Autoayuda - Mapas Mentales y Conceptuales

MAPAS MENTALES Y CONCEPTUALES
Mapas Mentales y Conceptuales
Debo crear un sistema o ser esclavo del de otro hombre William Blake (1757-1827), ingls.
Muchos de nosotros hemos aprendido a esquematizar la informacin en nuestros estudios, como sigue: I. Primer tem II. Segundo tem A. sub tem B. sub tem 1. sub sub tem 2. sub sub tem III. Tercer tem Las alternativas a este esquema son el Mapa Conceptual y Mental. Por qu un mapa? Esquematizar es lineal y organizado, pero no es la manera en que trabajan nuestras mentes. En lugar de ello, nuestras mentes trabajan como los sitios web: grupos de pginas, o ideas, o conceptos se unen conjuntamente o incluso salen fuera de si mismos y se unen a otras agrupaciones o redes.
El aprendizaje combina lo que ud. ya sabe con lo que desea saber, y vincula esta nueva informacin dentro de nuestro depsito de conocimientos. Nuestra memoria luego procesa estos nuevos eslabones y asociaciones para su posterior evocacin. Un mapa mental se enfoca en una idea; Un mapa conceptual trabaja con varias o muchas.
Cundo hacer el mapa? Para organizar un tema Integrar viejo y nuevo conocimiento Lograr un aprendizaje ms profundo Repasar y prepararse para exmenes
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Tomar apuntes
Ubicar nuevas ideas en una estructura
Torbellino de ideas (brainstorming)
Comunicar ideas complejas
Use los Mapas para poner las cosas en perspectiva, analizar relaciones, y priorizar. Cmo se hacen los Mapas? Primero rechace la idea de un esquema, o de prrafos con oraciones. Luego, piense en trminos de palabras clave o smbolos que representan ideas y palabras. Usted necesitar:
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un lpiz (tendr que borrar!) y una hoja grande de papel en blanco (no rayado). una pizarra y tizas (de colores) notas adhesivas (Post-it) Escriba la palabra o frase breve o smbolo ms importante, en el centro Reflexione sobre la misma; rodela con un crculo. Ubique otras palabras importantes fuera del circulo Dibuje crculos sobrepuestos para conectar tem, o use flechas para conectarlos (piense en los links de las pginas de un sitio web). Deje espacio en blanco para desarrollar su mapa debido a s -posteriores desarrollos s -explicaciones s -interacciones entre tem Trabaje en forma rpida sin detenerse a analizar su trabajo Revise y corrija esta primera fase Piense en la relacin de times externos hacia tems del centro. Borre, reemplace y acorte las palabras para esas ideas clave. Reubique tems importantes ms cerca uno de otro para su mejor organizacin. Si es posible, use color para organizar la informacin Una conceptos a palabras para clarificar la relacin.
Continu trabajando por el exterior Libremente y en forma rpida agregue otras palabras e ideas clave (siempre puede borrar!) Piense fantstico: combine conceptos para expandir su mapa; rompa los lmites. Desarrolle en las direcciones que el tema lo lleva - no se limite por cmo ud. est haciendo el mapa A medida que expande el mapa, ud. tender a volverse ms especfico o detallado
Haga el mapa a un lado Mas tarde, continu desarrollando y revisando Detngase y piense acerca de las relaciones que est desarrollando Expanda su mapa en el tiempo (hasta el momento de un examen, si es necesario!) Este mapa es su documento personal de aprendizaje combina lo que usted conoca con lo que est aprendiendo y lo que puede necesitar para completar su
cuadro
Traducido por Daniel H.P. Borocci, Allen, Argentina
Retroalimentacin para mejorar esta pgina (Por favor especifique cul pgina) Study Guides http://www.iss.stthomas.edu/studyguides
Study Guides and Strategies fue creado y es mantenido por Joseph Landsberger, Academic Web Services, Universidad de St. Thomas (UST), St Paul, MN, USA. Se concede permiso para copiar libremente, adaptar, imprimir, transmitir y distribuir Study Guides en entornos educacionales no-comerciales para el beneficio de los alumnos. En la WWW, sin embargo, por favor enlace aqu , en lugar de poner su propia pgina ya que las pginas frecuentemente se modifican y mejoran teniendo en cuenta la investigacin pedaggica. No hace falta pedir el enlace. Se reciben con agradecimiento ms traducciones.
Estudio: Guas y Estrategias
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Prepararse para aprender

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Estudiar
Hbitos efectivos para un estudio efectivo La concentracin Pensamiento Critico M.U.R.D.E.R. (Siglas) Un sistema de estudio Sistema de estudio ndice (en ingls)
Aprendiendo a aprender Pensar como un Genio Administracin del tiempo Mapas Mentales y Conceptuales Un ejercicio para Motivrse (en ingls)
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Setting goals/making a schedule Managing stress Motivating yourself Making decisions/solving problems Adaptive decision-making Adult education Self-assessment web sites
(*outside links*)
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Memorizing Thinking aloud/private speech Avoiding procrastination Studying with ADHD Succeeding in distance education courses
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"Study" bibliography Additional study skills web sites
Participacin en clase
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Aprendiendo con otros

