1. Concept/mind mapping

2. 5/23/02COTF Traditional outlining: I. First item II. Second item A. sub item B. sub item A. sub sub item B. sub sub item III. Third item

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4. 5/23/02COTF 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 structure

5. 5/23/02COTF 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."

6. 5/23/02COTF 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."

7. 5/23/02COTF Concept vs Mind mapping Mind Mapping® develops one concept Concept Mapping develops ideas/topics into one or several concepts

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13. 5/23/02COTF 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!

14. 5/23/02COTF 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)

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18. 5/23/02COTF Maps, varieties: Kinds of concept maps: http://classes.aces.uiuc.edu/ACES100/Mind/c-m2.html http://classes.aces.uiuc.edu/ACES100/Mind/c-m2.html More examples: http://classes.aces.uiuc.edu/ACES100/Mind/c-m4.html http://classes.aces.uiuc.edu/ACES100/Mind/c-m4.html Free (untried) software for educators: http://cmap.coginst.uwf.edu/ http://cmap.coginst.uwf.edu/

19. 5/23/02COTF 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)

20. 5/23/02COTF 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)

21. 5/23/02COTF 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 detailed

22. 5/23/02COTF 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 concepts

23. 5/23/02COTF References: 1. University of St. Thomas Study Guides Mapping information http://www.iss.stthomas.edu/studyguides/mapping/ http://www.iss.stthomas.edu/studyguides/mapping/ 2. James Cook University's (North Queensland, Australia) Mind mapping http://www.tsd.jcu.edu.au/netshare/learn/mindmap/ 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/ 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.html http://www.utc.edu/Teaching-Resource-Center/concepts.html

24. 5/23/02COTF Exercise in “Active Listening” Inspiration diagram Study Guide http://www.iss.stthomas.edu/studyguides/listening.htm http://www.iss.stthomas.edu/studyguides/listening.htm