Draw a Circle on Domain_7 Maps
What are thinking maps?
Thinking maps are visual representations of knowledge. They enable students to think their way through new data and process ideas. They use enables students to engage in the complex thinking required for bookish tasks. Creative and critical thinking tin can be scaffolded past utilising these learning tools. Oft called graphic organisers, they promote student accomplishment by guiding thinking processes in different ways. Their adoption enables students to tackle the abstract ideas they see in the curriculum. Thinking Maps tin can be used across each class and content area to construct the trouble-solving, comprehension, critical thinking, and advice skills needed for success in every academic domain.
Why are thinking maps useful?
Thinking Maps are described and illustrated by maps and taught as a common visual language for learning and thinking beyond entire learning communities. Their adoption is associated with promoting disquisitional thinking skills among students. When used systematically, they promote the cognitive thinking processes needed for unpicking abstract ideas.
By correctly using and identifying Thinking Maps, educators tin can construct consistent, concise, and clear higher-order- thinking patterns for their classrooms. Thinking Maps are used as a visual tools language that demonstrates equity in terms of accessibility to higher-order thinking tools for each learner in their journeying of lifelong learning.
Types of Thinking Maps
Thinking maps are classified into viii unlike types. Each type of thinking map relates a fundamental cerebral skill with the visual representation.
- Circle map: A circle map is always used for students brainstorming. This type of Thinking Map is a tremendous strategy for a rapid student assessment. The all-time office is that the students tin can create a circle map past themselves to begin. The structure of a circle map includes a smaller circumvolve inside a bigger circle enclosed in a square. The smaller circle includes the name of the concept to be defined. Words or expressions used for defining this proper noun are written in the outside circle. The outermost square is used for writing the source of information or the "references." A frame of reference is used with each blazon of map. Overall, a circle map provides a great way to understand a detail idea in individual and grouping activities and is an constructive approach to unfold and retain more than knowledge at the beginning of a topic.
- Menstruation map: A flow map is used to help students with organizing a series of events. A flow map shows how things are linked with one some other. By using sub-stages, a flow map can prove even more data near those links. The sub-stages may contain "actions" that took place inside each role of the event being divers. Catamenia maps are used to illustrate the stages of a system or wheel. They could also help people footstep by step to become access to some destinations or entrances. They are not ever constructed in a directly line. The life bike of a plant or h2o cycle is often illustrated in a circular "flow map." Overall, a flow map provides a peachy mode to help users to illustrate a sequence of instructions.
- Bubble Maps: A Bubble Map is used for defining qualities of a particular object, person, event or idea. A Bubble Map is useful for developing students' proficiency to use descriptive words and identify qualities. A chimera map tin be created by drawing a circle in the middle, with the name of the thing described; whereas, the outside circles would contain the adjectival phrases or adjectives. Bubble maps could help students recollect more deeply about a specific topic so that the students might point out and summarize the related adjectives for the topic, such as space. It is also useful for the learners to explicate a grapheme or situation from a fictional storybook in the classroom.
- Double Chimera Map: Double Bubble Maps are used to specify similarities and differences between two things or concepts. A double bubble map tin can exist built by drawing ii large circles in the middle with the two names or concepts being compared. The exterior bubbles would demonstrate the characteristics of the two names or concepts. A double chimera map is more than organized and visualized than a Venn diagram because the bullet points are separately listed. School students mostly use these maps for literature assay, such as describing what events or characteristics lead to the success of one character or a group over the other.
- Tree Maps: Tree Maps are used to classify objects, ideas, persons or events. A tree map tin can be built past drawing a top line with the topic or category proper noun. Underneath would be the sub-categories, with the specific members of each group. Some aspects may belong to multiple groups. The concepts grouped utilizing a tree map are more abstract or conceptual. The main objective of creating a tree map is to identify the details to help organize one'southward ideas. For example, students might learn dissimilar types of verbs and discover the links between them. Overall, a tree map is helpful to order the details and sum them upwards.
- Multi-Flow Maps: Multi-Flow Maps are used to describe causes and effects. These maps help students with the analysis of a concept by considering its outcomes. A multi-flow map tin can be created by drawing a rectangle in the eye with the name of the event that took place. The rectangles towards the left would have the list of the causes of the event. In dissimilarity, the rectangles towards the correct of the middle rectangle would contain the issue's outcomes. For case, air pollution causes damage to human respiratory organs like the lungs. Air pollution occurs due to fume released from the vehicles and factories and the over-use of mine resource.
