|
This Wiki description is actually an advertisement for a system of diagrammatic thinking derived from Section 3 of Upton & Sampson's out of print workbook text, Creative Analysis, for which Innovative Sciences held (or still holds) the copyright. Creative analysis, in turn is based upon Albert Upton's book, Design for Thinking (Pacific Press). The latter book is derived from Ogden & Richards' book, The Meaning of Meaning. The latter authors based their work on that of Victoria Lady Welby, whose writings were directly influenced by a long term exchange of letters with the great American philosopher, Charles Sanders Peirce, developer of the logic of semiotics. Creative Analysis, when taken in its entirety, enables the development of discernment, analysis and linguistic skills in such a way that students are able to apply these in myriad ways. Unfortunately, by leaving out Sections 1 & 2, Thinking Maps removes the depth factor from this remarkable Peircean system. Thinking Maps are a set of graphic organizer techniques used in primary and secondary education ("K-12"). There are eight diagram types that are intended to correspond with eight different fundamental thinking processes. They are supposed to provide a common visual language to information structure, often employed when students take notes. Thinking Maps are visual tools for learning, and include eight visual patterns each linked to a specific cognitive process. Teachers may apply Thinking Maps in all content areas and all grade levels. The eight map types are: ; Circle Map: used for defining in context ; Bubble Map: used for describing with adjectives ; Flow Map: used for sequencing and ordering events ; Brace Map: used for identifying part/whole relationships ; Tree Map: used for classifying or grouping ; Double Bubble Map: used for comparing and contrasting ; Multi-flow map: used for analyzing causes and effects ; Bridge map: used for illustrating analogies By linking each thinking skill to a unique and dynamic visual representation, the language of Thinking Maps becomes a tool set for supporting effective instructional practice and improving student performance. Teachers and students, therefore, independently apply thinking skills for their own learning while also having a common visual language for cooperative learning. By having a rich language of visual maps based on thinking processes, learners are no longer confused by poorly organized brainstorming webs or an endless array of static graphic organizers. They are enabled to move from concrete to abstract concepts, think with depth, and directly apply their thinking to complex tasks. == General information == Thinking Maps are a specific set of graphic organizers used in K-12 classroom settings, or "visual teaching tools that foster and discourage life-long learning," as well as tools that provide students with the skills to be "successful thinkers, problem solvers, () decision makers" (Thinking Maps Inc., Pamphlet). Thinking Maps were founded as,"a good skill for the mind" quoted by Dr. Mark Davidson, scholarly teacher of accelerated classes. What he says is that the "one common instructional thread that binds together all teachers, from prekindergarten through postgraduate, is that they all teach the same thought processes" (Thinking Maps Inc., Pamphlet). For example, the thought process of classification might be taught in kindergarten by sorting or grouping, whereas classification in the upper grades might be taught as categorizing a main idea and details. Although we refer to classifying items, concepts, or ideas in different ways with different aged students, the thought process in its entirety is considered classification. With this belief that all teachers, no matter the grade level, teach the same thought processes, these common set of visual organizers was created by Dr. David Hyerle as a type of language to be used across grade levels, content areas, and disciplines so that "students could learn more effectively and more efficiently." Thinking Maps were also created so that these graphic organizers would "become a familiar part of students' education that it would remain an effective learning tool throughout their academic careers – and beyond" (Thinking Maps Inc., Pamphlet). 抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』 ■ウィキペディアで「Thinking Maps」の詳細全文を読む スポンサード リンク
|