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Transcript of mapping
Ellerman, C. R., Kataoka-Yahiro, M. R., & Wong, L. C. (2006) Logic Models Used to Enhance Critical Thinking. Journal of Nursing Education, 45(6), 220 – 227.
Hyerle , D. & Yeager, C. (Eds). (2007) Proceeding from Thinking Maps, Inc. '07: Thinking Maps: A Language for Learning. Cary, NC.
Michigan Department of Education. (2008) Writing Across the Curriculum, Social Studies. Michigan: U.S. Government Printing Office
Muirhead, B. (2006) Creating Concept Maps: Integrating Constructivism Principles in Online Classes. International Journal of Instructional Technology & Distance Learning, 3(1), 17 – 30.
Novak, J. D. & Canas, A. J. (2008) The Theory Underlying Concept Maps and How to Construct Them. Retrieved from http://cmap.ihmc.us/publications/researchpapers/theorycmaps/theoryunderlyingconceptmaps.htm#_ftnref1
PCG Center for Resource Management. (2006) Quick Write. Retrieved from http://nrhs.nred.org/www/nred_nrhs/site/hosting/Literacy%20Website/Literacy%20Strategy%20Templates/Quick_Write__description.pdf
Vanides, J., Yin, Y., & Tomita, M. (2005). Using Concept Maps in the Science Classroom. Science Scope, 28(8), 27-31. Ellerman, Kataoka-Yahiro & Wong (2006) Best Practices We learn in many different ways (kinesthetic, auditory, and visually) However, much of the current research supports the belief that our ability to learn visually is greater than any of our other senses Students needs concrete hands on experiences with the real thing and to observe real phenomena to put meaning into the concept labels provided in concept maps This teaching learning strategy is grounded in constructivist theory, which states we create meaning from the interaction between our experience and our ideas The absence of a link between closely related concepts can reveal that a student has not yet developed a strong understanding of the relationships between the concepts Novack & Canas (2008) Clark (2011) Vanides, Yin, & Tomita (2005) Hyerle & Yeager thinking maps become a tool set for supporting effective for instructional practice and improving student performance students apply thinking skills for their own learning while also having a common visual language for cooperative learning learners are no longer confused by poorly organized brainstorming webs or an endless array of static graphic organizers the brain is a natural pattern detector that we store and remember knowledge in both linguistic and non linguistic forms Thinking maps support the brain in making patterns from content information by showing ideas in visual-spatial-verbal form strategies for visualizing knowledge or graphically representing ideas Hyerle & Yeager Class Example Before Strategy: List-Group-Label During Strategy: Mapping After Strategy: Quick Write (10 mins) SSCG9 The student will explain the differences between the House of Representatives and the Senate, with emphasis on terms of office, powers, organization, leadership, and representation of each house. -Using their texts, selected reading, DVD, or video students list words important to a topic, then students group and label words. Michigan Department of Education Cons of Mapping Results can be Limited Hard for others to decipher Color Code Encourage all kinds of information "What else do we know about this topic" Confusing for some students Match the map to the thinking process Can be overwhelming Use stages Hyerle & Yeager (2007) Students may focus on the beauty of the product