1. By Dr. Anjum Odhwani

2. Concept Maps Joseph D. Novak 1972 Research program at Cornell Following and understanding changes in children’s knowledge of science Invented byInWhile doingOn The Theory Underlying Concept Maps and How to Construct and Use Them Joseph D. NovakJoseph D. Novak & Alberto J. CañasAlberto J. Cañas

3.  Graphical tool for organizing and representing knowledge  Concepts enclosed in circles or boxes connected by lines linking two concepts  Linking words or phrases to form meaningful statement  Hierarchical fashion The Theory Underlying Concept Maps and How to Construct and Use Them Joseph D. NovakJoseph D. Novak & Alberto J. CañasAlberto J. Cañas

4. Concept Maps Organized Knowledge Focus question Concepts Linking words Effective teaching labeled Hierarchically Structured Help to answer Is comprised of Symbolswords are With Connected using Needed to answer Effective learning Necessary for are Creativity Interrelationships Cross links aids Show The Theory Underlying Concept Maps and How to Construct and Use Them Joseph D. NovakJoseph D. Novak & Alberto J. CañasAlberto J. Cañas

5.  Learning occurs by assimilation of new concepts and propositions into existing concepts  Meaningful learning requires three conditions ◦ Material must be conceptually clear and presented with examples relatable to learner’s prior knowledge ◦ Learner must have some prior knowledge ◦ Meaningful learning The Theory Underlying Concept Maps and How to Construct and Use Them Joseph D. NovakJoseph D. Novak & Alberto J. CañasAlberto J. Cañas

6. Learning can vary from highly rote to highly meaningful The Theory Underlying Concept Maps and How to Construct and Use Them Joseph D. NovakJoseph D. Novak & Alberto J. CañasAlberto J. Cañas

7. Key memory systems of the brain all interact when we are learning The Theory Underlying Concept Maps and How to Construct and Use Them Joseph D. NovakJoseph D. Novak & Alberto J. CañasAlberto J. Cañas

8.  Studying topics and facts as just information to be memorized fails to engage deeper intellect of students.  Students should be encouraged to think beyond the facts and should connect factual knowledge to ideas of conceptual significance, they will find relevance and personal meaning.

9.  When students become personally and intellectually engaged, they are more motivated to learn because their emotions are involved.  Make them mind active vs to mind passive

10. http://www.youtube.com/watch?v=C- S54bbX6eA

11. http://www.youtube.com/watch?v=wL WV0XN7K1g

12. http://www.youtube.com/watch?v=Po- aj31WXsM

14.  http://www.personal.psu.edu/users/w/x/wx h139/documents/final_545.PDF http://www.personal.psu.edu/users/w/x/wx h139/documents/final_545.PDF