4. Use the Concept Diagram Routinely

The first time we used the Concept Mastery Routine was at our faculty meeting in September where we illustrated the characteristics of Specially Designed Instruction. The second time we used this routine was in December with our students regarding Charles Dickens's style of writing to help them better understand "A Christmas Carol." The third time we used it was to help the students distinguish between nonfiction and fiction. We wanted them to see the characteristics of both and be able to identify them when they read a passage. We feel like this will help with their reading comprehension. Currently, we have started a unit on the Titanic, and we will be reading A Night to Remember. In preparation for this unit, we have used this routine to discuss the different social classes on board the Titanic. Also, we read a passage about icebergs where they had to use the passage to fill out the Concept Mastery Routine in small groups, and then we checked it together. 

We first used the CMR during a faculty meeting in September to illustrate the characteristics of Specially Designed Instruction.  In December, we used this routine with our students to better understand "A Christmas Carol."  This month (February), we have used the CMR to build background knowledge prior to reading a nonfiction book about the Titanic.  The students can now distinguish between the different passenger classes aboard the Titanic.  They also know more information about the formation of icebergs and the role one played in the Titanic's fate in 1912.

I've used the diagram with a couple units, but the students seem to do better when there is ample prior knowledge. They were able to suggest more examples and non-examples when we discussed literature from a time period they already covered in their US History class. Civil War literature with spirituals and excerpts from Frederick Douglass inspired better results than American Romanticism, even though they are entertained by Poe's Gothic style.

I really love doing study guides for all of my students.  Let's face it, we are all forgetful at times.  This concept routine served as a great study guide.  It was well organized and easily found in their binders to refer to.  We always do a spiral review to things we have previously taught during warm ups and sometimes on exit tickets.  When making a mistake on percents, it was a great tool to have them refer back to.  It was easy to find in their binders, and they immediately remembered the "rules" for percents. 

We have used the Concept Mastery Routine to introduce the concept of "Cold War" to our English 10 students. This was part of the preparation/background for reading the short story "There Will Come Soft Rains" by Ray Bradbury. The students were engaged and the time was well spent.
We used the Concepet Mastery Routine with our English 11 students to introduce the concept of Gothic Literature as a part of American Literature of the 1800s. This was helpful to our students because their understanding of "gothic" relates to the current use of the term "goth" and most had misconceptions of the elements of gothic literature which was based on pop culture movies and books such as Twilight.

I have had the opportunity to use the routine in my classroom for three topics. Once with the idea of topographic maps, with "other objects in the solar system" and with the topic of Earth's interior. The topics allowed for the demonstration of one part to a whole. I think the tasks worked well to introduce the items to students and allowed them a way to reference back to the material. With the third attempt the students were exposed to the material prior to the routine being used. This routine was used to further understand the material. 

We have used the Concept Diagram a few times this year.  It is always interesting how the different classes come up with the examples and non-examples. One class couldn't generate any "never present" until we had finished everything else.  It has also been interesting to look back at the their diagrams at the end of the unit to check for clarity and completeness. 

We had the opportunity to use the concept mastery routine before winter break with slope. Because we have classes with some of the same students and some new students in Algebra I Part B this semester, we chose to begin the semester by creating a concept diagram on the same topic. The students who had seen the routine before helped to guide the new students through the process. It worked well as an introduction to the routine and a review of the topic to begin the new semester. We have also used it with this group to discuss systems of equations. 

I have continued to use the Concept Diagram with the same 5th grade class to teach different aspects of figurative language over the course of the past nine weeks, incorporating feedback from my coach. 

We had the opportunity to use the concept mastery routine before winter break with slope.  Because we have classes with some of the same students and some new students in Algebra I Part B this semester, we chose to begin the semester by creating a concept diagram on the same topic.  The students who had seen the routine before helped to guide the new students through the process.  It worked well as an introduction to the routine and a review of the topic to begin the new semester.  We have also used it with this group to discuss systems of equations.

We have used the Concept Diagram once for each unit in AFDA this year.  These have been helpful tools in both studying and introducing new concepts.  Students have adapted well to the Concept Diagram. 

We have used the Concept Diagram once for each unit in AFDA this year.  These have been helpful tools in both studying and introducing new concepts.  Students have adapted well to the Concept Diagram.