Strategies for Using Reflective Thinking with Maps and Globes

Nurturing Critical and Reflective Thinking

The higher levels of Bloom’s Taxonomy can apply to 4^th and 5^th grade. For example, application and synthesis are the higher levels of Taxonomy, which allows students to use their critical and reflective thinking skills. At these grade levels, teachers can prepare their students for higher learning through metacognition, which is thinking about how you think. Examples of some activities that can be incorporated include: paraphrasing what is heard (having students restate what is heard), and reflection on how an answer was derived (explaining their thinking). It is important for teachers to remember that modeling is a key concept in gaining metacognition. Students at this age should be using reflective thinking and information processing skills. Students should be able to start thinking and responding by using adult language. Some examples of adult language include: develop a hypotheses, identify criteria, and identify contradiction. Students should be able to understand that for every question asked, there is an underlying purpose and at this level, they should be able to determine the purpose.

Helping Students Understand Maps, Globes and Graphics

At the 4^th and 5^th grade level, students should be well aware of maps and globes and how to use them. In grades 4 and 5, students should be working with longitude, latitude, distance, direction, scales and symbols. They should be able to use different types of maps and determine when it is appropriate to use a map versus a globe. Some examples of mapmaking projects students can do include: making a map using technology, treasure maps, geography maps, directional maps, and literary maps. They can use other graphic forms, such as tables, charts, surveys, graphs, etc. to interpret different kinds of data. At this level, students should not only be able to take information from a graph, but also should be able to make a graph from the given information.

Cohort N

Chrissy Previte, Donielle Avery, Jessica Strickland, Jen Keesey

2 comments November 4, 2008

Election 11-04-08

Christina Schneble

I just got back from voting.  It was the longest line I had ever stood in… until I found out that I was in the wrong precinct and stepped over to a much shorter line.  My shorter line was then broken up by either a machine ballot vote or a paper ballot vote.  I chose the machine, like the majority of the people, and gave the ladies who were working at the table my voter registration card, my driver’s license and my change of address form (driver’s license doesn’t match current location).  They then gave me a plastic card to put in the machine.  I had asked the ladies who were helping at the polls to take a picture of me while I voted and they agreed.  I then went to another line to wait for an available machine.  Once I got my chance to vote, I looked for someone to take my picture.  However, a man told me that they were not allowed any photography in the voting area.  After this I followed the directions on the machine and finished my vote.  After I finished voting, I received a sticker and a pamphlet.  I then went outside with my sticker and pamphlet and took a picture of myself.  I do have one question though.  Why do we vote in churches if the church and the government are separate and should have nothing to do with one another?  I’m a believer and all, I just want to know why the government assigns voting locations in churches?

2 comments November 4, 2008