Module 2 Introduction
Understand Facts and Ideas within the Context of a
Conceptual Framework
The focus of module 2 will be on understanding facts and ideas within the
context of a conceptual framework. It will also be on constructing
conceptual frameworks as learning is occurring.
A key finding in the learning and transfer literature is that
organizing information into a conceptual framework allows for
greater “transfer”; that is, it allows the student to apply what was
learned in new situations and to learn related information more
quickly.” Bransford, How People Learn)
What is a Conceptual Framework?
A conceptual framework is a group of concepts that are broadly defined and
systematically organized to provide a focus, a rationale, and a tool for
integrating and interpretation of information.
The goal of adaptive reading is to ensure that the reader will develop the
mental processes and habits of mind to ensure that they will be able to
develop competence in an area of inquiry.
Conceptual Frameworks and Deeper Meaning
For the reader the conceptual framework is the group of concepts they are
learning that has been systematically organized to help the reader interpret
and integrate the new information they are reading. Pretend you do not know
the sociological meaning of “norms” and you read “In the case of certain
norms, the folkways, a fair amount of nonconformity may be tolerated, but
in the case of certain other norms, the mores, very little leeway is
permitted.” If the reader does not know that norms are shared rules or
guidelines that prescribe the behavior appropriate in a given situation, then
even though the reader knows all the words in the sentence above, the
learning will be surface learning with very little depth. If however, the
reader does know that norms are rules of how to act, then the idea that for
folkways “a fair amount of nonconformity is permitted” and for mores,
“very little leeway is permitted” takes on deeper meaning.
Benefits of Understanding Conceptual Frameworks
Conceptual frameworks is about understanding how the topic at hand is
systematically organized around a group of overarching concepts and how
those systematically organizing meanings enable the reader to construct
deeper meaning and as Bransford (2002) reminds us “allows for greater
transfer, allows the student to apply what was learned in new situations, and
to learn related information more quickly (note example of norms above).
See Conceptual Framework Sociology and how it impacts meaning of norms
in Figure 4 below:
Figure 4
Working Memory
Most people learn that as information enters the brain it goes to
working memory, which can hold seven plus or minus two pieces of
information at a time . The latest replicated research now puts that
number at four pieces of unrelated information. The illustration below
(Figure 5) how the claim that Bransford makes about organizing
information into conceptual frameworks - “allows the student to learn
related information more quickly.” Note that the reader is learning about the
concept of society, in which a group of people share a common territory and
also share a common culture. For the sake of illustration, the reader already
has developed the concept of culture (illustrated by the mind map), which
takes up one of the four pieces of unrelated information the reader has
available for four to twenty seconds in which to store and manipulate the
four items.. However, the fourth item (common culture) brings with it a lot
of related information which working memory does not have to attend and
allows working memory to store and manipulate the remaining three items in
an attempt to construct meaning.
Figure 5
Building on Module 1
The modules do not develop in isolation. The cognitive
strategies and internal dialogue strategies learned in module 1
are foundational and at the same time reciprocal to
understanding facts and ideas with the context of a conceptual
framework. The inquiry questions being developed in module
1 place great emphasis on prediction and organization of facts
and ideas. Reading is a recursive process. See Figure 6, which
shows the recursive nature while reading between
constructing meaning and developing a conceptual framework.
Figure 6
Mind Mapping
Mind mapping is one of the most research organizing tools available for the
learner.
Why Mind Mapping over Outlining for Understanding
Within A Conceptual Framework:
1.The learner is not trapped by the limited linear format of 1, 2, and 3.
2.A mind-map is open-ended and open-minded, so mistakes are
accommodated easily.
3.When you get new "ahas" or ideas, you can just add a new branch
with new key words.
4.Make abstract ideas visible and concrete
5. Connect prior knowledge and new concepts (See Figure 7)
Figure 7
Module 2 Learning Outcomes
The learner will be able to
•explain working memory.
•explain how organizing facts and ideas helps working
memory in future related learning.
•construct a mind map from answers to core cognitive
strategy questions and core inquiry questions for a textbook
reading selection.
•construct a mind map that include the 10 basic components
of a mind map.
•construct a mind map that incorporates prior knowledge.
•explain how constructing a mind map relates to how the
brain learns naturally.
•reconstruct or express all the information on a mind map
that was constructed while reading a textbook selection.