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Prepararse para aprender en clase (USA) 14 consejos para influir sobre los profesores Tomar Apuntes en clase (en ingls)
Tutora (en ingls)
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Guided notes
Influencing teachers Paying attention Making your voice heard Problem based learning
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Collaborative/cooperative learning Active Listening Studying in groups Peer mediation Conflict resolution
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Habilidades para elaborar proyectos

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Habilidades de lectura
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Investigando en Internet (en ingls)

Organizing projects Researching case studies Evaluating web site content Presenting projects/speeches Public speaking
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Lectura de material difcil Tomar apuntes de libros de texto Cmo leer un ensayo Lectura; velocidad y comprensin El Mtodo de lectura "SQ3R" (en ingls)
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Learning from multiple sources Speed & comprehension Marking & underlining
Prepararse para los exmenes

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Los exmenes
Diez consejos para los exmenes Prepararse y presentarse a exmenes orales (en ingls)
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Preparacin de los Exmenes Prever el contenido del examen Revisin de recursos para los exmenes Organizarse para los exmenes Atiborramiento Exmenes, Preparacin de emergencia (en ingls)
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Overcoming test anxiety Organizing for test taking
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True/false tests Multiple choice tests Short answer tests Essay Exams Essay exam terms/directives Open book exams Oral exams "Test" bibliography
Escritos
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Escritos (continuacin)
(en ingls)
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Escritura Bsica Como escribir ensayos explicativos (en ingls)
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Organizing research Prewriting and drafts The five-paragraph essay Essays for a literature class Persuasive essays Writing for the "Web"
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Modifiers & commas Transitional words & phrases Spelling (American) Writing Strategies Learned by Stephen Wilbers Print bibliography for writing Internet bibliography for writing
Matemticas y ciencias
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"Webtruth"
Netiquette
Exmenes de Matemtica Resolver problemas con el mtodo cientfico (en ingls)
La evaluacin y la comprensin del contenido de un sitio web Principios bsicos en el diseo de pginas web Escribir pginas eficaces para el Web (en ingls)
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Writing lab reports and scientific papers Lab safety (outside links)
Solving math equations Solving Math Word Problems

Math tests Math bibliography, including web sites with on-line help.
Herramientas Web./Links exteriores

Citing web sites Accessible Web site design Designing web sites Color & graphics (Photoshop) resources MS FrontPage resources
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Traduccin de Daniel H.P. Borocci (Prof.), Allen, Argentina; de Norma Benesdra, Buenos Aires, Argentina; de MArtin GOnzalez MOrassi, Asuncion, Paraguay; de Joaqun SelvaPrez, Valencia, Espaa.
Study Guides and Strategies fue creado y es mantenido por Joseph Landsberger, Academic Web Services, Universidad de St. Thomas (UST), St Paul, MN, USA. Se concede permiso para copiar libremente, adaptar, imprimir, transmitir y distribuir Study Guides en entornos educacionales no-comerciales para el beneficio de los alumnos. En la WWW, sin embargo, por favor enlace aqu , en lugar de poner su propia pgina ya que las pginas frecuentemente se modifican y mejoran teniendo en cuenta la investigacin pedaggica. No hace falta pedir el enlace. Se reciben con agradecimiento ms traducciones.
02/07/03
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The Study Guides and Strategies web site was created and is maintained by Joe Landsberger, academic web site developer at the University of St. Thomas (UST), St. Paul, Minnesota. It is collaboratively maintained across institutional and national boundaries, and revised on an on-going basis. Suggestions, comments, critiques, etc. are warmly welcomed in the interest of helping learners worldwide. Additional
contributions and translations are warmly received. Permission is granted to freely copy, adapt, print, transmit, and distribute Study Guides in settings that benefit learners. No request to link is necessary.
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Skills: learning | studying | classroom | group | project | reading | testing | writing | math & science | web/ Internet
Preparing to learn
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Studying
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Learning to learn Managing time Setting goals/making a schedule Managing stress Thinking like a genius Mapping information for learning Motivating yourself Making decisions/solving problems Adaptive decision-making Learning as an adult Exploring your own learning style (*outside links*)
Effective study habits Thinking critically Concentrating Memorizing Thinking aloud/private speech Avoiding procrastination M.U.R.D.E.R. - a study system Index study system Vocabulary building exercise Studying with ADHD
Classroom participation
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Learning with others