- Brace Maps: Brace Maps enable learners to clarify the structure of an object by demonstrating the human relationship of a concrete object with its parts. A brace map tin be created by drawing a line on the left corner with the proper noun of the physical object. Then the lines towards the correct side would comprise the names of the about important parts of the object. There would exist more lines towards the right corner of the caryatid map describing the sub-parts of each important part. In schools, science teachers can use caryatid maps to teach most the parts of a plant. The plant is divided into different parts, and each part contains more things. A brace map helps children to understand the parts of a plant in a systematic and precise fashion.
- Bridge Maps: A bridge map is used to demonstrate metaphors and analogies. Information technology mainly helps to show the link between the concrete and the abstruse. A bridge map is most commonly used for scientific concepts, mathematical relationships and historic events. While using a bridge map, one must specify the "relating factors" betwixt the items being compared. The particular at the tiptop of each pair relates with the detail at the underside. The things with the same relationship will be mentioned on the right side of the span with 'As.' The bridge can have more relating factors. For instance, teachers tin can use a bridge map to teach children the connections betwixt diet terms and daily food. An apple is a source of iron and fibre 'equally' an orange is a source of vitamin C tin exist delivered effectively using a span map.
Utilising thinking maps in your curriculum
Our school members have been successfully implementing thinking maps over the last 12 months. Our growing repository of common thinking models enables classroom teachers to scaffold all types of thinking processes. Nosotros believe that many students' successes are downwards to how well a particular individual has organised their thoughts. Developing a physical idea requires a lot of focus, and thinking maps enable students to cipher in on important ideas and connections. Abstract concepts can sometimes act every bit a bulwark to developing background cognition. Using a visual depiction of a body of knowledge tin assist develop the conceptual understanding needed for deeper learning. The thinking map acts as a common language for learning which means students don't need to be likewise dependent on oral skills. Our repository of visual tools provides classrooms with a spectrum of resources that can be used to tackle the virtually circuitous ideas. Taking the thinking process exterior the child's caput and into a cooperative learning dynamic enables the educator to go the inside moving-picture show of the student's mind. When working in pairs, we bring the social learning theory into activeness as well. The concept map tin can at present human activity as a prompt for give-and-take. The key ideas can be talked through and expanded upon through rich classroom discussions.
Using the right visual tool
Choosing an advisable graphic organiser has now get even easier. Within our library of visual tools, educators need to decide what blazon of knowledge they are trying to build. The search functionality is congenital around key questions, for case, 'what happened?'. A 'what happened' question corresponds to building a visual representation of a chronological effect(s). If a question starts with 'why did...?', this corresponds to causal assay, i.east. what was the effect and the overall cause. Adopting a consequent linguistic communication about using thinking maps enables children to make decisions about their learning. Over time, pupils can begin to choose the right tool for the job. This enables school communities to build understanding systematically and independently. Creating graphic organisers can be a time-consuming task, and nosotros hope that our pre-built visual tools can increase teacher capacity in the classroom by enabling them to focus on instruction.
Student success and visual tools in your schoolhouse
If this commodity has got you thinking nigh utilising visual tools and thinking maps across your school, please go in impact. We run a course that enables teachers to utilise thinking maps in a range of unlike situations. This professional development can also be expanded upon with a guided action research project. These have become very popular for teachers as they allow schoolhouse communities to assess the impact of their interventions. Your curriculum content can be brought to life with a straightforward visual tool. We have various different scales and observation frameworks to enable your colleagues to measure the efficacy of these strategies.
Would you delight go in touch if yous are interested in running a professional learning enquiry project.
After the above discussion, information technology can be said that Thinking Maps provide a great tool to demonstrate relationships between individual ideas, to show hierarchy, and to see the "big picture" in a flash. These aspects also make thinking maps ideal for presenting information to others, creating knowledge pools and solving complex bug.
References and farther reading nigh Thinking Maps
In that location are many books dedicated to this subject, but we feel the ane that does this topic the most justice are the original texts by David Hyerle. In his volume 'Visual tools for constructing knowledge', David Hyerle outlines a visual language that has held the test of time. Too as providing a compelling justification for their use, he too expands upon the dissimilar types of graphics and how they tin be used to raise conceptual agreement. My version of the book, which dates back to 1996, is starting to look a lilliputian dated, and the colouring has started to fade. However, the content and principles are as precipitous equally ever.
Source: https://www.structural-learning.com/post/thinking-maps-for-deeper-learning
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