18 Free Mind Mapping Tools for Teachers and Students 1- SpiderScribe This is a great mind mapping tool that allows users to easily visualize their ideas by connecting various pieces of information together and create free style maps. It also combines elements like text, images, files, calendar events and geographic locations. 2- EdistormEdistorm is a great web2.0 tool for educators. It allows you to work on your ideas during a structured brainstorming and organize them into sticky notes for others to see . It has two plans one is free and limited and the other is paid. 4- Bubbl.usBubbl.us allows its users to create concept maps in such an easy way with the minimum tools possible .You can create your project and invite your colleagues to join you in editing its content and when done you can share it with others via a generated link . 5- Wise Mapping Wise Mapping is a free online mind maps editor that allows you to create and share your mind maps with others. 6- Lucid ChartLucid Chart is a flowcharts and mind map making tool .
Questioning – Top Ten Strategies “Learn from yesterday, live for today, hope for tomorrow. The important thing is to not stop questioning.” – Albert Einstein Questioning is the very cornerstone of philosophy and education, ever since Socrates ( in our Western tradition) decided to annoy pretty much everyone by critiquing and harrying people with questions – it has been central to our development of thinking and our capacity to learn. Indeed, it is so integral to all that we do that it is often overlooked when developing pedagogy – but it as crucial to teaching as air is to breathing. We must ask: do we need to give questioning the thought and planning time something so essential to learning obviously deserves? Do we need to consciously teach students to ask good questions and not just answer them? Most research indicates that as much as 80% of classroom questioning is based on low order, factual recall questions. 1. 2. 3. 4. 5. Q1. 6. 7. 8. 9. 10. Added Extras: Like this: Like Loading...
critical-thinking - home High School Teachers These Thinker's Guides are available through electronic license for educational institutions. Faculty and administrators - email cct@criticalthinking.org to inquire. This set includes the thinker’s guides which focus on the foundations of critical thinking. It also includes those guides useful in contextualizing essential critical thinking concepts and principles for classroom instruction. And it contains the thinker’s guides we recommend for student use. How to teach mind mapping and how to make a mind map Mind mapping is a visual form of note taking that offers an overview of a topic and its complex information, allowing students to comprehend, create new ideas and build connections. Through the use of colors, images and words, mind mapping encourages students to begin with a central idea and expand outward to more in-depth sub-topics. Mind Map Example Definition of a Mind Map A mind map is a visual representation of hierarchical information that includes a central idea surrounded by connected branches of associated topics. Benefits of Mind Maps Help students brainstorm and explore any idea, concept, or problem Facilitate better understanding of relationships and connections between ideas and concepts Make it easy to communicate new ideas and thought processes Allow students to easily recall information Help students take notes and plan tasks Make it easy to organize ideas and concepts How to Mind Map Mind Maps in Education and Teaching with Mind Maps Mind Mapping Software
Models -- Instructional Design The Taxonomy Table -- Faculty Resources -- OSU Extended Campus -- Oregon State University How to Write Objectives Adapted from A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. Lorin W. To dispell the confusion between the means and ends of instruction, contemplate these definitions: Ends Objectives describe intended results, outcomes, and changes. Means Instructional activities, such as reading a textbook, listening to lectures, conducting surveys, and observing field work, are means by which objectives are achieved. For an objective or outcome to be measurable, learning a fact, concept, or procedure is implied. Examples taken from OSU Extended Campus distance courses are attached to each category in the Cognitive Process Dimension and the Knowledge Dimension in the taxonomy table below. For consultation regarding writing objectives and activities for distance courses, please contact: Dianna Fisher, Director of Project Development & Training Office: (541) 737-8658 Cell: (541) 230-4029 Extended Campus Oregon State University
Toulmin Model Stephen Toulmin, originally a British logician, is now a professor at USC. He became frustrated with the inability of formal logic to explain everyday arguments, which prompted him to develop his own model of practical reasoning. The first triad of his model consists of three basic elements: A claim is the point an arguer is trying to make. The claim answers the question, "So what is your point?" example: "You should send a birthday card to Mimi, because she sent you one on your birthday." example: "I drove last time, so this time it is your turn to drive." fact: claims which focus on empirically verifiable phenomena judgment/value: claims involving opinions, attitudes, and subjective evaluations of things policy: claims advocating courses of action that should be undertaken Grounds refers to the proof or evidence an arguer offers. Grounds can consist of statistics, quotations, reports, findings, physical evidence, or various forms of reasoning. example: "It looks like rain.
Bloom’s Taxonomy by Patricia Armstrong, Assistant Director, Center for Teaching Background Information In 1956, Benjamin Bloom with collaborators Max Englehart, Edward Furst, Walter Hill, and David Krathwohl published a framework for categorizing educational goals: Taxonomy of Educational Objectives. Familiarly known as Bloom’s Taxonomy, this framework has been applied by generations of K-12 teachers and college instructors in their teaching. The framework elaborated by Bloom and his collaborators consisted of six major categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The categories after Knowledge were presented as “skills and abilities,” with the understanding that knowledge was the necessary precondition for putting these skills and abilities into practice. While each category contained subcategories, all lying along a continuum from simple to complex and concrete to abstract, the taxonomy is popularly remembered according to the six main categories.