I wrote in my last post that I’d expand on how I use concept cartoons as a way to encourage peer instruction and interaction – mostly in my Physics and Chemistry classes* . This is still a bit of a work in progress, but the SlideShare below** outlines the main ideas, which are based on the work of Brenda Keogh and Stuart Naylor. I came across their Concept Cartoons for the first time in teacher training and got back into the idea more recently***.
In simple terms, I find them useful for:
- Discussion of misconceptions, either common or raised by students in discussion
- Peer-teaching based on observations or phenomena in class
- Stimulating evaluation of ideas or discussing alternate explanations, which may or may not be correct
- Setting up or reviewing lesson content or discrepant phenomena
*Interestingly, I use them less frequently in the Environmental Science part of the course. This may be due to time constraints, but is more likely to be because we’re using more class time for lab reports and One World work.
**This presentation was intended as brain-dump for why I do what I do, but ended up being featured on SlideShare’s front page on 3-4 April.
***Although this quick idea is based on their work, their resources are far more polished and complete, including cartoons which reveal the cartoon students’ ideas and discussion of the misconceptions behind each. They are available here.