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Preparing for the classroom Influencing teachers Taking notes in lectures
Collaborative/cooperative learning
Guided notes
Paying attention Making your voice heard Problem based learning Succeeding in distance education courses
Active Listening Studying in groups Tutoring guidelines Conflict resolution Peer mediation
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Project skills
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Reading skills
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Organizing projects Researching case studies Researching on the Internet Evaluating web site content Presenting projects/speeches Public speaking
Interviewing for class projects r Consent form
Taking notes from a text book Learning from multiple sources Reading/understanding essays Reading difficult material Speed & comprehension Marking & underlining SQ3R Method
Preparing for Tests

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Taking Tests
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General test preparation Anticipating test content Review tools for tests Overcoming test anxiety Organizing for test taking Cramming Emergency test preparation
Ten tips for terrific test taking True/false tests Multiple choice tests Short answer tests Essay Exams Essay exam terms/directives Open book exams Oral exams "Test" bibliography
Writing Basics
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Writing Basics,
continued
Modifiers & commas Transitional words & phrases Spelling (American) Writing Strategies Learned by Stephen Wilbers Print bibliography for writing Internet bibliography for writing
Writing basics Organizing research Prewriting and drafts The five-paragraph essay Essays for a literature class Expository essays Persuasive essays Writing for the "Web"
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Math & Science

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Webtruth
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Following the scientific method Writing lab reports and scientific papers Lab safety (outside links)
Solving math equations Solving math word problems

Math tests Math bibliography, including web sites with on-line help.
Netiquette Citing web sites Accessible Web site design Laying out a basic web page Writing for effective web pages Designing web sites Design resources Color & graphics (Photoshop) resources MS FrontPage resources
The Study Guides and Strategies web site was created and is maintained by Joe Landsberger, academic web site developer at the University of St. Thomas (UST), St. Paul, Minnesota. It is collaboratively maintained across institutional and national boundaries, and revised on an ongoing basis. Suggestions, comments, critiques, etc. are warmly welcomed in the interest of helping learners worldwide. Additional contributions and translations are warmly received.
Permission is granted to freely copy, adapt, print, transmit, and distribute Study Guides in settings that benefit learners. No request to link is necessary. Translations, collaborations and acknowledgements Website: http://www.iss.stthomas.edu/studyguides Joe's vanity page Updated: Wednesday, 02 July 2003
Learning and Studying Guides Index
Preparing to learn
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Learning to learn Managing time Setting goals/making a schedule Managing stress Thinking like a genius Mapping information for learning
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Motivating yourself Making decisions/solving problems Adaptive decisionmaking Adult education Self-assessment web sites
(*outside links*)
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Studying
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Effective study habits Thinking critically Concentrating Memorizing Thinking aloud/private speech Avoiding procrastination Studying with ADHD
M.U.R.D.E.R. - a study system Index study system
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Learning from multiple sources

Succeeding in distance education courses
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Collaborative/ cooperative learning Active Listening Studying in groups

Organizing projects
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Tutoring guidelines Conflict resolution Peer mediation Problem based learning
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(please specify which page) The Study Guides and Strategies web site was created and is maintained by Joe Landsberger, academic web site developer at the University of St. Thomas (UST), St. Paul, Minnesota. It is collaboratively maintained across institutional and national boundaries, and revised on an on-going basis. Suggestions, comments, critiques, etc. are warmly welcomed in the interest of helping learners worldwide. Additional contributions and translations are
warmly received. Permission is granted to freely copy, adapt, print, transmit, and distribute Study Guides in settings that benefit learners. No request to link is necessary.
http://www.iss.stthomas.edu/studyguides/lrnstudy.htm (2 of 2)25/08/2003 06:38:18 p.m.
Classroom and Project Guides Index
Classroom participation
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Project skills
Organizing projects Researching case studies Researching on the Internet Evaluating web site content Presenting projects/ speeches Public speaking
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Preparing for the classroom Influencing teachers Taking notes in lectures Paying attention Making your voice heard Problem based learning

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Collaborative/ cooperative learning Active Listening Studying in groups
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Tutoring guidelines Peer mediation Conflict resolution

