Dr. Baros is a dedicated researcher, educator, and LGBTQ advocate. Her areas of expertise are proficiency-based language teaching and creating inclusive environments for LGBTQ students and people.
Although we are into our sixth unit, I'm still unsatisfied with the way my students' concept maps look. Next year, I'm definitely going to work harder at the beginning of the year to clarify expectations on Concept Maps and how to make this type of study tool useful. In the meantime, I realized that my students' best efforts were falling far short of what would truly be useful to them. They are getting the information onto the papers, but there is little organization and it's hard to tell if students are really getting anything out of the concept maps at all. Today, with the beginning of Unit 6 (Cognition), I prepared an outline for the concept maps ET 6-1 and ET 6-2 (from Mr. Galusha) with the Essential Task at the top and the basic terms and structure of the concepts for students to fill in the blanks. I was happy to see most of the students actively using them today, even if they'd already pre-read and created their own concept maps. I'm going to provide them for this unit and see how it helps - most of them expressed that it really helped them make sense of the material today!
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