MAPPING STRATEGIES
A Strategy map is a strategic internal communication tool
in the form of a diagram that is used to capture and communicate how the
strategic goals are being pursued by an organization in broad terms. The first
diagrams of this type appeared in the early 1990’s. Concept Mapping and Mind
Mapping are different mapping strategies. Both these are visual mapping and
look very similar, which tends to cause a lot of confusion among people who are
just learning about them.
CONCEPT
MAPPING
Concept mapping is used to organize related information
in a visual manner. Study maps clearly and concisely demonstrate hierarchical
relationships among the topic, main ideas and supporting details or pertinent
course material. A concept map is a good way to begin the research process. It
can help us to graphically represent and organize ideas, show us how these
ideas are related to each other, help us to translate our ideas into a
manageable topic and also help to generate questions to focus on in our
research.
Mapping is a way of picturing course content that
enhances retrievability of the information on a test. Maps are useful because
they reduce large amounts of information. Concept maps are intended to
represent meaningful relationship between concepts in the form of prepositions.
Concept maps are pictures or graphic representations that allow learners to
link differentiate and relate concepts to one another.
How
to construct a Concept Map?
1)
Identify most general concept and place
at the top of the map.
2)
Identify more specific concepts that
relate to the general concepts.
3)
Tie the general and specific concepts
together with linking words in some fashion that makes sense to you.
4)
Look for cross linkages between
different domains of knowledge.
Major
purpose of concept mapping is to foster the development of shared meaning
between the instructor and the student. As instructors and students discuss,
think about and revise concept maps, their learning and shared meaning-making
processes deeper. Student reported that “the concept maps allowed for
creativity by developing a system of thinking that included pattern
recognition, the ability to think broadly on topics and finally allowed for
knowledge integration.
Uses
of Concept Mapping
1) To
evaluate a course/a rotation
2) To
provide feedback and identify knowledge deficits or gaps in understanding.
3) To
create knowledge models or curricula.
4) To
assess reflection and critical thinking.
5) To
assess or help understanding.
6) To
help to develop a research idea or project.
7) To
learn in collaboration with others.
MIND
MAPPING
A
mind map is a graphical way to represent ideas and concepts. It is a visual thinking
that helps structuring information, helping us to better analyze, comprehend,
synthesize, recall and generate new ideas. Just as in every great idea, its
power lies in its simplicity.
In
a mind map, as opposed to traditional note taking or a linear text, information
is structured in a way that resembles much more closely how our brain actually
works. Since it is an activity that is both analytical and artistic, it engages
our brain in a much rich way, helping in all its cognitive functions. And, best
of all, it is fun!
What can we use mind maps for?
Ø Note
taking.
Ø Brainstorming
(individually or in groups).
Ø Problem
solving.
Ø Studying
and memorization.
Ø Planning.
Ø Researching
and consolidating information from multiple senses.
Ø Presenting
information.
Ø Gaining
insight on complex subjects.
Ø Jogging
your creativity.
How to draw a mind map?
·
Start in the middle of a blank page,
writing or drawing the idea we intend to develop.
·
Develop the related subtopics around
this central topic, connecting each of them to the center with a line.
·
Repeat the same process for the
subtopics, generating lower-level subtopics as you see fit, connecting each of
those to the corresponding subtopic.
·
Use colours, drawings and symbols
copiously
·
Keep the topics labels as short as possible.
·
Vary text size, colour and alignment.
A mind map enables one:
Ø To
clear the mind of paradigms, thus providing space for new creative thought.
Ø To
capture and develop “flashes” of insight when they occur.
Ø To
explore all the creative possibilities of a given subject.
Ø To
encourage more consistent creative thinking.
Ø To
create new conceptual frameworks within which previous ideas can be
reorganized.
Ø To
plan creatively.
SOAP
STRATEGY IN LANGUAGE LEARNING
The soaps reading strategy is a method
to help readers determine the purpose and bias of a piece of writing. The SOAPS
strategy can be used with any type of text
S=Subject
The first step in the SOAP strategy is
to identify the subject or main topic
O=
Occasion
The occasion is the general time and
place of a piece of writing or a specific event that caused the author to write
this. Sometimes the occasion is stated or a response to another piece of
writing, but other times you may have to guess.
A=
Audience
The audience is the group of people who
are most likely to read and respond to this.
P=Purpose
Determine why this piece of writing was
written. Is it to inform, persuade, entertain or cause a specific action.
S=Speaker
The speaker is the point of view. This
is often the author, but it may include more details such as a profession or
role.
The SOAP
strategy is a problem-solving strategy that provides a systematic approach to
adapting instructions for students with learning and behaviour disorders. This
strategy is based on four key assumptions. First students with LBD, their
families, and their friends are rich sources of information relevant to the
problem solving process. Second, while one teacher can make a difference in the
life of a student with LBD, a team of professionals can make a tremendous difference
in this student’s life. Third, teachers can maximize success for students with
LBD without taking a disproportionate amount of teacher time or diminishing the
education of other students. And further, problem solving strategies can
incorporate ongoing functional assessment relevant to these student’s
Individualized Education Plans.
BIBLIOGRAPHY
o
https.//www.gallaudet.edutip/English
o
English Language Education-Dr. K.
Sivarajan, T.V.Ramakrishnan, K.Mridula.
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