warmly received.
http://www.iss.stthomas.edu/studyguides/classproj.htm (1 of 2)25/08/2003 06:38:23 p.m.
Permission is granted to freely copy, adapt, print, transmit, and distribute Study Guides in settings that benefit learners. No request to link is necessary.
http://www.iss.stthomas.edu/studyguides/classproj.htm (2 of 2)25/08/2003 06:38:23 p.m.
American classroom learning
Preparing for (American)
Classroom Learning
What good is a candle without a match? Spanish Proverb
Compared to classrooms in some countries, United States' classrooms tend to be informal. There are, however, some very important basic rules: Before class:
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Do your homework! Read critically; form your own opinions Review your notes from the previous lecture and reading for the day Communicate immediately with professors about any study problems Focus on the task at hand before class: take a moment of silence to gather your thoughts and mentally prepare yourself to the topic Write any objectives that come to mind at the head of your notepaper: r preparing for an up-coming test, r understanding a particular concept, r gaining a good foundation on a topic r understanding or reviewing the readings
In Class:
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Arrive on time for class. Professors do not take lateness lightly Position yourself in the classroom to focus on the subject matter; consider the best location for: r listening r asking questions r seeing visual materials r discussing--not only with the teacher but also your classmates
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Avoid distractions that may interfere with your concentration (daydreaming, looking around the room, talking to a friend, passing notes, dozing) Evaluate as you listen: r Decide what is important and should be placed in your notes and what can be left out; r Listen long enough to be sure you understand what was said before writing. r Ask clarifying questions (but wait for "breaks" in the instructor's stream). Review your class objective(s) throughout the class period r Did your objective(s) mesh with the instructor's introductory remarks? r Has the class digressed from stated objectives, yours or the instructor's? Write a "to do" list including r assignments; r reviewing difficult concepts; r joining study groups; r making appointments with a study pal, tutor, or the instructor. One resource often overlooked is a classmate who seems to have a good grasp of the material. If it seem appropriate, seek the individual out for help. Periodically ask yourself if the course is meeting your objectives. If you find yourself dissatisfied with a particular class or the course in general, make an appointment with the instructor to discuss your expectations. The earlier the better.
Material adapted from: Gail M. Zimmerman, Assistant Dean of FirstYear Students and Academic Counselor, Dartmouth College and Bob Nelson, et al, Learning Resource Centers, Rutgers University

Reading & Classroom Skills Menu
Reading &
Classroom Skills Menu Classroom participation
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Reading Skills
SQ3R Method Taking notes from a text book Marking & underlining Learning from multiple sources Reading/understanding essays s Summary form for a reading Speed & comprehension Reading difficult material
Preparing for the classroom Paying attention/ concentrating
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Active Listening
Taking notes in lectures
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Guided notes
Influencing teachers Making your voice heard Presenting projects/ speeches Public speaking Researching case studies Succeeding in distance education courses Problem based learning
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Reading & Classroom Skills Menu
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Paying attention, concentrating in the classroom
Paying attention
in the classroom
The first thing obvious to children is what is sensible William Penn 1693 American
If you have difficulty paying attention to what is being said in the classroom:
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Try to anticipate the main ideas of the coming lecture: Look over your notes of the previous lecture and read the course material. If you have questions about material from the previous class or text, ask the instructor before class about them Prepare a few questions you expect to be answered on new material if possible Resist distractions by sitting in front of the room away from disruptive classmates and by focusing on the instructor through active listening and note taking Put yourself in the "mood" with attentive expression and posture; do not sprawl Shift position in your seat every so often Don't sit frozen in one position Shifting on occasion will help keep the blood circulating, send more oxygen to your brain, and help you remain alert When appropriate: ask a question, ask for more clarity, or engage an instructor and the class in dialogue Train yourself not to give in to distractions The Spider Technique Hold a vibrating tuning fork next to a spider web. The spider will react and come looking for what is vibrating the web. Do it several times and the spider "wises up" and knows there's no bug and
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doesn't come looking. You can learn that. When someone enters the room, or when a door slams, do not allow yourself to participate. Rather, keep your concentration on what's in front of you.
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Form a tunnel between you and the lecturer Practice letting people move or cough without having to look at them - just let them "be out there" as you focus on what is being taught When talking with someone, keep your attention on that person, look at his face, and note what is being said. Let the rest of the world just be "out there." Use the "Be here now" technique to help you regain concentration when you do become distracted momentarily.
Adapted with permission from Help Yourself, University Counseling Services, Kansas State University
See also: J. R. Hayes, The Complete Problem Solver, Franklin Institute Press, 1981

warmly received. Permission is granted to freely copy, adapt, print, transmit, and distribute
Study Guides in settings that benefit learners. No request to link is necessary.
Active Listening
Active Listening
A good listener tries to understand thoroughly what the other person is saying. In the end he may disagree sharply, but before he disagrees, he wants to know exactly what it is...
Kenneth A. Wells, American
Active, effective listening is a habit, as well as the foundation of effective communication.
What affects listening?
What do you think of the subject matter? Is it new or have you a lot of experience with it? Will it be difficult to understand, or simple? Is it important to you, or just fun?
Is the speaker experienced or nervous? What are the non-verbal cues of the speaker? What frame of mind is he or she? How personable, threatening, intelligent, etc.?
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Active Listening
Is the message illustrated with with visuals or examples? Is technology used effectively? Are concepts introduced incrementally, or with examples?
Is the space conducive to listening? or to interaction or exchange with the speaker? Are there avoidable distractions?
Described above are the external factors. Now: what about you, the center, the listener?
Prepare with a positive, engaged attitude

