Introduction to Concept Mapping Used as a learning and teaching technique, concept mapping visually illustrates the relationships between concepts and ideas. Often represented in circles or boxes, concepts are linked by words and phrases that explain the connection between the ideas, helping students organize and structure their thoughts to further understand information and discover new relationships. Most concept maps represent a hierarchical structure, with the overall, broad concept first with connected sub-topics, more specific concepts, following.
Translate this page from English Print Page Change Text Size: We suggest that institutions begin with a foundational workshop in critical thinking.
Any of these strands can be combined to focus on the goals and needs of your institution. Our presenters can discuss workshop possibilities with you, and make recommendations based on your needs. For more information on our Professional Development program, please fill out our short information request form.
It will introduce the basic components of critical thinking, ways to build those components into the design of what you teach, and ways to make that design effective.
We do not understand critical thinking as something additional to content, but rather as integral to it. We focus, therefore, on teaching students to learn not random bits and pieces of information, but systems, organized networks of concepts, active modes of thinking.
Program Description The session begins with a general introduction to critical thinking and to its significance not only to the academic but also to the vocational and personal success of students.
This first session closes with questions and answers.
It is followed by hands-on sessions during which small group activities are used to illustrate the application of various dimensions of critical thinking strategies to instruction as well as to personal life.
Each session is designed to build on the previous sessions and cultivates increasing knowledge of and skill in critical teaching. Critical Thinking and Socratic Questioning This will provide for an in-depth introduction into the theory and practice of Socratic questioning.
It will include a review of the basic concepts of critical thinking: It will then relate these foundational concepts, understandings, and skills to the art of Socratic questioning.
Participants Will form a basic concept of the interrelation of doubting, questioning, and learning, and a general understanding of why it is essential to question in order to master content and discipline the mind form a basic concept of the kinds of questioning strategies that foster the simultaneous development of disciplined thinking and learning form a basic concept of how to question students so that they, in turn, analytically question what they read, write, think, and believe Program Description: The session begins with a general introduction into the interrelation of doubting, questioning, and learning and why it is essential to doubt and question in order to master content and discipline the mind.
It is followed by 3 or 7 hands-on sessions depending upon whether it is a one or two-day session which focus on small group activities. The second session focuses on critical reading with a practice passage supplied by the presenter.
The third session demonstrates how the basic elements of thought purpose or goal, problem or question at issue, assumptions, data or facts, concepts and theory, implications and consequences, alternative points of view can each be made the focus of questions.
Each session thereafter is designed to build on the previous sessions and involves directed practice in Socratic questioning and the design of assignments, activities, and assessment tools for same. We emphasize the general logic of all assessment.
To assess, we need a purpose, an object something to be assessedcriteria of assessment, facts about our object, and judgments about our object based on the purpose, criteria, and facts.
In the workshop we will look at various forms of assessment in use. Assessment is a process crucial to critical thinking and to successful teaching and learning.
Learning to think critically is learning to assess our own thinking and improving our thinking as a result of that assessment. When we teach well, we use assessment for multiple purposes. Our knowledge of the process of assessment can enable us to better assess classroom design, modes of testing, standardized tests, student performances, the thinking of students, the modeling of thinking, students' learning of content, students' reading, writing, speaking, and listening, and students' assessment of their own work.
All of these dimensions of assessment will be covered in this workshop. Participants will learn how to make better assessment decisions. The result will be higher quality assessment both in our teaching and in student learning.
Introduction to Assessment Participants are introduced to the fundamental logic of all assessment: A checklist for all assessment is developed. A case is made for the use of an essay test such as that available from the International Center for the Assessment of Thinking suitable to intradisciplinary as well as interdisciplinary testing of critical thinking.
The speaker demonstrates how a testing program can be devised which is coordinated with faculty development, in-house student and programmatic assessment, and a long range instructional improvement plan.
Teaching Students to Assess Each Other's Work Emphasis is placed on the theory which aims directly at teaching students how to assess each other's work. It is based on years of classroom experimentation and experience on the part of presenters with faculty models aimed at student assessment.Jerome Bruner's concepts of discovery learning, scaffolding, and the spiral curriculum guide constructivist learning in nursing education.
Construcivist teaching methodologies continue to emerge. Nurse educators should research constructivist methodologies and integrate them into nursing curricula. Educators can design their teaching plans to facilitate critical thinking disposition and critical learning.
If students in healthcare professions are taught critical thinking early in their programs, they will be able to develop the skill and will be able to utilize same effectively in their practice. that critical thinking is the art of thinking about thinking while you are thinking so as to make your thinking more clear, precise, accurate, relevant, consistent, and fair.
It is the art of constructive criticism; the art of identifying and. As an alternative to the traditional lecture, concept mapping is an instructional strategy to visually represent and organise knowledge and to .
Split, Pick, and Link (SPL): Creative way to introduce concept mapping Noemi de Castro Cabrera, MSN, RN, PCCN, CCRN University of Cincinnati Split, Pick, and Link (SPL): Creative way to introduce concept mapping Background Nursing education has been using concept maps as teaching methodology to facilitate critical thinking in nursing students.
Learning Style Preference and Student Aptitude for Concept Maps facilitate critical thinking skills in students. One of these strategies, concept mapping, is discussed in this article. ) and nursing education have adopted concept mapping as a way to facilitate the understanding of theory and the internalization of con-cepts.