The document discusses different types of maps including cognitive maps which use words, ideas, and concepts represented visually through shapes, boxes, and lines. It explains that concept mapping allows students to organize and communicate their thinking more clearly about a subject. Creating cognitive maps can help students learn how to visualize and structure information in their minds. Some examples provided include mind maps, knowledge maps, and clustering which arrange ideas and concepts and the relationships between them.

2.  A map is a useful guide visually consist
of any arrangements of shapes such as
boxes, circles , rectangles etc,
connected by lines or arrows drawn
between and among the figures.
 A map can be made out of words,
ideas and concepts. These can be
called cognitive maps.

3.  They are known as concept mapping,
knowledge mapping , word webbing,
networking, clustering, mind-maps etc.
 The mapping of a subject help
students to think more clearly about it.
 The use of cognitive mapping can
teach students how to shape, organize
and communicate their thinking.
 A saying is: It is easier to show what
you think than to say what you think.

4.  Invite children to close their eyes and ask
them if they can see a picture in their
mind when you say a familiar word for an
object such as dog, chair or grass. Ask
children for more examples.
 Explain that words have meanings for us
if we can see them as pictures in the
mind. Introduce the word concept and
explain it is a way of describing a word
that can be pictured in the mind.

5.  Write some linking words such as the,
are, when, that, then . Ask if these
words bring pictures to the mind.
Explain that these are not concept
words.
 Ask students to read some sentences
from a book and to identify the
concept words and linking words.
 There is variety of cognitive mapping…

6. What
we
know
• They are
green
• They can
jump.
• Live in
water.
What
we
want
to
know
• Are there
other
colors?
• How far
can frog
jump?
• Where
else they
do live.
What
we
learned
• Also
brown,
grey &
yellow
• Can jump
more
than 20
times
body
length.

7. 3
4
5
1
2

17. TOPIC 2….
Role of soft boards in
teaching

18.  Soft boards play a crucial role in
promoting teaching and learning in
schools.
 The main and only function of soft board is
to give information . The nature of
information differs for different levels and
situations.

19.  Soft board give an insight into the
school functioning and should be
updated regularly.
 Schools where soft boards are out
dated or not properly maintained
clearly indicates lack of monitoring
skills of administration .

20. • Stimulate
interest and
questioning
• Communicate
ideas and
information
clearly
• Show
appreciation to
children’s work
• Make the
environment
attractive
Display Should
to
aim

21.  Soft board should be planned
appropriately keeping in view the age
and class level of the students.
 Soft board should be covered with the
cloth. Avoid using glaze paper as it does
not last for longer period. Wherever
required, cover the soft board with talc
sheet for better presentation and
protection of resource material.

22.  The handwriting on the soft boards should be of
appropriate size and preferably in print form.
 The information should be precise with attractive
illustrations.
 The soft boards should be fixed at a medium
height.
 Soft board should be updated regularly.
Prepare
artistically
Up date
regularly
Fixed at
medium
height
Precise
information
Appropriate
size, hand
writing
Planned
appropriat
ely

24. DO YOU HAVE ANY QUESTIONS ABOUT
TODAY’S TOPIC????
GOOD LUCK!!!!