Module 3: Innovative Strategies of teaching English 105

Module  3: Innovative Strategies of teaching English (10hrs)

3.1 Collaborative learning, co-operative learning, Think-Pair-Share strategy

3.2 Mapping Strategies: concept-mapping, mind-mapping

3.3 SOAP strategy in Language learning

Module 3: Innovative Strategies of teaching English (10hrs)

3.1 Collaborative learning, co-operative learning, Think-Pair-Share strategy

COLLABORATIVE  LEARNING

—  DEFINITION

v  A situation in which students work together to search for understanding, meaning, solutions or to create a product of their learning

v  A situation in which two or more people learn or attempt to learn something together

v  Capitalize on one another’s resources and skills- learn by sharing experiences

v  A simultaneous give and take process

v   Democratic in nature

v  Proponents believe that interactive learning sessions promotes critical thinking, increases interest, achieve higher levels of thought and retain information longer

v  Includes both face-face conversations and online discussions

v  Activities include collaborative writing, group projects, debates  and joint problem solving.

v  Collaborative script- structures the process by creating roles and mediating interractions while allowing flexibility in dialogue and activities- objectives, sequence, activities.

v  Different from  cooperative learning

EXAMPLES

v   Collaborative learning in virtual worlds- earlier confined to classroom discussions-introduction of features like ability to record ideas- promotion of this method.

v  In thesis circles- work together with at least one professor or lecturer to collaboratively coach and supervise individual work on final year projects- students switch role as co-superviser of other students and themselves

v  Computer supported collaborative learning- uses technology in a learning environment to help mediate and support group interactions, to regulate tasks and mediate acquisition of new knowledge- use of robots- used by practitioners in all streams

—  COLLABORATIVE CLASSROOM

v   In traditional classroom setup- teacher-only information giver- only “one right answer”- in collaborative classroom- students too given an equal role- teacher- a facilitator

v  Assess study patterns

v   Flexible- students too involved in planning- designing tasks- setting goals- an opportunity for self assessment

v   Heterogeneous groups

v  Challenges- Chances of indiscipline- new lesson plans required-problem of individual grading

—  STRATEGY

v   Formation of groups- number between four and  six- in such a way that students can complement each other-ensure students are comfortable in their groups

v   Description of what is collaborative learning

v  Assigning roles- chairperson-leads debates, ensures everything runs smoothly and complete participation; secretary-takes notes, acts as spokesperson- roles rotated weekly

v   Students reminded of rules

v   Students must be given time to prepare

v  Each team member presents their ideas and others voice opinions

v  Spokesperson presents the ideas put forward by each team- the best ideas are incorporated and the final form is prepared

v  Assignments are given- leaders of every team keep a record of contribution of every member

v  Every student keeps a journal to record their own ideas and the ideas put forth by other students and discussions held on the topic- helps in assessing effectiveness of the system

—  TECHNIQUES

v   Think- Pair Share : Teacher poses a question demanding analysis- students share ideas within small groups and later with larger groups

v   Three Step Interview : Students take up roles as interviewer- teacher can assign questions- switch roles- each pair share answers with group

v   Simple Jigsaw : A topic is divided into various sections- every student takes up one portion- students with similar topics discuss- share ideas with group

v   Written Feedback

v   Numbered Heads Together :Teacher asks a question- each member takes up number- discusses- teacher calls out number at random – student with respective number answers

v  Send a Problem : Each member asks a question- answer is discussed and written on a card- card is passed to next group- answer is discussed checked with has been written by the first group- doubts clarified

v   Roundtable : Teacher poses question-each member writes answer- passes it to others-continues till time is called-question must be one that motivates thinking and generates answers

v  Guided Reciprocal Response : Faculty lectures- gives possible questions- students generate questions- discuss answers

—  ADVANTAGES

v   Develops higher thinking levels- stimulates critical thinking

v   Builds self esteem in students

v   Promotes student- faculty interraction

v  Promotes positive attitude towards subject matter

v  Creates an environment of active, involved learning

v   Develops oral communication skills

v   Fosters and develops interpersonal relationships beyond classroom and individual course

v  Students learn to criticize ideas, not individuals and to view situations from other’s perspective

CO- OPERATIVE  LEARNING

What is Co operative Learning?

