Diagrams, Maps and Webs

Terms Visual Learning-graphical means of working with ideas and presenting information. Graphic organizers-visual displays that make information easier to learn and understand, including concept maps, advanced organizers, webs, etc.

Ausubel David Ausubel—1960s Benefits of Using Graphic Organizers: Facilitates learning---especially if new material Directs learner attention and reinforces concepts Organizational tool to help students remember material by increasing the depth at which content is processed.

Ausubel Knowledge is reliant on previous knowledge. Students learn by constructing a network of ideas and adding to these ideas. Construction of knowledge begins with learner observations and recognition of things around them based on concepts they already possess. Concept maps are useful in clarifying links between old and new knowledge. More on Ausebel http://www.mentoringminds.com/pdf/pdfGraphicOrganizersResearch.pdf http://imet.csus.edu/imet6/moratto/classes/281/imet_advanced_organizer.htm

Learning Theories Dual Coding Schema Theory Cognitive Load Theory

Dual code Visual and verbal information are processed differently and along distinct channels. The mind creates separate representations for information processed in each channel. Both visual and verbal codes for information are used to organize incoming information into knowledge that can be acted upon, stored, and retrieved for subsequent use.

Scheme Theory Views knowledge as an elaborate network of abstract mental structures which represent one's understanding of the world. Teachers assist learners in building schemata and making connections between ideas. Since prior knowledge is essential for the comprehension of new information, teachers either need to help students build the prerequisite knowledge, or remind them of what they already know before introducing new material. Schemata grow and change as new information is acquired.

Cognitive Load Theory An instructional theory that starts from the idea that our working memory is limited with respect to the amount of information it can hold, and the number of operations it can perform on that information (Van Gerven et. al., 2003). We need to recognize the role and the limitation of working memory to help develop quality instruction (Cooper, 1998). T

Different Types of Diagrams Novack---1980s Concept maps—hierarchical diagrams showing the relationships between concepts. General to specific Propositions—two or more concept labels linked by words that describe their relationship Arrows indicate the direction of the relationship. More on Novak/Concept Maps https://www.msu.edu/~luckie/ctools/

Concept Map

Different Types of Diagrams Idea Maps—created during brainstorming sessions. Judgment is postponed during the process. Students view concepts from other perspectives and develop critical thinking skills. Start with focus statement, teacher serves as recorder, students generate ideas.

Idea Map

Different Types of Diagrams Web—a visual map that illustrates how different pieces of information relate to each other. Main idea in the center

Web

Site 1 Site 2 Site 3 Site 4