Map It Out: Visual Tools for Thinking, Organizing and Communicating

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Provides professionals with a set of visual tools for effective teaching and language intervention across four major areas: meaning and content (semantics), text comprehension, context (pragmatics), and school knowledge/study skills. Part I provides underlying theories and describes the organization and use of materials and procedures. Part II presents 50 different sets of instructions with three or four conceptual maps each. These conceptual maps can be used with students from age six through adult, in small- or large-group settings. Author information is not given. The book is not indexed. Annotation c. Book News, Inc., Portland, OR (booknews.com)
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Product Details

  • ISBN-13: 9781888222586
  • Publisher: Super Duper Publications
  • Publication date: 8/1/2000
  • Pages: 328
  • Age range: 6 - 17 Years

Table of Contents

Preface viii
Part I Introduction 1
Overview 3
Goals 3
Intended Users 4
Background 5
From Mental Models to Conceptual Maps 5
Conceptual Maps as Visual Tools 8
How to Use Map It Out 12
Description of Conceptual Map Units 12
Design and Use of Conceptual Maps 14
Teaching the Conceptual Map Units with Cognitive Mediation 18
Constructing Specialized Conceptual Maps 29
Assessing Baselines and Outcomes 31
Using Completed Work Maps 31
Using Checklists and Behavioral Ratings 32
Soliciting Student Comments and Retrospectives 33
Part II Conceptual Map Units 35
A Quick Guide 37
Section 1 Meaning and Content (Semantics) 39
Unit 1 Word Meanings 41
Unit 2 Word Associations 47
Unit 3 Word Definitions 53
Unit 4 Comparing and Contrasting Meanings 59
Unit 5 Making Inferences and Asking Wh-Questions 65
Unit 6 Verbal Analogies 71
Unit 7 Personification 77
Unit 8 Metaphors and Similes 83
Unit 9 Analogical Metaphors 89
Unit 10 Directional (Orientational) Metaphors 95
Unit 11 Part-Whole and Whole-Part (Metonymy) Metaphors 101
Unit 12 Conceptual (Ontological) Metaphors 107
Section 2 Text Comprehension 113
Unit 13 Interpreting Text Titles 115
Unit 14 Story Organizer 120
Unit 15 Themes and Concepts Analysis 125
Unit 16 Story Pentad 130
Unit 17 Who--Story Analysis 135
Unit 18 Where--Story Analysis 140
Unit 19 When--Story Analysis 145
Unit 20 How--Story Analysis for Causes and Effects 150
Unit 21 How--Story Analysis for Relationship Changes 155
Unit 22 Why--Story Analysis of Reasons and Rationales for Actions 160
Unit 23 Dynamic Characterization 165
Section 3 Context (Pragmatics) 171
Unit 24 Dimensions of Verbal Communication 173
Unit 25 Dimensions of Nonverbal Communication 178
Unit 26 Controlling Variables for Pragmatics 183
Unit 27 Decision-Making for Pragmatics 188
Unit 28 Communication Breakdown and Clarification 193
Unit 29 Requests for Clarification 198
Unit 30 Requests for Actions and Favors 203
Unit 31 Cultural Features of Communication 208
Unit 32 Pragmatic Characterization 213
Unit 33 Perspective Taking 218
Unit 34 Sharing, Borrowing, and Exchanging 223
Unit 35 Negotiating Terms 228
Unit 36 Establishing Better Relationships 233
Unit 37 Developing Trust 238
Unit 38 Causes for Conflict or Disagreement 243
Unit 39 Ongoing Conflict Resolution 248
Unit 40 Understanding Relationship Changes 253
Unit 41 Preparing for Role-Playing 258
Section 4 School Knowledge/Study Skills 263
Unit 42 Remembering Events 265
Unit 43 Remembering Messages 270
Unit 44 Remembering Directions to Locations 275
Unit 45 Remembering Teacher Instructions 280
Unit 46 Understanding Rules and Regulations 285
Unit 47 Social Hierarchies and Communication 290
Unit 48 School (Organizational) Culture 295
Unit 49 Understanding Cultural Diversity 300
Unit 50 Decision-Making Process for Options 305
Appendices 311
Appendix A A Classroom Teaching Example 313
Appendix B A Language Intervention Example 314
Background 314
Baselines for Intervention 314
Intervention Scope and Sequence 316
A Model for Intervention with Conceptual Mapping 316
Postintervention Assessments and Observations 317
Ongoing Behavioral Observations 318
Evidence of Critical Thinking 319
Summary of Observed Benefits 319
Appendix C Behavioral Observations of Critical Thinking in Context 321
Appendix D Critical Thinking Guide 323
Bibliography 325
References 327
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