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Focus your attention on the subject Stop all non-relevant activities beforehand to orient yourself to the speaker or the topic Review mentally what you already know about the subject Organize in advance relevant material in order to develop it further (previous lectures, TV programs, newspaper articles, web sites, prior real life experience, etc.) Avoid distractions Seat yourself appropriately close to the speaker Avoid distractions (a window, a talkative neighbor, noise, etc.) Acknowledge any emotional state Suspend emotions until later, or Passively participate unless you can control your emotions
Active Listening
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Set aside your prejudices, your opinions You are present to learn what the speaker has to say, not the other way around
Actively listen
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Be other-directed; focus on the person communicating Follow and understand the speaker as if you were walking in their shoes Listen with your ears but also with your eyes and other senses Be aware: non-verbally acknowledge points in the speech Let the argument or presentation run its course Don't agree or disagree, but encourage the train of thought Be involved: Actively respond to questions and directions Use your body position (e.g. lean forward) and attention to encourage the speaker and signal your interest
Follow up activities
One-to-one In a group/audience
Give the speaker time and space for rest after talking Express appreciation for the sharing to build trust and encourage dialogue Check if you have understood
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Give the speaker space to regroup, to debrief after talking During Q & A If posing a question
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Restate key points to affirm
Quickly express appreciation Briefly summarize a preliminary point Ask the relevant
Active Listening
your understanding & build dialogue Summarize key points to affirm your understanding & build dialogue Ask (nonthreatening) questions to build understanding
question If making a point

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Continue dialogue:
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Reflect on your experience to demonstrate your interest (feedback) Interpret after you feel you have grasped content Apply what you have learned to a new situation
Quickly express appreciation Briefly restate the relevant idea as presented State your idea, interpretation, reflection Invite a response Continued development
Get contact information for later reference Invite friends/ colleagues/etc. for discussion afterward Write out a summary with questions for further review

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Active Listening
Influencing Teachers
14 Suggestions on
I delight in learning so that I can teach Seneca 4 BC - 65 AD
How you communicate with your professor affects how well you do in a course. In general, professors are likely to be impressed with students who show a genuine interest in their course material and ask good questions. The best way to get on your professor's good side is to be an "interested" student. The following are some strategies to demonstrate your interest and curiosity:
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Don't criticize, condemn, or complain to the teacher about his or her performance: rather: focus on, and discuss, the material and your understanding of it. Let the teacher know what you appreciate about the course Smile Know and use the teacher's name Listen to what the teacher has to say about himself or herself Talk in terms of what the teacher is interested in Let the teacher know that you think he or she is important Avoid arguing If you are wrong, admit it quickly and emphatically Ask questions rather than give orders
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Try honestly to see the teacher's point of view Let the teacher know that you sincerely want to do well in the course Always have the course textbook in your hand whenever you see the instructor Hand in all assignments on time throughout the semester
Adapted from How to Win Friends and Influence People, by Dale Carnegie, New York: Simon and Schuster Inc., 1936.

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Taking Notes in Lectures
I must Create a System, or be enslaved by another Man's

Wm. Blake 1757 - 1827 English
You can develop your own note taking system and study strategy: Record * Reduce * Recite * Reflect * Review Get a good loose-leaf notebook: This will enable you to add, delete, and re-sequence pages and materials. Begin each session's notes with a cover page for later summaries and test preparation. A typical notes page:
Date & heading 2. Reduce After class note:

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1. Record/take notes here: identify the main points capture the main ideas Use outlines or concept maps Use words and pictures and graphs or whatever it takes to get the information down quickly. Avoid quoting unless it is very necessary.
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key/cue words phrases questions
Link information from the text or other sources
5. Review: Summarize the page, especially challenging content.
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Heading:
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Date Class/subject or title or number (e.g. 3/34) Guest speakers' names, including your fellow students' contributions
3. Recite: Talk aloud!

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Review from memory what you have learned Using the left hand margin's key words and questions, talk through, or illustrate definitions, concepts, etc. Create your own examples
4. Reflect: Think over!