Cooperative learning is an instructional strategy that simultaneously addresses academic and social skill learning by students. It is a well-researched instructional strategy and has been reported to be highly successful in the classroom.

•         Characteristics

•         situation in which two or more people learn or attempt to learn something together

•         methodologies and environments in which learners engage in a common task where each individual depends on and is accountable to each other.

•         the success of one learner helps other students to be successful.

•         a relationship among learners

•         requires positive interdependence (a sense of sink or swim together),

•         individual accountability (each of us has to contribute and learn),

•         interpersonal skills (communication, trust, leadership, decision making, and conflict resolution),

•         face-to-face promotive interaction,

•         processing (reflecting on how well the team is functioning and how to function even better).

•         Collaborative Learning

•         an educational approach to teaching and learning

•         heavily rooted in Vygotsky’s views

•         involves groups of learners working together

•         to solve a problem, complete a task, or create a product.

•         based on the idea that learning is a naturally social act in which the participants talk among themselves. It is through the talk that learning occurs.

•         based on the theory of social constructivism

•         learning occurs through social interaction and debates

•          Not only the child’s biological aspects but his social relations, civilization, history etc. make him grow intellectually.

•         commonly illustrated when groups of students work together

Ø  to search for understanding meaning, or solutions or

Ø  to create an artifact or product of their learning

•         What is its purpose?

There is an every increasing need for interdependence in all levels of our society. Providing students with the tools to effectively work in a collaborative environment should be a priority. Cooperative Learning is one way of providing students with a well defined framework from which to learn from each other. Students work towards fulfilling academic and social skill goals that are clearly stated. It is a team approach where the success of the group depends upon everyone pulling his or her weight. 

How can I do it?

Five Basic Elements of Cooperative Learning
1. Positive Interdependence
2. Face-To-Face Interaction
3. Individual Accountability
4. Social Skills
5. Group Processing

The basic elements of cooperative learning can be considered essential to all interactive methods. Student groups are small, usually consisting of two to six members. Grouping is heterogeneous with respect to student characteristics. Group members share the various roles and are interdependent in achieving the group learning goal. While the academic task is of primary importance, students also learn the importance of maintaining group health and harmony, and respecting individual views.

How can I adapt it?

Cooperative learning can take place in a variety of circumstances. For example, brainstorming and tutorial groups, when employed as instructional strategies, provide opportunities to develop cooperative learning skills and attitudes.

•         Co operative learning Activities

•         collaborative writing

•         group projects

•         joint problem solving

•         debates

•         study teams and other activities.

•         The approach is closely related to Collaborative learning.

•         Aspects of co-operative Learning

•         (i)  Cross-age tutoring when students of higher age group serve as the consultant for the group.

•         (ii)  Peer-tutoring when member of the same age group and of standard helps the group.

•         (ii)        Mentoring when the consultant is really an expert with respect to the work, to be completed.

•         Other aspects :

•         1)         flexible class management

•         2)         heterogeneous grouping.

•         3)         teacher acts as a facilitator.

•         4)         teacher helps the learner how to learn.

•         5)         emphasis on interaction, self-evaluation and peer-evaluation.

•         6)         acknowledgment of the innate talents of the learner.

•         AIM

•         to keep all the students of the class

Ø   busy and

Ø  involve in study of the subject matter

•         Teaching Techniques

            1)  Group work

            2)  Workshops

            3)  Group Discussion

            4)  Role playing

            5)  Dramatisation

•         Approaches to cooperative learning

•         Learning is an active process whereby learners assimilate the information and relate this new knowledge to a framework of prior knowledge.

•         Learner has to process and synthesize information rather than simply memorize and regurgitate it.

•         Learners benefit when exposed to diverse viewpoints from people with varied backgrounds.

•         Approaches to cooperative learning

•         Learning flourishes in a social environment where conversation between learners takes place..

•         the learners are challenged both socially and emotionally as they listen to different perspectives, and are required to articulate and defend their ideas.

•         Learners create their own unique conceptual frameworks and not rely solely on an expert's or a text's framework.

