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Thinking Maps were intended to standardize the language and visual organization used in education, which the company believed would close the achievement gap by establishing common ground. The idea was that if all children have the same background knowledge, less time would be spent teaching and re-teaching thought processes.
In the classroom, this hierarchical organization was used by the teacher as a pre-reading strategy to show relationships among vocabulary. Its use later expanded for not only pre-reading strategies but for supplementary and post-reading activities. It was not until the 1980s that the term graphic organizer was used. [7]
Lesson planning is a thinking process, not the filling in of a lesson plan template. A lesson plan is envisaged as a blue print, guide map for action, a comprehensive chart of classroom teaching-learning activities, an elastic but systematic approach for the teaching of concepts, skills and attitudes.
These maps showcase what takes place in an individual classroom, ideally providing evidence of the students' learning with that teacher. For example, in a Unit applying ELA Standard RL11-12.5, students are expected to learn to "[a]nalyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to ...
Teacher effectiveness is measured more on the success of the students based on formulated assessments rather than ability to connect knowledge and skills to the needs and interests of students. Thus, lack of concern with social and cultural differences within the classroom; This process promotes lesson design through deductive reasoning.
Example concept map created using the IHMC CmapTools computer program. Concept maps are used to stimulate the generation of ideas, and are believed to aid creativity. [4] Concept mapping is also sometimes used for brain-storming. Although they are often personalized and idiosyncratic, concept maps can be used to communicate complex ideas.
A sample argument using objections. Some argument mapping conventions allow for perspicuous representation of inferences. [12] In the following diagram, box 2.1 represents an inference, labeled with the inference rule modus ponens. [12] An argument map with 'modus ponens' in the inference box. An inference can be the target of an objection.
UbD is an example of backward design, the practice of looking at the outcomes first, and focuses on teaching to achieve understanding. It is advocated by Jay McTighe and Grant Wiggins (1950-2015) [ 2 ] in their Understanding by Design (1998), published by the Association for Supervision and Curriculum Development . [ 3 ]