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Idea Mapping
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Mapping of Ideas

Mapping of Ideas

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Idea Mapping Presentation Transcript

  • 1. Wali Memon http://walimemon.comWali Memon http://walimemon.com 1
  • 2. Traditional outlining: I. First item II. Second item A. sub item B. sub item A. sub sub item B. sub sub item III. Third itemWali Memon http://walimemon.com 2
  • 3. (1)Wali Memon http://walimemon.com 3
  • 4. The alternative: Mapping! Advanced organizers David Ausubel 1960 Meaningful learning occurs when we recognize the links between concepts, and when we integrate new information into an existing knowledge base. Strategy of big picture learning: Preview what is to be learned Present what is already known Integrate new into that structureWali Memon http://walimemon.com 4
  • 5. Concept mapping: Novak Developed by Joseph D Novak at Cornell (1960’s). "Concept maps have their origin in the learning movement called constructivism. In particular, constructivists hold that prior knowledge is used as a framework to learn new knowledge. In essence, how we think influences how and what we learn. Concept maps identify the way we think, the way we see relationships between knowledge."Wali Memon http://walimemon.com 5
  • 6. Mind mapping: a derivative Mind Mapping® invented and copyrighted by Tony Buzan "a mind map consists of a central word or concept, around the central word you draw the 5 to 10 main ideas that relate to that word. You then take each of those child words and again draw the 5 to 10 main ideas that relate to each of those words."Wali Memon http://walimemon.com 6
  • 7. Concept vs Mind mapping Mind Mapping® develops one concept Concept Mapping develops ideas/topics into one or several conceptsWali Memon http://walimemon.com 7
  • 8. Wali Memon http://walimemon.com 8
  • 9. (1)Wali Memon http://walimemon.com 9
  • 10. (1)Wali Memon http://walimemon.com 10
  • 11. (1)Wali Memon http://walimemon.com 11
  • 12. (1)Wali Memon http://walimemon.com 12
  • 13. Uses  Generate ideas/brain storm  Organize/prioritize key concepts  Study aid: Integrate new into existing knowledge  Explore relationships  Create associations  Clarify/simplify complexity  Develop a first document draft  Circumvent writer’s block  Note taking  Create web sites!Wali Memon http://walimemon.com 13
  • 14. Appeals to learners who are  Right (left) brain (Kimmel)  Visual, spatial, non-verbal (Gardner, Felder, Soloman)  Kinesthetic/kinetic (Gardner)  Extroverted/Interpersonal/collaborative (Gardner, Myers-Briggs, Grasha-Riechmann)  Intuitive introspective (Myers-Briggs, Felder, Soloman)  Reflective observation (Kolb, Felder Soloman)Wali Memon http://walimemon.com 14
  • 15. (1)Wali Memon http://walimemon.com 15
  • 16. (1)Wali Memon http://walimemon.com 16
  • 17. (3)Wali Memon http://walimemon.com 17
  • 18. Learners: It is hard to add linking words onto their concept map. This is because they only poorly understand the relationship between the concepts and it is the linking words that specify this relationship. Once students begin to focus in on good linking words, and also identify good cross-links, they can see that every concept could be related to every other concept. This also produces some frustration, and they must choose to identify the most prominent and most useful cross-links. This process involves what Bloom (1956) identified as high levels of cognitive performance, namely evaluation and synthesis of knowledge. Concept mapping is an easy way to achieve very high levels of cognitive performance (when the process is done well). This is one reason concept mapping can be a very powerful evaluation tool. (3)Wali Memon http://walimemon.com 18
  • 19. Teachers: In curriculum planning, concept maps can be enormously useful. They present in a highly concise manner the key concepts and principles to be taught. The hierarchical organization of concept maps suggests more optimal sequencing of instructional material. Since the fundamental characteristic of meaningful learning is integration of new knowledge with the learners previous concept and propositional frameworks, proceeding from the more general, more inclusive concepts, to more specific information usually serves to encourage and enhance meaningful learning. (3)Wali Memon http://walimemon.com 19
  • 20. Construction:  Gather materials and resources  Identify the central concept (domain)! But don’t be dismayed if they come in multiples!  Begin in a free association mode  Identify concepts Begin with the familiar; general to more detailedWali Memon http://walimemon.com 20
  • 21. Construction, cont…:  Construct the “map”/organize the concepts  Look for cross links  Experiment with color and shapes to differentiate concepts & links identify questions & poorly understood conceptsWali Memon http://walimemon.com 21
  • 22. References: 1. University of St. Thomas Study Guides Mapping information http://www.iss.stthomas.edu/studyguides/mapping/ 2. James Cook Universitys (North Queensland, Australia) Mind mapping http://www.tsd.jcu.edu.au/netshare/learn/mindmap/ 3. University of West Florida, Joseph D. Novak (Cornell University) Theory underlying concept maps…. http://cmap.coginst.uwf.edu/info/ 4. The University of Tennessee at Chattanooga Concept Mapping and Curriculum Design http://www.utc.edu/Teaching-Resource-Center/concepts.htmlWali Memon http://walimemon.com 22
  • 23. Thanks Wali Memon http://walimemon.comWali Memon http://walimemon.com 23