Content and Language Integrated Learning via Concept Mapping: Traditional Assessment Difficulties for Verifying Significant Learning in Bilinguals

Ramos, José Luis Gómez; Castro, Juan Lirio; Gómez-Barreto, Isabel; Rojas, Danny

doi:10.21125/inted.2018.1543

Cited by 2 publications

(2 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…To achieve our goal, we implemented the use of concept maps in this school for one academic year. The instructional programme for the meaningful retention of knowledge by means or a foreign language (PIRSC-L2) was applied to fifth graders, and the concept mapping instruction was simultaneously carried out with the instruction of the curricular content (Gómez et al, 2016;2018). Sample encompassed sixty students not randomly assigned to experimental (n = 30) and control (n = 30) groups.…”

Section: Methodsmentioning

confidence: 99%

“…When planning the instruction, one of the principles that DNL teachers should consider is that the learning, teaching, and assessment theories used in bilingual classrooms must be consistent with one another. Training bilingual students in meaningful learning then evaluating them and asking for literal answers will result in their getting lower marks (Ausubel, Novak, & Hanesian, 2010;Gómez, Lirio, Gómez, & Garrote, 2018). For example, when using concept maps to train students, applying Ausubel's theory of assimilation and meaningful learning is critical for student evaluation.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Organisers, Concept Maps, and Text Summarisation in the CLIL Classroom

Ramos¹

2020

Preprint

View full text Add to dashboard Cite

Because of the implementation of bilingual programmes in Spanish primary schools, both instructors and learners need to select a methodology for efficiently transferring and summarising the managed curricular content during the teaching and learning process. Concept mapping is an ideal methodology to use in a bilingual classroom; however, primary bilingual students may experience difficulties in hierarchically organising the managed curricular content. Such lack of organisation of information causes students to create less accurate concept maps and, consequently, less accurate summaries from the content. To solve this problem in organisation, we suggest the step-by-step use of some graphic organisers, which complement concept mapping. The suggested method for the transposition process from texts to paragraphs involves handling texts, creating concept maps and transposing concept maps into paragraphs. The results are well structured and summarised paragraphs facilitating cognition. In education, this pedagogical method is usefulness to students as they try to efficiently manage the curricular information, acquire meaningful knowledge, learn self-regulation and confidently answer summative exams.

show abstract

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Organisers, Concept Maps, and Text Summarisation in the CLIL Classroom

Ramos¹

2020

Preprint

View full text Add to dashboard Cite

show abstract

Instructional Design to Elicit Meaningful Learning in Students

Ramos

Martínez

Ruiz

2022

Design and Measurement Strategies for Meaningful Learning

View full text Add to dashboard Cite

This chapter highlights the importance of discriminating rote and meaningful learning theoretical fundaments for instructional design. Due to the incongruity of rote learning with the assimilation theory, the authors only dwell on it to highlight its differences with meaningful learning. They also indicate that both types of learning are stored differently in the cognitive structure of the learner. In the same way, meaningful learning requires a certain organizational structure of the material, which will be related not arbitrarily but substantially to the knowledge that the learner already possesses. These and other important characteristics dichotomize considerably to the meaningful learning of rote learning.

show abstract

Content and Language Integrated Learning via Concept Mapping: Traditional Assessment Difficulties for Verifying Significant Learning in Bilinguals

Cited by 2 publications

References 0 publications

Organisers, Concept Maps, and Text Summarisation in the CLIL Classroom

Organisers, Concept Maps, and Text Summarisation in the CLIL Classroom

Instructional Design to Elicit Meaningful Learning in Students

Contact Info

Product

Resources

About