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Mapping used in note-taking
Mapping used in note-taking
Mapping used in note-taking
Mapping used in note-taking
Mapping used in note-taking
Mapping used in note-taking
Mapping used in note-taking
Mapping used in note-taking
Mapping used in note-taking
Mapping used in note-taking
Mapping used in note-taking
Mapping used in note-taking
Mapping used in note-taking
Mapping used in note-taking
Mapping used in note-taking
Mapping used in note-taking
Mapping used in note-taking
Mapping used in note-taking
Mapping used in note-taking
Mapping used in note-taking
Mapping used in note-taking
Mapping used in note-taking
Mapping used in note-taking
Mapping used in note-taking
Mapping used in note-taking
Mapping used in note-taking
Mapping used in note-taking
Mapping used in note-taking
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Mapping used in note-taking

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This is a presentation that highlights a method that can be used in the note-taking process. This method, will help to reduce the excess writing when gathering information.

This is a presentation that highlights a method that can be used in the note-taking process. This method, will help to reduce the excess writing when gathering information.

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Transcript

  • 1. Mapping is a form of note taking thatuses graphic organizers and diagramsto organize information. It is also knownmind mapping, concept mapping, spraydiagrams, and spider diagrams
  • 2.  Mapping is an active learning strategy that moves you beyond rote memorization to critical thinking. Mapping helps you to learn about how you learn.
  • 3.  It provides an explicit, encapsulated representation of important ideas on one page which is great for review. Mapping promotes a richer construction of knowledge because you must organize, select, relate and interpret data.
  • 4.  Mapping requires that you break down component parts to see how things are put together.
  • 5.  It is useful for those who learn best with visuals, and those who like to organize information neatly. It creates a great visual that can be later used as a study guide.
  • 6.  It can foster easy collection of information,when combining notes from both lectures and text book readings. this is very useful when studying and further clarification is needed –individuals will know where to look
  • 7.  It is also effective when brainstorming and organizing for a paper. It helps you to see gaps in knowledge and areas of oversimplification, contradiction or misinterpretation
  • 8.  Reviewing for exams. Conceptualizing processes, systems and relationships. Brainstorming, organizing concepts and principles.
  • 9.  Identifying mistakes and areas of confusion. Assessing prior knowledge, generating questions and answers from a reading or writing assignment, and organizing arguments.
  • 10.  Anyone! Concept mapping is an effective learning tool across disciplines and year levels. Concept maps can be done independently or collaboratively.
  • 11. Who can use it?
  • 12.  Anyone! Concept mapping is an effective learning tool across disciplines and year levels. Concept maps can be done independently or collaboratively.
  • 13.  Start with identifying the main topic. This should be at either the top or center of your diagram. Place information on a map — working from the core concept, to major points, to significant details. Continue downward or outward with supporting details until you have identified all relevant information.
  • 14.  Usebranches, arrows, and other symbols like stop signs or yield signs to indicate the nature of the relationships between ideas. Use different colours, fonts or lines to group and distinguish concepts. Include detailed explanations, definitions, rules, formulae or equations
  • 15.  Analyze the resulting map by asking the following questions:  Is the core concept accurately defined and positioned?  How do the ideas fit together?  Have I considered all of the related information gathered from lectures, texts, labs?
  • 16.  Have I noted all relevant relationships, exceptions, and conditions? Does the map have adequate validity, logic, complexity and detail? What is the muddiest point and what can be done to clarify it?
  • 17. Sub topic 1Main SubTopic topic 2 Supportin g Sub Detail topic 3 Taken from lecture Supportin Taken from text book reading g Detail
  • 18. HIERARCHY CHART DEPICTING A SCHOOL STRUCTURE Principal Vice PrincipalSocial Studies Math English Teacher Teacher Teacher
  • 19. Continent of Africa LatitudeEquator Longitude
  • 20. A B CAPPLE BANANA CHERRY
  • 21.  Stewart,P. (2007). Notetaking Systems. Retrieved July 15, 2008, from Cal Poly Academic Skills Center. Website:http://sas.calpoly.edu/asc/ssl/notet aking.systems.html

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