CONCEPT MAP

INTRODUCTION

           Cognitive map is also known as concept map, mental map or mental model. It is a type of mental representation which serves an individual to acquire code, store, recall, and decode information about the relative locations and attributes of phenomena in everyday or metaphorical spatial environment. The concept was introduced by Edward Tolman in 1948. Cognitive maps have been studied in various fields, such as psychology, education, archaeology, planning, geography, cartography, architecture, landscape architecture, urban planning, management and history. Cognitive maps serve the construction and accumulation of spatial knowledge, allowing the "mind's eye" to visualize images in order to reduce cognitive load, enhance recall and learning of information. This type of spatial thinking can also be used as a metaphor for non-spatial tasks, where people performing non-spatial tasks involving memory and imaging use spatial knowledge to aid in processing the task.

             In cognitive maps, there is graphical representations of knowledge that are comprised of concepts and the relationships between them. The key elements of the map are concepts, which are typically placed into boxes, circles or shapes to distinguish them, and relationship between concepts, usually in the form of labelled lines or directional arrows. Words on the line are defined as linking words, or linking phrases, which demonstrate the relationship between two or more concepts. Concept mapping also utilizes visual metaphor to enhance the symbolic representation of meaning. A visual metaphor may be a graphic structure that uses the shape and elements of a familiar natural or man-made artifact or of an easily recognizable activity or story to organize content meaningfully and use the associations with the metaphor to convey additional meaning about the content.

                                        PREPARATION

           Before preparing a cognitive map we should be familiar with the unit and the concept related to it. We have to prepare a single unit into a map format and thus, every small details of the unit are important. There is main ideas, broad ideas and specific ideas in a cognitive map. So the detailed analysis of the unit is appropriate before preparing a cognitive map. A few open source mapping softwares are, Compendium, Freeplane, Wisemapping, Xmind, CMAP, VUE, and FREEMIND. Other concept mapping softwares includes, MindMeister, Ayoa, MindGenius, Milanote, Miro, Microsoft Visio, SmartDraw, Lucidchart, Coggle and Visme.

            I used Microsoft PowerPoint for the preparation of cognitive map. In PowerPoint slide’s menu bar there is “Insert” option. When selecting “Insert” option in the pull down menu there is another option of, shapes. By selecting proper shapes like rectangle and circle along with proper supporting lines to connect each of the points, I prepared my cognitive maps. My first cognitive map is from plus one English text book’s, fourth unit “Braving the Hazards”. And the second cognitive map is from plus two English text book’s fifth unit “The Lighter Side”.

            BENEFITS OF CONCEPT MAPPING

v Concept mapping is a great way to build upon previous knowledge by connecting new information back to it. 

v Helps students see relationships between ideas, concepts, or authors.

v Helps memory recall.

v Helps to clarify and structure ideas.

v Aids in developing higher-level thinking skills (create, analyze, evaluate).

v Helps students synthesize and integrate information, ideas and concepts.

v Encourages students to think creatively about the subject  Concept maps help students see the “big-picture” and visualize relationships.

v Concept maps are good for processing and storing large amounts of information.

v Through links, concept maps present information in a dynamic manner.

v Concept maps help students develop metacognitive skills.

v Overview a broad subject in a concise form.

v Simplify complex issues and make them easy to grasp.

v Easy to remember in an interesting manner.

 

 

 

                                         

 

                                           PLUS ONE

BRAVING THE HAZARDS

 

            The unit focuses on Disasters, both natural and man-made, have become very common today. It provides knowledge of different types of disasters, causes and it’s impacts as well as make aware of, to be equipped to face impending disasters. The unit comprises of three texts such as an essay written by Anjana Majumdar about disaster management in India, a short story by A.J. Cronin and a poem by Benjamin Peck Keith about the wreck of the ship Titanic. The first chapter of this unit is “Disasters and Disaster Management in India, written by Anjana Majumdar. This chapter discusses about Disasters-both natural and man-made cause widespread damage and destruction. It makes us aware to become equipped the students to face impending disasters. It is an essay about disasters and their management in the Indian context. This chapter includes activities like Note-making, writing a precis, thinking and respond, and project. The second chapter of this unit is "The Serang of Ranaganji, a story about a voyage from Liverpool to Calcutta during the British rule in India. It tells how the author and the hero of the story manage a potential calamity, silently and bravely. This story includes such as Letter, Speech, Role-play, Word power. “The Wreck of the Titanic”, the poem written by Benjamin Peck Keith, is the final topic of this unit. It describes about one of the greatest tragedies at se. On 14 April, 1912, the Titanic, which carried 2100 passengers and crew, collided with an iceberg and sank into the depths of an Atlantic Ocean. However, this tragedy also exposed some of the greatest acts of courage and heroism. This poem includes activities like Read and reflect, Appreciation, Newspaper report and Pronunciation etc.

 

 

 

 

 

PLUS TWO

THE LIGHTER SIDE

 

 

 

 

 

          Humor is what adds to the spice of life. It reduces the tedium of a tension-ridden existence and makes life healthier. If a sense of humour is developed as a perspective of life, even unpleasant experiences will become less problematic, thereby enhancing physical and emotional well being. Humour has occupied a significant space in literature right from the days of Geoffrey Chaucer, the “Father of  English Literature.” As a different mode of depicting reality, it has proved to be very effective.

         This unit consists of a one-act play “Post Early for Christmas”, by R. H. Wood, Ogden Nash’s poem “This is Going to Hurt Just a Little Bit” and a short story ”Crime and Panishment” by R. K. Narayan. Post Early for Christmas is an one-act play by R. H. Wood discussed that laughter is not devoid of an element of pain. It consists activities such as announcement, review writing and collection. The second lesson “This is Going to Hurt Just a Little Bit “ is a poem by Ogden Nash mentioned that exaggeration is one of the devices used in depicting humour. This poem looks at an unpleasant experience from an unusual perspective. It includes the activities like read and respond and critical appreciation. The last and final lesson in this unit is “Crime and Panishment” story written by R. K. Narayan narrating that adjustment and reconciliation are lubricants which help life run smooth. To establish a rapport with others, we should respect the feelings of others and be ready to sacrifice certain personal interests. It includes the activities such as propositions, essay writing, script writing, spelling etc.

 

 

CONCLUSION

              A cognitive map helps learners to identify and record where they have reached at any point in time, where they could go next, and generally how they might profitably progress in this maze of the new learning environment, in pursuit of their desired learning . Such maps usually developed and offered at induction by the teaching team, describe the territory that learners may wish to explore, signpost possible activities providing landmark knowledge, and encourage the development of cognitive and interpersonal abilities required for learning. Cognitive maps will identify the location of materials to assist with the development of much needed learner abilities, particularly in the cognate area. They may feature a tutor-developed diagrammatic representation of the course, showing links between the different themes and signposts to appropriate resources for further study and support. Comprehensive cognitive maps should assist learners in going beyond themselves and well into their Zone of Proximal Development.

            The purpose of cognitive maps is to meet the navigational needs of self-directed learners. They need helpful suggestions and pointers, framed with their current area of interest in mind, to help them in deciding which shelf they should go to, what item should have their first attention, and then, how to progress. A cognitive map, distinct from a course guide which would of course be mapped within it, should provide learners with suggestions, coupled with enough information about highlighted items to inform their decision-making as they journey through the new learning environments.