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How does this relate to what you knew before? Note the essay terms and find the best ones that refer to your studies: Apply, Compare, Diagram, Evaluate, etc...
5. Review the notes you took and summarize them at the bottom of the page at your next study session, and before reading new material or studying for tests. Multiple pages of notes for one lecture:
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summarize each page at its bottom, summarize the lecture either at a cover or end page.
Adapted from Walter Pauk (1989) and the Cornell Notetaking System (Dartmouth College, Hanover, NH)

(please specify which page) The Study Guides and Strategies web site was created and is maintained by Joe Landsberger, academic web site developer at the University of St. Thomas (UST), St.
Paul, Minnesota. It is collaboratively maintained across institutional and national boundaries, and revised on an on-going basis. Suggestions, comments, critiques, etc. are warmly welcomed in the interest of helping learners worldwide. Additional contributions and translations are
Concept- or mind-mapping
Concept- or mind-mapping for learning
I must Create a System, or be enslaved by another Man's Wm. Blake 1757 - 1827 English Graphic-free version
Many of us have learned to outline information in our studies, as: I. First item II. Second item A. sub item B. sub item 1. sub sub item 2. sub sub item III. Third item Alternatives to outlining are Mind- and Concept-Mapping.
How do I map?
First reject the idea of an outline, or of paragraphs using sentences. Think in terms of key words or symbols that represent ideas and words. You will need:
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a pencil (you'll be erasing!) and a blank (non-lined) big piece of paper a blackboard and (colored) chalk "post-it" notes
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Write down the most important word or short phrase or symbol for the center. Think about it; circle it.
Post other important concepts and their words outside the circle
Edit this first phase Think about the relation of outside items to the center item Erase, edit, and/or shorten words to key ideas Relocate important items closer to each other for better organization If possible, use color to organize information Link concepts with words to clarify their relationships
Continue working outward Freely and quickly add other key words and ideas (you can always erase!) Think weird: combine concepts to expand your map or; break boundaries Develop in directions the topic takes you--not limited by how you are doing the map As you expand your map, tend to become more specific or detailed
Set the map aside Later, continue development and revision Stop and think about relationships you are developing Expand the map over time (right up to an exam if necessary!) This map is your personal learning document It combines what you knew with what you are learning and what you may need to complete your "picture"
Other examples of mapping
* Version and edits thanks to Kendra Grant, Peel School District School Board
2001, Mississauga Canada. Cmap tools: A toolkit for making concept maps: include theory, tutorial, examples, and a free download. http://cmap.coginst.uwf.edu/ (May 2002)
See also James Cook University's (North Queensland, Australia) page on mind mapping at http://www. tsd.jcu.edu.au/netshare/learn/mindmap/ (May 2002) Concept maps have their origin in the work of David Ausubel (advanced organizers). The technique of concept mapping was developed by Joseph D Novak at Cornell. "Concept maps have their origin in the learning movement called constructivism. In particular, constructivists hold that prior knowledge is used as a framework to learn new knowledge. In essence, how we think influences how and what we learn. Concept maps identify the way we think, the way we see relationships between knowledge." Grayson H. Walker, Concept Mapping and Curriculum Design, Teaching Resource Center, The University of Tennessee at Chattanooga, http://www.utc.edu/Teaching-Resource-Center/concepts. html, (May 2002) Mind mapping was developed by Tony Buzan: "The Mind Map Book: How to Use Radiant Thinking to Maximize Your Brain's Untapped Potential", Penguin Books, New York. More information is available in a Mind Mapping FAQ (Frequently Asked Questions) Document. ( http://www.ozemail.
com.au/~caveman/Creative/Mindmap/index.html) (May 2002)