Assessment and Evaluation Considerations

Observing cooperative learning groups in action allows you to effectively assess students' work and understanding. Cooperative learning groups also offer a unique opportunity for feedback from peers and for self-reflection.

•         Merits

•         the active exchange of ideas within small groups increases interest among the participants

•         promotes critical thinking.

•         cooperative teams achieve at higher levels of thought

•         retain information longer than learners who work quietly as individuals.

•         The shared learning gives learners an opportunity to engage in discussion,

•          take responsibility for their own learning, and

•         become critical thinkers.

THINK-PAIR-SHARE STRATEGY

3.2 Mapping Strategies: concept-mapping, mind-mapping

MAPPING STRATEGIES -

Literature Mapping:A literature map or chart is a structured way to have students address the language of literature by applying literary terms to a book they are reading. The structure of the map or chart may be adapted to focus primarily upon the elements of action, setting, atmosphere, tone, or mood. The literature map or chart can be structured to reflect the emphases that are most applicable to the work being studied.

Character Mapping:  Character mapping is a useful tool to help students learn to understand the process of characterization in literature. In this process, students identify the character in a circle in the middle of their papers. They then identify characteristics and qualities of that character and list each one individually in boxes or other circles around the original circle. They will attach these new circles with each characteristic with lines leading back to the original circle.

Conflict Mapping: The conflict map is developed as an approach to capitalize upon student interest in the action. In using this approach students begin by identifying an incident of conflict that plays a significant part in the book. Once they have chosen an incident of conflict, they need to analyze and identify the cause of the conflict or identify the issue behind the conflict. At this point, it is impotant to help students to realize that causes and issues may be more complex than surface appearance.

Ideals/Values Mapping: It is a strategy to explore the ideals or values in literature, especially in historical fiction. The process is for students to identify an ideal or value that is significantly explored in the work and place it in a circle at the center of the map. Supporting evidence is then placed in circles and attached to the center.

Semantic Mapping: Semantic maps (or graphic organizers) are maps or webs of words. The purpose of creating a map is to visually display the meaning-based connections between a word or phrase and a set of related words or concepts. Semantic maps help students, especially struggling students and those with disabilities, to identify, understand, and recall the meaning of words they read in the text. With direct instruction and repeated practice, struggling students will find that using semantic maps is a very good way of expanding their vocabulary.

Teachers have recognized the value of using Mind Maps to engage students, encourage creativity and, most importantly, teaching how to learn rather simply memorizing content. Mind Maps have even been integrated into emerging teaching techniques such as the Flipped Classroom and Design Thinking as outlined in the Mind Map on the right.

Concept Maps

Graphic organizers (some of which are also called concept maps, entity relationship charts, and mind maps) are a pictorial way of constructing knowledge and organizing information. They help the student convert and compress a lot of seemingly disjointed information into a structured, simple-to-read, graphic display. The resulting visual display conveys complex information in a simple-to-understand manner.
Increasing Understanding by Creating Graphic Organizers:
The process of converting a mass of data/information/ideas into a graphic map gives the student an increased understanding and insight into the topic at hand. To create the map, the student must concentrate on the relationships between the items and examine the meanings attached to each of them. While creating a map, the student must also prioritize the information, determining which parts of the material are the most important and should be focused upon, and where each item should be placed in the map.
The creation of graphic organizers also helps the student generate ideas as they develop and note their thoughts visually. The possibilities associated with a topic become clearer as the student's ideas are classified visually.
Uses of Graphic Organizers:
Graphic organizers can be used to structure writing projects, to help in problem solving, decision making, studying, planning research and brainstorming.
Creating Graphic Organizers:
Graphic organizers can be drawn free-hand or printed. To go to printouts of many graphic organizers, click on one of the links above or below.
Adding color-coding and/or pictures to a graphic organizer further increases the utility and readability of the visual display.

How to Choose a Graphic Organizer for Your Topic/Task (click on a graphic organizer below to go to printable worksheets):
The task at hand determines the type of graphic organizer that is appropriate. The following is a list of common graphic organizers - choose the format that best fits your topic.
Star: If the topic involves investigating attributes associated with a single topic, use a star diagram as your graphic organizer. Example: Finding methods that help your study skills (like taking notes, reading, doing homework, memorizing, etc.).

