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Thinking with Pictures
Mind mapping for children

 
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BETT awards 2008 shortlisted

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Key Software Features

'How to' Guide

Use Thinking with Pictures at Home for £1

Cornerstone - Mind Mapping for Students

What is Visual Thinking?

Why Mind Map?

What are Mind Maps?

What are Concept Maps?

Making a Good Learner

Thinking Skills

Template Guide

Teaching Thinking Skills

Example Files

Gallery of Work

Useful Books

Useful Links

Keyboard Shortcuts

Minimum Specification
 
Current software v.1.2
 
REVIEWS

"...'text to speech' & concept symbols make mind mapping accessible to all"
Junior Education

"A great all-round & must have"
The Independent

Books to Read

Thinking Skills and Eye Q: Visual Tools for Raising Intelligence

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Summary

Think you can't see someone's thinking? Think again! This book reveals what happens when the normally private, hidden and undefined act of thinking is transformed into one that is public, available and explicit. "Thinking Skills & Eye Q" is a lexicon of visual tools - once tooled up, you can transform teaching and learning in your classroom. This book shows how to use 40 different visual tools to: infuse the teaching of the five National Curriculum Thinking Skills into subject teaching; develop writing skills in all six genres; show pupils how to be independent and creative thinkers and learners; make speaking and listening, questioning and responding an integral part of all lessons; and raise IQ. Click here to attend an Eye Q course on Visual Thinking led by the authors.

Mapwise: Accelerated Learning Through Visible Thinking

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Summary

Wise up, get mapping, get thinking. Wise up and get informed access to the most powerful accelerated learning technique around. In this book you will find out how Model Mapping: infuses thinking skills into subject delivery, supports each stage of the accelerated learning process, can be used to measure and develop intelligence, is the essential skill for including and supporting children with Dyslexia, supports pupils of all learning styles in developing their essential learning skills, supports teacher explanation and pupil understanding, makes teacher planning, teaching and reviewing easier and more effective. Click here to attend a MapWise course on Model Mapping led by the authors.

Think It, Map It!: How Schools Use Mapping to Transform Teaching and Learning

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Summary

MapWise is based on a sophisticated model of cognition, which is firmly rooted in neurological science. Scientific principles are translated into a practical and relevant resource which is directly transferable into classroom practice and individual work habits. The text is lively and engaging, illustrations are clear and helpful and the tone of the book is practical and supportive. Click here to attend a MapWise course on Model Mapping led by the authors.

Six Thinking Hats

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Summary

Six Thinking Hats is a good technique for evaluating a project or managing a discussion from a number of different points of view.

Each imaginary hat represents a different kind of thinking about a problem or issue. The whole group wears the same colour hat at the same time, so everyone is doing the same kind of thinking at the same time. The six different colours indicate different kinds of thinking: fact gathering (white); gut reactions and feelings (red); negative points (black); positive points (yellow); creativity and new ideas (green); organising the thinking (blue).

Teachers can use 'six hats' to help pupils in primary schools evaluate and improve on their work, for example. Very often children cannot evaluate their own work because they did it so carefully. Using 'six hats' takes that personal criticism out so evaluation is not threatening. That means they can start to critically discuss and evaluate their own work. They can take their thinking a step further and ask what they could do if they had another two weeks to do more with an idea, experiment or project.

Learning How to Learn - Joseph Novak

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Summary

For almost a century, educational theory and practice have been influenced by the view of behavioural psychologists that learning is synonymous with behaviour change. In this book, the authors argue for the practical importance of an alternate view, that learning is synonymous with a change in the meaning of experience.

They develop their theory of the conceptual nature of knowledge and describe classroom-tested strategies for helping students to construct new and more powerful meanings and to integrate thinking, feeling, and acting. In their research, they have found consistently that standard educational practices that do not lead learners to grasp the meaning of tasks usually fail to give them confidence in their abilities. It is necessary to understand why and how new information is related to what one already knows.

All those concerned with the improvement of education and the use of mapping will find something of interest in Learning How to Learn.

Learning, Creating, and Using Knowledge - Joseph Novak

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Summary

Marking the culmination of Novak's 40-year career in science education, learning theory and epistemology, this book offers a remarkably insightful, theoretically powerful, and eminently readable volume on knowledge making in schools, corporations and healthcare agencies. The focus of Novak's work is on ways of empowering people to take charge of their own learning and knowledge creation. In this effort he succeeds most powerfully in integrating current ideas from the cognitive sciences, philosophy, psychology, neurophysiology, and educational practice.

But this book is not simply for professors and other members of the 'intellectual elite.' It is first and foremost a helpful guide to teachers, students, business managers and healthcare workers who want to succeed in the competitive arena of the 'knowledge age.'

Perhaps the most important contribution Novak makes is his careful description [and multiple examples] of concept mapping and V diagramming as tools for facilitating learning, understanding and knowledge creation. Unlike many recipes and panaceas offered by others, Novak cites numerous studies that provide very strong support for the use of these powerful 'metacognitive' tools.

This book is an extraordinarily important contribution to efforts that seek to empower people to become meaningful learners and knowledge makers. It should be read by every college student, every teacher, and by all those charged with managing the development of knowledge professionals.

 
 
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