(please specify which page) The Study Guides and Strategies web site was created and is maintained by Joe Landsberger, academic web site developer at the University of St. Thomas (UST), St. Paul, Minnesota. It is collaboratively maintained across institutional and national boundaries, and revised on an on-going basis. Suggestions, comments, critiques, etc. are warmly welcomed in the interest of helping learners worldwide. Additional contributions and translations are warmly received.
I must Create a System, or be enslaved by another Man's Wm. Blake 1757 - 1827 English
Many of us have learned to outline information in our studies, as: I. First item II. Second item A. sub item B. sub item 1. sub sub item 2. sub sub item III. Third item Alternatives to outlining are Mind and Concept Mapping.
Why Map?
Outlining is linear and organized, but not the way our minds work. Instead, our minds work like web sites: groups of pages or ideas or concepts are linked together, or even go off on their own into other groupings or webs.
Learning combines what you already know with what you want to know, and links this new information within our store of knowledge. Our memories then process these new "links" and associations for later recall. A mind map focuses on one idea; A concept map works with several or many.
When to map?
http://www.iss.stthomas.edu/studyguides/mapping/mapping.htm (1 of 4)25/08/2003 06:39:18 p.m.
Organizing a subject Integrating old and new knowledge
Bringing about "deeper" learning Revising, and preparing for, tests
Taking notes
Placing new ideas in a structure
Brainstorming
Communicating complex ideas
Use mapping to put things into perspective, analyze relationships, and to prioritize.
How do I map?
Go to "imaged" version
of this guide....
First reject the idea of an outline, or of paragraphs using sentences. Now think in terms of key words or symbols that represent ideas and words. You will need:
q q q
a pencil (you'll be erasing!) and a blank (non-lined) big piece of paper a blackboard and (colored) chalk "post-it" notes
q
Write down the most important word or short phrase or symbol for the center. Think about it; circle it.
Post other important words outside of the circle Draw over-lapping circles to connect items, or use arrows to connect them (think of linking pages in a web site) Leave white space to grow your map for r further development r explanations r action items Work quickly without analyzing your work
Edit this first phase Think about the relation of outside items to the center item Erase and replace and shorten words to these key ideas Relocate important items closer to each other for better organization If possible, use color to organize information Linking concepts with words to clarify the relationship
Continue working outward Freely and quickly add other key words and ideas (you can always erase!) Think weird: combine concepts to expand your map or; break boundaries Develop in directions the topic takes you--not limited by how you are doing the map As you expand your map, you will tend to become more specific or detailed
Set the map aside Later, continue development and revision Stop and think about relationships you are developing Expand the map over time (right up to an exam if necessary!)
This map is your personal learning document It combines what you knew with what you are learning and what you may need to complete your "picture"
See also James Cook University's (North Queensland, Australia) page on mind mapping at http://www.tsd.jcu.edu.au/netshare/learn/mindmap/ Concept maps have their origin in the work of David Ausubel (advanced organizers). The technique of concept mapping was developed by Joseph D Novak at Cornell. "Concept maps have their origin in the learning movement called constructivism. In particular, constructivists hold that prior knowledge is used as a framework to learn new knowledge. In essence, how we think influences how and what we learn. Concept maps identify the way we think, the way we see relationships between knowledge." Grayson H. Walker, Concept Mapping and Curriculum Design, Teaching Resource Center, The University of Tennessee at Chattanooga, http://www.utc.edu/Teaching-Resource-Center/concepts.html, (March 2, 2000). Mind mapping was developed by Tony Buzan: "The Mind Map Book: How to Use Radiant Thinking to Maximize Your Brain's Untapped Potential", Penguin Books, New York. More information is available in a Mind Mapping FAQ (Frequently Asked Questions) Document. (http://www.ozemail.com.au/~caveman/Creative/Mindmap/index. html)
"The use of Concept Maps in the Teaching Process" http://www.edu.cuhk.edu.hk/ ~johnson/cmap/cmapguid.html) "The Use of Concept Maps in the Teaching-Learning Process" http://www.spjc.cc.fl.us/0/spns/lancraft/cmapping.html

(please specify which page) The Study Guides and Strategies web site was created and is maintained by Joe Landsberger, academic web site developer at the University of St. Thomas (UST), St. Paul, Minnesota. It is collaboratively maintained across institutional and national boundaries, and revised on an on-going basis. Suggestions, comments, critiques, etc. are warmly welcomed in the interest of helping learners worldwide. Additional contributions and translations are warmly
received. Permission is granted to freely copy, adapt, print, transmit, and distribute Study Guides in settings that benefit learners. No request to link is necessary.
Concept- or mind-mapping for learning

examples
I must Create a System, or be enslaved by another Man's Wm. Blake 1757 - 1827 English
Forms of water:
French revolution:
http://www.iss.stthomas.edu/studyguides/mapping/mapping1.htm (1 of 3)25/08/2003 06:39:46 p.m.
Stuart Little:
* Examples thanks to Kendra Grant, Peel School District School Board 2001, Mississauga
Canada.

(please specify which page) The Study Guides and Strategies web site was created and is maintained by Joe Landsberger, academic web site developer at the University of St. Thomas (UST), St. Paul, Minnesota. It is collaboratively maintained across institutional and national boundaries, and revised on an on-going basis. Suggestions, comments, critiques, etc. are warmly welcomed in the interest of helping learners worldwide. Additional contributions and translations are warmly received.
Aprendiendo a aprender
Saben lo suficiente aquellos que saben cmo aprender Henry Brooks Adams
El camino hacia el aprendizaje ms efectivo es a travs del conocimiento de:

q q q q
ti mismo tu capacidad de aprender el proceso que usaste con xito en el pasado el inters en y el conocimiento sobre el tema que quieres aprender
Puede ser que te sea fcil aprender fsica pero imposible aprender tenis, o viceversa. Todo aprendizaje, sin embargo, se resuelve en 4 etapas. Estas son las 4 etapas del aprendizaje. Comienza por imprimir esto y contesta las preguntas. Luego, planea tu estrategia con tus respuestas, y con otras Guas de Estudio
Cul es tu experiencia sobre cmo aprendes?

