2. A Model for Mind-Mapping a Problem-Solving Strategy Serena Magrogan M. Ed. Doctoral Learner UOP

3. A PROBLEM-SOLVING STRATEGY: CONNECTING VERTICES OF TRIADIC UNITS

4. Magrogan, S. (2010)

5. A Problem-Solving Strategy: Connecting Vertices of Triadic Units

6. What are the finite units, experimental conditions, and systems to which this theory holds true? What are the terms CRITICAL to solving problems and understanding pathways relating to this theory? Describe three problems in which comprehending this theory is imperative to formulating a solution. Create a nonlinguistic representation of an experimental condition or phenomena in which this theory is designed to explain.

7. Problem Solving Strategy: Connecting Vertices of Triadic Units

8. What formulae components and units are missing in the organization of your data? How do you obtain the missing components or convert your units? Select the data which adhere to the theory’s terminology, limitations, and applications. What are the critical formulae (equations) and units in this theory? Create a graphical representation of the correlation between two experimental condition variables in which this theory is applicable.

9. Problem Solving Strategy: Connecting Vertices of Triadic Units

10. Create a personal symbol to represent how you KNOW your solution is inline with the theory’s application and limitations. Have you considered the degree to which another theory’s terminology and data affect the solution for this problem? Can missing variables be obtained by using other theories? What are the shortcuts to solving this problem? Can you easily visualize the effects of your solution within the conditions of the problem? Are you able to substantiate your assertions and solutions with key components of the theory? What rule? What text? Who said?

12. Model Described One unit, in a triadic relationship, contains three factors (vertices), which connect to other units, in a precise position, to achieve a goal. External variables play a role in spinning each unit’s vertices out of alignment with the other units.

13. Dimensions of the Triadic Model The student is responsible for continually assessing the degree to which triadic units within one triangle are filled with the appropriate valuable information and for being aware of external variables which can prevent mastery of the triangle components(self-prescribed learning

14. UNITE THE UNITS

15. Implications

16. Model Foundations

17. Berlo, D.K. (1970). The process of communication: An introduction to theory and practice. New York, N.Y.: Holt, Rinehart and Winston, Inc. Boehm, B., Egyed, A., Kwan, J., Port, D., Shah, A., & Madachy, R. (1998, July). Using the WinWin spiral model: A case study. IEEE Computer, 33-44. Retrieved from http://sunset.usc.edu/research/WINWIN/winwinspiral.html http://sunset.usc.edu/research/WINWIN/winwinspiral.html Chi, T., Kilduff, P. & Dyer, C. (2005). An assessment of US comparative advantages in technical textiles from a trade perspective. Journal of Industrial Textiles, 35(1), 17-37. Retrieved from http://amdt.wsu.edu/people/faculty/chi.html http://amdt.wsu.edu/people/faculty/chi.html Dance, Frank E. X. (1967). Human Communication Theory: Original Essays. New York: Holt. Kinneavy, J. L. (1971). A theory of discourse: The aims of discourse. Englewood Cliffs, NJ: Prentice-Hall, Inc.