REET Level 1 study notes
Concept Mapping, Investigatory Approach and Problem Solving for REET Level 1
Concept mapping, the investigatory approach, and problem solving are three classroom strategies through which a Classes I-V teacher makes learning meaningful. Joseph Novak's concept map places the broadest idea at the top and links sub-ideas with labelled joining words so that connected ideas form meaningful propositions. The investigatory approach asks young learners to observe, raise questions, predict, test through hands-on activity, and discuss results. At the primary level, problem solving follows George Polya's four steps: understand the problem, devise a plan, carry out the plan, and look back.
Key points
- Concept maps are hierarchical from broad to specific and use labelled linking words on every joining line.
- Joseph Novak developed concept maps in the 1970s, building on David Ausubel's theory of meaningful learning.
- The investigatory approach for primary classes runs through observe, predict or guess, test and discuss.
- Polya's four problem-solving steps are understand the problem, devise a plan, carry out the plan and look back.
- In all three strategies the teacher avoids pre-announcing the answer; learners reach the idea through their own thinking.
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Concept mapping, the investigatory approach, and problem solving are three classroom strategies through which a Classes I-V teacher makes learning meaningful. Joseph Novak's concept map places the broadest idea at the top and links sub-ideas with labelled joining words so that connected ideas form meaningful propositions. The investigatory approach asks young learners to observe, raise questions, predict, test through...