Strategies for Using Reflective Thinking with Maps and Globes

November 4, 2008 w135cmp

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

Entry Filed under: Uncategorized

2 Comments Add your own

• 1. mscarlinpk8  |  November 13, 2008 at 3:54 pm

  I think that the idea of modeling goes hand and hand with learning about globes and maps. The concepts can be confusing and because it is such a visual skill, a teacher and can really benefit her students through modeling how the use these items.

• 2. masen09  |  November 17, 2008 at 6:53 pm

  I know one activity that can help students understand maps. When I was in fourth grade, my teacher had my class create a salt and flour map of Ohio. You mix a pinch of salt, flour, and water to make a paste. The paste is used to form the shape of Ohio on a piece of cardboard. Once the shape of Ohio is made, students can add rivers, cities, and other landforms to the map. The map must include a key. The salt and flour map does not have to be used only to make the shape of Ohio. This type of map can be used to create anything (i.e.: other states, countries, the world, etc.). I like this activity because it allows students to be creative while learning how to read a map so they can recreate it.

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