Spider: If the topic involves investigating attributes associated with a single topic, and then obtaining more details on each of these ideas, use a spider diagram as your graphic organizer. This is like the star graphic organizer with one more

Uses of Graphic Organizers:
Graphic organizers can be used to structure writing projects, to help in problem solving, decision making, studying, planning research and brainstorming.

Creating Graphic Organizers:
Graphic organizers can be drawn free-hand or printed. To go to printouts of many graphic organizers, click on one of the links above or below.

Adding color-coding and/or pictures to a graphic organizer further increases the utility and readability of the visual display.

How to Choose a Graphic Organizer for Your Topic/Task (click on a graphic organizer below to go to printable worksheets):
The task at hand determines the type of graphic organizer that is appropriate. The following is a list of common graphic organizers - choose the format that best fits your topic.

Star: If the topic involves investigating attributes associated with a single topic, use a star diagram as your graphic organizer. Example: Finding methods that help your study skills (like taking notes, reading, doing homework, memorizing, etc.).

Spider: If the topic involves investigating attributes associated with a single topic, and then obtaining more details on each of these ideas, use a spider diagram as your graphic organizer. This is like the star graphic organizer with one more level of detail. Example: Finding methods that help your study skills (like taking notes, reading, memorizing, etc.), and investigating the factors involved in performing each of the methods.

Fishbone: If the topic involves investigating multiple cause-and-effect factors associated with a complex topic and how they inter-relate, use a fishbone diagram as your graphic organizer. Example: Examining the effects of improved farming methods.

Cloud/Cluster: If the topic involves generating a web of ideas based on a stimulus topic, use a clustering diagram as your graphic organizer. Example: brainstorming.

Tree: If the topic involves a chain of events with a beginning and with multiple outcomes at each node (like a family tree), use a tree as your graphic organizer. Example: Displaying the probabilistic results of tossing coins.

Chain of Events: If the topic involves a linear chain of events, with a definite beginning, middle, and end, use a chain of events graphic organizer. Example: Analyzing the plot of a story.

Continuum/Timeline: If the topic has definite beginning and ending points, and a number of divisions or sequences in between, use a continuum/timeline. Example: Displaying milestones in a person's life.

Clock: If the topic involves a clock-like cycle, use a clock graphic organizer. Example topic: Recording the events in a typical school day or making a story clock to summarize a story.

Cycle of Events: If the topic involves a recurring cycle of events, with no beginning and no end, use a cyclic graphic organizer. Example topic: Documenting the stages in the lifecycle of an animal.

Flowchart: If the topic involves a chain of instructions to follow, with a beginning and multiple possible outcomes at some node, with rules at some nodes, use a flowchart. Example: Computer programmers sometimes use flowcharts to organize the algorithm before writing a program.

Venn Diagram: If the task involves examining the similarities and differences between two or three items, use a Venn diagram. Example: Examining the similarities and differences between fish and whales, or comparing a book and the accompanying movie.

Chart/Matrix Diagram: If the task involves condensing and organizing data about traits of many items, use a chart/matrix. Example: Creating a display of key inventions, who invented them, when, where and why they were invented, etc.

Y-Chart Diagram: If the task involves analyzing and organizing with respect to three qualities, use a Y-Chart. Example: Fill out a Y-Chart to describe what you know about an animal, including what it looks like, what it sounds like, and what it feels like. Or describe a character in a book, including what the charater looks like, sounds like, and how the charater feels.

T-Chart Diagram: If the task involves analyzing or comparing with two aspects of the topic, use a T-Chart. Example: Fill out a T-Chart to evaluate the pros and cons associated with a decision.

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Fact/Opinion: If the task involves distinguishing the facts vs. the opinions in a theme or text, use fact/opinion charts. Example: Fill out a fact/opinion chart to evaluate the facts and opinions presented in a news article.

PMI Diagram: If the task involves analyzing the plusses, minuses, and implicatios of a decision or an action, use a PMI Chart. Example: Fill out a PMI Chart to help evaluate the positive, negative and interesting points associated with taking a new job.

