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One frequent comment is that, while it looks useful, its not for me.
This is an unconscious symptom indicating that the person is uncomfortable
when confronting their area of limitation in learning.
CMs reveal all stages in learning; thus, some stages are easier than
others.
They dont understand, yet, that expert learning is an acquired skill.
An acquired skill simply requires practice and expert skill requires
deliberate practice.
1. The first step in mapping doesnt involve nodes or links, but rather a list.
It is critical to get a proper overview of the subject before starting
A map develops from its origin, generally entered at the top of the
map.
The initial list rarely includes only the terms for the first level, but is
rather a mixture of major topics
2. Scan the initial list and decide if some of the concepts belong within others
and note them with a checkmark or other indicator
The first level of concepts are added to the top node called the topic
node.
The first level concepts are the most general and they will include all
the remaining terms in the map linked in a branching pattern beneath
them.
3. Arrange the most general terms by attaching them to the topic node at the
top.
Try to estimate the spacing to allow the map to fill out the page evenly
After the major topics are entered, attach the remaining subtopics in
your list
Important note! This may need to be redone as you complete the map and
4. As you gain experience, you will begin to find ways of subdividing each topic
by branching.
You will begin to read paragraphs more thoroughly now and less by
scanning and inspection.
Many sensing types, at first, fill too many words in the nodes
reflecting their method of reading to memorize details.
Be patient with yourself for a while and fill in as much as you
want.
As you adjust to constructing maps, you will naturally begin to
find ways to subdivide.
You should take one thing at a time. First, inspection and
filling in nodes, then examining nodes to subdivide.
This is not a natural step for most sensing types who read linearly and
only going back to the beginning.
Finding cross-links also builds the analytic abilities of the brain that
are discussed later in this presentation.
Intuitive type students can use center-out or top-down, so why not use
what works for both types?
The examples that follow show how flexible a mapping system can be
The SuccessTypes book has many more examples.
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and-effect.
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As maps branch into subtopics, the students reading must involve decision
making and prioritization.
The amount of detail on any one page is an individual choice but a good
guideline is to leave white space for future notes.
This map on anatomy may be useful for recording notes on
musculoskeletal pathology
Maps help students think across disciplinary boundaries
Note that information on indexing a map helps keep organization for later
study.
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While this map continues to subdivide the general topic of upper extremity
it is still not highly detailed at least not for a medical school gross anatomy
course.
This allows sensing types to discriminate between levels of complexity.
At first, sensing types view every concept level as a detail.
This is a result of their tendency to commit everything to memory.
Memorization bypasses decision making.
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This map shows the final details of one of the muscles of the rotator cuff.
Any level of detail can be accommodated in a concept map.
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Even complex structures such as the brachial plexus can be simplified with a
map.
Students often remark that when they look at their map the can understand it
better than reading the original text (and, faculty have made the same
comment!).
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A map can organize and index concepts, but they cannot replace the hands-on
learning that occurs in the laboratory.
One reinforces the other.
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This final level of detail could still be expanded with more nodes that add
clarity or integrate with another topic.
Note that any center-out concept map can easily be converted to top-down.
Most sensing types report that they prefer the top-down style intuitive types
dont care.
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The mapping process can be reduced to a simple sequence: List, Group, and
Compare.
The listing component reminds the student to survey and avoid seeking details
until the major grouping terms are identified.
The map is initiated by organizing the grouping terms so that there is space
for expansion beneath (top-down maps).
This step breaks the unproductive habit of the sensing type to begin
reading and memorizing in linear order without stopping to identify
comparisons and contrasts.
The map continues its development as more subgroups are added.
The compare step requires the student to look around.
This is natural for intuitive types and in ordinary reading it slows them
down.
This benefits the sensing types because it is usually not a natural part
of their reading.
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The Cmap Tools program is provided free of charge by IHMC (Institute for
Human and Machine Computing).
It is very easy to use and students can store their maps in electronic
form.
A hand-drawn map is difficult to store electronically, especially on media that
cannot be scanned or photographed
However, there may be important eye-hand feedback mechanisms that
aid consolidation of memory.
Sleep research has shown that the brain rehearses learning behaviors
from the previous day during each REM cycle and this produces
consolidation of memory.
Perhaps the first map should be done be hand and then, time
permitting, converted to electronic form
The repetition of the map construction is not a waste since it will
contribute to myelination and strenghtening of synapses.
Youre going to be doing a lot of rearranging at first
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This slide is illustrated with the type of concept maps that each would
construct
Linear (sensing) types like maps that are top-down; matches their
comfort zone for thinking
Integrative (intuitive) types dont need a special layout and can
easily visualize dispersed or center-out pattern; matches their
comfort zone for thinking.
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In other words, the prefrontal cortex is the part of your brain that
takes tests.
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You may find that you are impatient and dont read everything.
You may find that when you read everything you dont know what to
look for so you wait for something to happen.
2. Reflective observation
You may find that you get distracted by interesting new information
and have difficulty staying on task.
3. Abstract hypothesis
You may find that you arent comfortable posing questions; you would
rather be told the questions by a teacher.
You may find that you need more certainty in wondering what patterns
exist.
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4. Active testing
You may find that you have never developed the habit of acting on
what you are learning
Many students enter medical school believing that continuing to sit and
read is all that is required.
You may find that you have never learned how to study with others.
You may find that you have never taken much time to represent what
you know in writing.
CMs address all of these limitations and correct them or lead to other corrective
actions.
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Leave lots of white space. Maps grow. New information, new insights.
Students cant develop their learning if they dont make their own maps.
It wont help them to use someone elses map to study, but someone elses
map can help them refine their own.
I hope you are seeing the difference in reading someone elses thinking and
using someone elses thinking.
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