Clustering

I used clustering (#11) in my classroom last week. Through researching, I found it interesting that this strategy can be used both as an introduction to new material or as a review near the end of a unit. Different members of my group used the strategy at different points of the Gradual Release Model. I first used clustering with my Physical Science students in order to prepare for a test on the Periodic Table. I chose to do it with these classes because sometimes we get so far into the details of a subject that we miss the "big picture" By using clustering, students could see where all the details that we had been talking about with the periodic table could be organized into larger categories. I learned that students liked that we were organizing the information. Other teachers were teaching classes when I did clustering, so no one was able to attend. I also was teaching when my group members were clustering, so I was unable to see them do it. However, many of us eat lunch together so we have spent time discussing how we used clustering in our classes. It was interesting to hear all the different ways that it can be implemented.

jones/conyers

clustering on monday 2nd hour 314c

Answers to strategy (Document will change over time)

1. What is the number and name of the literacy strategy you have chosen?
#11 Clustering

2.  While conducting research, identify the most important insights you
learned (beyond the description in the Google Doc - Literacy Strategies @
TJ).  

I learned it was important to give students time to complete the task. I felt that if I rushed (as I almost did) that they wouldn't be able to get all of their ideas out... or the ideas they felt were most important.

3.  What insights have you gained about this strategy by talking to other group members?  

4. Which course and period did you first implement this literacy strategy?  Explain why.  

My fifth hour Beginning Journalism class; I used this class because I wanted to review a term with them (what is Opinion?) and we were able to alter it to create a brainstorming session for story ideas (modification of the strategy).

5.  What did you learn during this first implementation about the strategy, your students, your instruction?  

I thought this went well from the start. Students were engaged with creating their own web on what the term meant to them, then when they shared, they actively created a larger web between the pair. I was pleased with how well the students came together as a class to create a "definition" of the term.

6.  What did you learn when you saw another teacher implementing this strategy?  

7.  What did you learn from the feedback supplied to you by another
teacher when they observed your implementation of this strategy?  

I felt my feedback from Weber about how well this seemed to work for brainstorming story ideas took this to a deeper level for the students.

8.  How did you change your thinking and/or implementation of this
strategy based on your observation(s), feedback you received, and your
experience implementing?
 
9.  Do you anticipate using this strategy again?  Explain your response. 

Yes, I plan on using it again because it is a way for students to think in a non-linear way.

10.  What questions, concerns, observations, insights do you want to address with your group members on Nov. 7th?   

Clustering 5th hour

If you're free, I will be clustering in Beginning Journalism today. We will use it for a vocabulary review (on what opinion is) and as a story idea brainstorming session.

Clustering Questions 1-5, 7-10

I am doing Clustering #11
I learned to first have the students brainstorm...then cluster that brainstorming...then to group or add those clusters to a concept map.
This is just another modified way to use a type of concept map.
I first implemented this Tuesday, Oct. 4 during 2nd and 3rd block with my Human Biology students. We were studying tissues so they first had 3 minutes to brainstorm ANY 20 terms dealing with tissues. I then asked them to groups their terms individually by linking their terms into alike groups. Finally, as a table they had to put all 4 members terms onto a common concept map. The discussion was interesting with some misconceptions but usually they got the information straighten out before it was 'posted'.
I learned that starting with the brainstorming 'terms' needed better explanation. They were trying to be too specific so for the 2nd class I told them some simpler terms they might use, such as stretch and elasticity. It went better with the second class.
Ms. Kinsley suggested we make a LARGE class map to post with the 7 groups all contributing.
I will continue to use this and liked starting with the brainstorm terms. Another idea is to encourage constant motion of their hand while they are brainstorming, and this might include doodling.

Cluster

Today we are brainstorming Tissues, clustering the terms, then putting them into a map. Stop in if you want during 2nd or 3rd.

Clustering

Clustering

Clustering is also called mind mapping or idea mapping. It is a strategy that allows you to explore the relationships between ideas.

• Put the subject in the center of a page. Circle or underline it.
• As you think of other ideas, link the new ideas to the central circle with lines.
• As you think of ideas that relate to the new ideas, add to those in the same way.

The result will look like a web on your page. Locate clusters of interest to you, and use the terms you attached to the key ideas as departure points for your paper.

Clustering is especially useful in determining the relationship between ideas. You will be able to distinguish how the ideas fit together, especially where there is an abundance of ideas. Clustering your ideas lets you see them visually in a different way, so that you can more readily understand possible directions your paper may take.