Decision Making Diagrams: If the task is making a decision, use a graphic organizer to enumerate possible alternatives and the pros and cons of each. Example: Fill out a desicion making diagram to help decide which elective courses you'd like to take next quarter.

Semantic Feature Analysis Charts: If the task is comparing characteristics among a group of items, use Semantic Feature Analysis . Example: Fill out a Semantic Feature Analysis chart to compare and contrast the care needed for various pets.

Cause and Effect Diagrams: If the task is examining possible causes and effects in a process, use a cause and effect graphic organizer . Example: Fill out a cause-and-effect diagram to trace the steps in a feedback loop..

KWHL Diagram: If the task involves analyzing and organizing what you know and what you want to learn about a topic, use a KWHL chart. K stands for what you already KNOW about the subject. W stands for what you WANT to learn. H stands for figuring out HOW you can learn more about the topic. L stands for what you LEARN as you read. Example: Fill out a KWHL chart before, during, and after you read about a topic.

Pie Charts: If the task involves showing divisions with a group, use a pie chart. Example: Draw a pie chart to show what percentages of a population have blue eyes, green eyes, or brown eyes.

Vocabulary Map: Graphic organizers can be useful in helping a student learn new vocabulary words, having them list the word, its part of speech (noun, verb, adjective, adverb, etc.), a synonym, an antonym, a drawing that represents the word, and a sentence using the word.

Paragraph Structure: These graphic organizers help you organize the structure of a paragraph, including a topic sentence, sentences with support details, and a conclusion sentence.

5 W's Diagram: If the task involves analyzing the Five W's (Who, When, Where, What, and Why) of a story or event. Example: Fill out a 5 W's Chart to help evaluate and understand the major points of a newspaper story.

Story Map: Story maps can help a student summarize, analyze and understand a story or event.

Character Traits: Graphic organizers help the student identify the traits of fictional characters by looking at events surrounding the character in the text.

Biography Diagrams Graphic organizers are useful to help prepare for writing a biography. Before writing, the graphic organizer prompts the student to think about and list the major events in the person's life.

Animal Report Diagrams: Many graphic organizers are useful to help prepare for writing a report on animals. Before writing, the student should think about and list the major topics that will be researched and covered in the report.

Geography Report Diagrams: These graphic organizers are useful to for doings a short report on a country or other area. The student draws a map and flag, and looks up basic information on the area.

Math Diagrams: Many graphic organizers are useful to learn and do math, include Venn diagrams, star diagrams, charts, flowcharts, trees, etc.

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One of the most appealing aspects of using graphic organizers is that they are

universal innature. That is,graphicorganizers canbe used toimprovelearning andperformance ofa wide array of

students, ranging from those who may be intellectually gifted to those with mild

learning problems.

The end of this chapter contains a list of selected works that address

graphic organizer research. You will find articles that demonstrate their

effectiveness for students whose capabilities range from gifted and talented to

those with mild cognitive disabilities.*

Merits of Using Graphic Organizers

Do graphic organizers raise test-scores?

Graphic organizers have many advantages in the classroom. They are an excellent tool for visual learners who struggle with information that is presented in an entirely written form. Organizers allow students to display a great deal of information on a single graphic. It is also a far less cluttered approach to note taking and studying. Graphic organizers are also a great tool to use with struggling writers and students who are having trouble making connections among concepts. Regardless of how you use them, graphic organizers are a wonderful classroom resource that you can integrate in a wide variety of ways.

1.     New Ways of Thinking

o    Encouraging new ways of thinking is one of the most important advantages of a graphic organizer. This is especially the case in writing, where some students are easily frustrated with trying to come up with ideas that fit a given topic. Graphic organizers remove a lot of the words involved in prewriting and, through pictures, force students to make connections among ideas. Figuring out how your writing fits together and flows is the foundation for any good writer. When students can see how ideas are placed in an order, writing is far less frustrating and can actually become something students enjoy doing.

