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Record Nr. |
UNINA9910480035503321 |
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Autore |
Hyerle David |
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Titolo |
Visual tools for transforming information into knowledge / / David Hyerle ; prologue by Arthur L. Costa ; foreword by Robert J. Marzano |
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Pubbl/distr/stampa |
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Thousand Oaks, California : , : Corwin Press, , 2009 |
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©2009 |
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ISBN |
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1-4522-9324-4 |
1-4129-2427-8 |
1-4522-0786-0 |
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Edizione |
[Second edition.] |
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Descrizione fisica |
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1 online resource (193 p.) |
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Disciplina |
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Soggetti |
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Visual learning |
Constructivism (Education) |
Thought and thinking |
Critical thinking |
Cognition |
Electronic books. |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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Cover; Contents; Foreword; Prologue; Acknowledgments; About the Author; Summary Definition of Visual Tools; Introduction: Transforming Static Information into Active Knowledge; Blind Insights; Right Now: Jumping the Achievement Gap for All Children; Overview of the Book; Chapter 1 - The Mapping Metaphor; Cognitive Dissonance in Representation Systems; The Elephant in the Room; The Mapping Metaphor: Terra Incognita; Mapping the Brain; Visual Tools for Mapmaking; The Foundation of the Mapping Metaphor: Seeing; Chapter 2 - Facilitating the Networking Brain and the Patterning Mind |
Nonlinguistic and Linguistic RepresentationsResearch Studies on Graphic Organizers; Reading Comprehension and Reading First Research; Mapping Living Systems; The Brain is a Pattern Detector; The Visual Brain; The Mind Organizes into Schematic Patterns; Multiple Intelligences as Active Patterns; Habits of Mind; Chapter 3 - Using Visual Tools; Clarifying a Confusion of Terms and Tools; Content- |
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Specific Visual Tools; Defining Visual Tools; Theory-Embedded Tools; Types of Visual Tools; Reviewing Your Toolkit; Choosing Appropriate Visual Tools; The Importance of Student Ownership of Visual Tools |
Saving TimeConstructing Knowledge in Cooperative Groups; Beyond Blueprints, Templates, and Blackline Masters; Chapter 4 - Brainstorming Webs for Facilitating the Creative Mind; Flow of Information and Knowledge; Thinking in Pictures; The Brain and Brainstorming; The Misconceptions about Brainstorming Webs; Webs for Facilitating Habits of Mind; Software for Brainstorming Webs; Brainstorming Webs for Collaborative Reflection; Mind Mapping; Viewing Book Reviews; Mindscapes from Metaphors; Seeking Personal Growth; Chapter 5 - Graphic Organizers for Analytical Tasks |
An Overview of Graphic OrganizersComparing Graphic Organizers and Brainstorming Webs; Organizers for Habits of Mind; Chunking, Memory, and the Organizing Brain; Content-Specific Graphics as an Advanced Organizer; Process-Specific Maps; The Big-Picture Organizers; Mapping Lesson Plans; Design and Understanding; Chapter 6 - Conceptual Mapping for Integrating Creative and Analytical Thinking; Thinking about the Box; Habits of Mind and Conceptual Maps; When Thinking Became Popular; Novak and Gowin's Concept Mapping Techniques; The Inductive Tower; Argument Maps and Rationale |
Feedbacks and Flows in the SystemConnection Circles; Systems Thinking; Leaving Tracks; An Integration of Visual Representations: Teaching with Unit Visual Frameworks; Chapter 7 - Thinking Maps: A Synthesis Language of Visual Tools; A Short History of Thinking Maps; Defining Thinking Maps as a Language; Five Levels of Thinking Maps Implementation; Differentiated Thinking Patterns for English-Language Learners; Essential Cognitive Questions Based in Standards; Using Thinking Maps Software to Map the Standards; From Students and Teachers to Leadership Development and Whole-School Transformations |
The Role of Thinking Maps in the Process of Becoming a Professional Learning Community |
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Sommario/riassunto |
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Featuring new research and examples, this practical resource focuses on brainstorming webs, graphic organizers, and concept maps to improve instruction and enhance students' cognitive development. |
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