Te gustaba ...
q
q q q q q q
leer? Resolver problemas? Recitar? Interpretar? Hablar a grupos? Sabas resumir? Hacas preguntas sobre lo que estudiabas? Repasabas? Accedas a informacin de una variedad de fuentes? Te gustaban los grupos silenciosos o los de estudio? Necesitabas varias sesiones de estudio cortas o una larga? Cmo son tus hbitos de estudio? Cmo se generaron? Cul te result mejor? Cul peor? Cmo expresabas mejor lo que aprendas mejor? A travs de una prueba escrita, un parcial, una entrevista?
http://www.iss.stthomas.edu/studyguides/Espanol/metacog.htm (1 of 3)25/08/2003 06:40:12 p.m.
q q q q
Cun interesado estoy en esto? Cunto tiempo quiero invertir aprendiendo esto? Qu compite por mi atencin? Se dan las circunstancias para el xito?
Procede al Presente
q q q q
q q q q q q q
Qu puedo controlar, y qu est fuera de mi control? Puedo cambiar estas condiciones para tener xito Qu afecta mi dedicacin para aprender esto? Tengo un plan? Mi plan incluye mi experiencia pasada y mi estilo de aprendizaje? Cul es el encabezamiento o ttulo? Cules son las palabras clave que resaltan? Yo las entiendo? Qu s ya acerca de esto? S materias relativas? Qu tipo de recurso e informacin me ayudar? Voy a confiar slo en una fuente para la informacin (por ej. Un libro de texto)? Voy a necesitar buscar fuentes adicionales?
Considera el Proceso, el tema

q q q q q q q q
q q q
Cuando estudio, me pregunto si entiendo? Tendra que ir ms lento o ms despacio? Si no entiendo, me pregunto por qu? Paro y resumo? Paro y pregunto si es lgico? Paro y evalo (de acuerdo, en desacuerdo)? Slo necesito tiempo para pensarlo y volver luego? Necesito discutirlo con otros alumnos para procesar la informacin? Necesito encontrar una autoridad, mi profesor o bibliotecario o profesional? Qu hice bien? Qu podra mejorar? Mi plan coincidi con mi mismo?
Integrar el repaso
q
Eleg las condiciones correctas?
q q q
Persever? Fui disciplinado conmigo mismo? Tuve xito? Festej mi xito?
Esta pgina se inspira en la metacognicin? trmino creado por Flavell (1976) y ha sido ampliada por muchos. Otros recursos han sido desarrollados por SNOW (Ventana de la Oportunidad para necesidades especiales), proyecto orientado a brindar soporte pedaggico a educadores en http://snow.utoronto.ca/ llreadings/. Taducida al espaol por Norma Benesdra Buenos Aires - Argentina
Study Guides and Strategies fue creado y es mantenido por Joseph Landsberger, Academic Web Services, Universidad de St. Thomas (UST), St Paul, MN, USA. Se concede permiso para copiar libremente, adaptar, imprimir, transmitir y distribuir Study Guides en entornos educacionales nocomerciales para el beneficio de los alumnos. En la WWW, sin embargo, por favor enlace aqu , en lugar de poner su propia pgina ya que las pginas frecuentemente se modifican y mejoran teniendo en cuenta la investigacin pedaggica. No hace falta pedir el enlace. Se reciben con agradecimiento ms traducciones.

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MAPAS MENTALES Y CONCEPTUALES

Mapas Mentales y Conceptuales

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MAPAS MENTALES Y CONCEPTUALES

Ubicar nuevas ideas en una estructura

Torbellino de ideas (brainstorming)

Comunicar ideas complejas

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MAPAS MENTALES Y CONCEPTUALES

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MAPAS MENTALES Y CONCEPTUALES

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Estudio: Guas y Estrategias

Prepararse para aprender

"Study" bibliography Additional study skills web sites

Aprendiendo con otros

Tutora (en ingls)

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Estudio: Guas y Estrategias

Habilidades para elaborar proyectos

Investigando en Internet (en ingls)

Prepararse para los exmenes

Overcoming test anxiety Organizing for test taking

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Estudio: Guas y Estrategias

Escritura Bsica Como escribir ensayos explicativos (en ingls)

Exmenes de Matemtica Resolver problemas con el mtodo cientfico (en ingls)

Solving math equations Solving Math Word Problems

Herramientas Web./Links exteriores

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Estudio: Guas y Estrategias

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UST Internet Search

Feedback to improve this page

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Study Guides and Strategies

"Study" bibliography Additional study skills web sites

Learning with others

Preparing for the classroom Influencing teachers Taking notes in lectures

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Study Guides and Strategies

Interviewing for class projects r Consent form

Preparing for Tests

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Study Guides and Strategies

Math & Science

Solving math equations Solving math word problems

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Learning and Studying Guides Index

Learning and Studying Guides Index

M.U.R.D.E.R. - a study system Index study system

Learning from multiple sources

"Study" bibliography Additional study skills web sites

Learning with others

Collaborative/ cooperative learning Active Listening Studying in groups

Tutoring guidelines Conflict resolution Peer mediation Problem based learning

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Learning and Studying Guides Index

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Classroom and Project Guides Index

Classroom and Project Guides Index

Learning with others