Review

o    When you use graphic organizers as a review tool, they are a great way to help students remember important facts and concepts they need to know. Arranging information on an organizer, such as a Venn diagram, can let students visualize how something is alike, different and the same. They can see all this information on one sheet of paper. They do not need to take home pages of notes to study, which is sometimes frustrating and confusing. With one diagram, they have all the information they need to know about a particular topic. It can make studying a far less painful endeavor for students.

Easy Revision

o    Revising a graphic organizer is a very easy process, unlike finding a particular spot in pages and pages of notes. Visual aids have all the information on one page, and, if, as a teacher, you find you will not have time to fully cover a concept, you can quickly have students erase that information. On the other end of the spectrum, if you find that you want to give additional details to your students, you can easily add information to the organizer. The easy editing that graphic organizers provide gives you more time to instruct your students, as they are no longer endlessly flipping through a notebook trying to find the right page.

Retention

Students remember information better and can better recall it when it is represented and learned both visually and verbally.^[2]

Reading comprehension

The use of graphic organizers helps improving the reading comprehension of students.^[2]

Student achievement

Students with and without learning disabilities improve achievement across content areas and grade levels.^[2]

Thinking and learning skills; critical thinking

When students develop and use a graphic organizer their higher order thinking and critical thinking skills are enhanced.^[2]

A graphic organizer, also known as knowledge map, concept map, story map, cognitive organizer, advance organizer, or concept diagram, is a communication tool that uses visual symbols to express knowledge, concepts, thoughts, or ideas, and the relationships between them.^[1] The main purpose of a graphic organizer is to provide a visual aid to facilitate learning and instruction

This collection of ready-to-use graphic organizers will help children classify ideas and communicate more effectively. All of our printable graphic organizers are designed to facilitate understanding of key concepts by allowing students to visually identify key points and ideas. By using graphic organizers across all subject areas, you will be empowering your students to master subject-matter faster and more efficiently. We have graphic organizers for reading, science, writing, math, and for self study.

MIND MAP

                                                    A mind map about the sport of tennis

A mind map is a diagram used to visually organize information. A mind map is hierarchical and shows relationships among pieces of the whole.^[1] It is often created around a single concept, drawn as an image in the center of a blank page, to which associated representations of ideas such as images, words and parts of words are added. Major ideas are connected directly to the central concept, and other ideas branch out from those.

Mind maps can be drawn by hand, either as "rough notes" during a lecture, meeting or planning session, for example, or as higher quality pictures when more time is available. Mind maps are considered to be a type of spider diagram.^[2] A similar concept in the 1970s was "idea sun bursting".^[3]

Origins

Although the term "mind map" was first popularized by British popular psychology author and television personality Tony Buzan, the use of diagrams that visually "map" information using branching and radial maps traces back centuries. These pictorial methods record knowledge and model systems, and have a long history in learning, brainstorming, memory, visual thinking, and problem solving by educators, engineers, psychologists, and others. Some of the earliest examples of such graphical records were developed by Porphyry of Tyros, a noted thinker of the 3rd century, as he graphically visualized the concept categories of Aristotle. Philosopher Ramon Llull (1235–1315) also used such techniques.

The semantic network was developed in the late 1950s as a theory to understand human learning and developed further by Allan M. Collins and M. Ross Quillian during the early 1960s. Mind maps are similar in radial structure to concept maps, developed by learning experts in the 1970s, but differ in that the former are simplified by focusing around a single central key concept.

Popularisation of the term "mind map"

Buzan's specific approach, and the introduction of the term "mind map" arose during a 1974 BBC TV series he hosted, called Use Your Head.    In this show, and companion book series, Buzan promoted his conception of radial tree, diagramming key words in a colorful, radiant, tree-like structure.

Buzan says the idea was inspired by Alfred Korzybski's general semantics as popularized in science fiction novels, such as those of Robert A. Heinlein and A. E. van Vogt. He argues that while "traditional" outlines force readers to scan left to right and top to bottom, readers actually tend to scan the entire page in a non-linear fashion. Buzan's treatment also uses then-popular assumptions about the functions of cerebral hemispheres in order to explain the claimed increased effectiveness of mind mapping over other forms of note making.

