to the acrobat reader in case they don’t have acrobat.
In the PPT presentation, I didn’t catch which slides, you have numbered lists, but all of the numbers showed as 1’s.
Doug Floyd
10/11/01
PS How did the students take to inspiration? Did you find it a useful tool? I have but haven’t used it much.

From Jack:
Comprehensive - everything I want to know about concept formation in one neatly organized package. You provide good examples and clear explanation. The powerpoint is necessarily a good length of study. Did you consider breaking it up now and again with a light-hearted quiz?
Excellent job. I'm book marking it for my own future reference.
Jack Stanfill
10/11/01