Mind map guidelines  

Buzan suggests the following guidelines for creating mind maps:

1. Start in the center with an image of the topic, using at least 3 colors.
2. Use images, symbols, codes, and dimensions throughout your mind map.
3. Select key words and print using upper or lower case letters.
4. Each word/image is best alone and sitting on its own line.
5. The lines should be connected, starting from the central image. The lines become thinner as they radiate out from the center.
6. Make the lines the same length as the word/image they support.
7. Use multiple colors throughout the mind map, for visual stimulation and also for encoding or grouping.
8. Develop your own personal style of mind mapping.
9. Use emphasis and show associations in your mind map.
10. Keep the mind map clear by using radial hierarchy or outlines to embrace your branches.

Uses

Rough mindmap notes taken during a course session

As with other diagramming tools, mind maps can be used to generate, visualize, structure, and classify ideas, and as an aid to studying   and organizing information, solving problems, making decisions, and writing.

Mind maps have many applications in personal, family, educational, and business situations, including notetaking, brainstorming (wherein ideas are inserted into the map radially around the center node, without the implicit prioritization that comes from hierarchy or sequential arrangements, and wherein grouping and organizing is reserved for later stages), summarizing, as a mnemonic technique, or to sort out a complicated idea. Mind maps are also promoted as a way to collaborate in color pen creativity sessions.

In addition to these direct use cases, data retrieved from mind maps can be used to enhance several other applications; for instance expert search systems, search engines and search and tag query recommender.  To do so, mind maps can be analysed with classic methods of information retrieval to classify a mind map's author or documents that are linked from within the mind map.

Differences from other visualizations 

• Concept maps - Mind maps differ from concept maps in that mind maps focus on only one word or idea, whereas concept maps connect multiple words or ideas. Also, concept maps typically have text labels on their connecting lines/arms. Mind maps are based on radial hierarchies and tree structures denoting relationships with a central governing concept, whereas concept maps are based on connections between concepts in more diverse patterns. However, either can be part of a larger personal knowledge base system.
• Modelling graphs - There is no rigorous right or wrong with mind maps, relying on the arbitrariness of mnemonic systems. A UML diagram or a semantic network has structured elements modelling relationships, with lines connecting objects to indicate relationship. This is generally done in black and white with a clear and agreed iconography. Mind maps serve a different purpose: they help with memory and organization. Mind maps are collections of words structured by the mental context of the author with visual mnemonics, and, through the use of colour, icons and visual links, are informal and necessary to the proper functioning of the mind map.

Research  

Effectiveness - Cunningham (2005) conducted a user study in which 80% of the students thought "mindmapping helped them understand concepts and ideas in science". Other studies also report positive effects through the use of mind maps.  Farrand, Hussain, and Hennessy (2002) found that spider diagrams (similar to concept maps) had limited, but significant, impact on memory recall in undergraduate students (a 10% increase over baseline for a 600-word text only) as compared to preferred study methods (a 6% increase over baseline).This improvement was only robust after a week for those in the diagram group and there was a significant decrease in motivation compared to the subjects' preferred methods of note taking. A meta study about concept mapping concluded that concept mapping is more effective than "reading text passages, attending lectures, and participating in class discussions".   The same study also concluded that concept mapping is slightly more effective "than other constructive activities such as writing summaries and outlines". In addition, they concluded that low-ability students may benefit more from mind mapping than high-ability students.

Features of Mind Maps - Beel & Langer (2011) conducted a comprehensive analysis of the content of mind maps.   They analysed 19,379 mind maps from 11,179 users of the mind mapping applications SciPlore MindMapping (now Docear) and MindMeister. Results include that average users create only a few mind maps (mean=2.7), average mind maps are rather small (31 nodes) with each node containing about 3 words (median). However, there were exceptions. One user created more than 200 mind maps, the largest mind map consisted of more than 50,000 nodes and the largest node contained ~7500 words. The study also showed that between different mind mapping applications (Docear vs MindMeister) significant differences exist related to how users create mind maps.

Automatic Creating of Mind Maps - There have been some attempts to create mind maps automatically. Brucks & Schommer created mind maps automatically from full-text streams. Rothenberger et al. extracted the main story of a text and presented it as mind map. And there is a patent about automatically creating sub-topics in mind maps.  Pen and Paper vs Computer - There are two studies that analyze whether electronic mind mapping or pen based mind mapping is more effective

Tools   

Mind-mapping software can be used to organize large amounts of information, combining spatial organization, dynamic hierarchical structuring and node folding. Software packages can extend the concept of mind-mapping by allowing individuals to map more than thoughts and ideas with information on their computers and the Internet, like spreadsheets, documents, Internet sites and images. It has been suggested that mind-mapping can improve learning/study efficiency up to 15% over conventional note-taking

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3.3 SOAP strategy in Language learning

SOAPS STRATEGY

SOAPS— (A Strategy for Reading and Writing)   

Any good composition, whether written, spoken, or drawn, is carefully planned.  This  composition has integral parts that work together in complex and subtle   arrangement to produce meaning. SOAPS provides a concrete strategy to help you  identify and use these central components as a basis for your own writing. We  will  be using SOAPS as a means of developing a strong introductory paragraph.     SOAPS is an acronym for a series of questions that you must first ask yourself,  and  then answer, as you begin to plan your composition.   

SPEAKER­­­­­Who is talking? What authority does this person have to deliver   the  message? How did the person earn the opportunity to deliver the message?    OCCASION­­­­What is the larger occasion or context (the broader issue) that     prompted the piece? What is the immediate occasion? What caused the writing to  happen?   

AUDIENCE‐‐‐‐To whom is the writing/text addressed or directed? How is the  message tailored to the needs of a specific group?   

PURPOSE‐‐‐Why does the text exist? What is the goal of the speaker? What      action  does the speaker wish the audience to take? What does the speaker want   the  audience to think or do as a result of reading the text?   

SUBJECT‐‐‐What is the text about? Is it specific (an individual struggle) or general?  Is it abstract or concrete? Is it current or timeless?

RELEVANCE OF SOAPS STRATEGY

 To analyze any piece of writing -- any rhetoric -- it is essential to know the subject of the piece, the occasion for its being written, the audience for whom it is written, the purpose of the piece, and the actual speaker (may differ from the author).  In other words, use the SOAPS strategy.

S (SUBJECT) : The general topic, content, and ideas contained in the text.  You should be able to state the main subjects in a few words or a short phrase.

O (OCCASION) : The time, place, context, or current situation of the piece.  It is important that you understand the context that encouraged the writing to happen, but don’t confuse occasion with purpose.  Also think of it as the “genesis” of the writing, or what possibly got it started.  Why did the author sit down and write about this?

A(AUDIENCE) : The group of readers to whom this piece is directed.  The audience may be one person, a small group, or a large group; it may be a certain person or a certain people. Try to be as specific as possible in your description.  Authors do not just write and hope someone will read; they write for a specific audience and hope for a possible broader audience then intended.  Imagine the author having a conversation.  Who is he sitting across from?

P(PURPOSE): The reason behind the text.  This is especially important for examining rhetoric.  You cannot examine the logic or argument of a piece until you know the reason for the piece, or what the author is trying to tell you.  What does the author want the audience to take away?  You might remember to think “to”, for example, to inform or to persuade.

S(SPEAKER): The voice which tells the story.  You might believe that the author and the speaker are the same, but that is often not the case.  In fiction, the author may choose to tell the story from any number of different points of view or through different methods of narration and characterization.  There might be a gender difference.  You need to be able to differentiate between the author and the narrator, understanding that what the narrator believes may not be true for the author.  In nonfiction, it is important not just to identify the author but also analyze the author’s attitude toward the subject and audience and the “tone of voice” that is used in the selection.

What is his ATTITUDE?   What is his TONE?  What is the author’s STYLE?

An author’s style is what makes his or her writing unique. The author has the choice of many different options or rhetorical strategies.  Some rhetorical strategies are: diction, imagery, details, language, and syntax.  Some relate to the type of appeals made by the author. What does the author choose to use and what effect does the author’s selections have on the piece? What form, message, and tone does he employ? To fully analyze style, consider Rhetorical Triangle.

RHETORICAL TRIANGLE

Follow Up Activity

Prepare a SOAPS Reading Strategy Teaching manual and take a class using SOAPS Reading Strategy .

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