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Thread: Thinking Maps ......سوچ کا عمل

  1. #16
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    Re: Thinking Maps ......سوچ کا عمل

    mein is pure figure ko hi Khandan ka title doon gi.
    kisi bhi khandan ka focus point us ke bache hote hein. centre mein children. outer circle me parents and pat. grand parents, if joint family, if not then inside the square wall along with mat. grand parents.
    on 4 boundary walls . . .Duty, Love, sacrifice, Tolerance which are the main qualities to form a strong family bond.

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    Re: Thinking Maps ......سوچ کا عمل

    Quote Originally Posted by Meem View Post
    ویری نائس آئیڈیا ام فوزان۔
    خاندان تو سب اچھے سے ڈیفائن کرچکے۔
    یہاں سینٹر میں، مابدولت ہیں۔
    اگلے دائرے میں فیملی ہے میری پوری۔
    اور باہر دائرے سے وہ لوگ جو میری لسٹ میں کہیں نہیں آتے۔
    مثلاً ؟؟؟؟~
    جانیں دیں۔

    آہا آج تو خاص لوگ رونق بخش رہے ہیں۔۔۔۔۔ اور منفرد لوگوں کی باتیں بھی منفرد ہوتی ہیں۔۔۔۔۔۔ ویسے آپ کی شخصیت کے ساتھ درمیان ہی سجتا ہے۔۔۔۔۔۔بہت شکریہ۔

    مثلاً پر پھر کبھی بات ہو گی ۔۔۔۔۔۔





    The most common way people give up their power


    is by thinking they don't have any.


    ~ Alice Walker ~


    Courage is like a muscle.


    We strengthen it with use.


    ~ Ruth Gordon ~

  3. #18
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    Re: Thinking Maps ......سوچ کا عمل

    Quote Originally Posted by Miss Ali View Post
    mein is pure figure ko hi Khandan ka title doon gi.
    kisi bhi khandan ka focus point us ke bache hote hein. centre mein children. outer circle me parents and pat. grand parents, if joint family, if not then inside the square wall along with mat. grand parents.
    on 4 boundary walls . . .Duty, Love, sacrifice, Tolerance which are the main qualities to form a strong family bond.
    اچھا آئیڈیا ہے۔۔۔۔۔ امید ہے کہ کچھ دنوں میں آپ اردو میں لکھنا شروع کر دیں گی۔۔۔





    The most common way people give up their power


    is by thinking they don't have any.


    ~ Alice Walker ~


    Courage is like a muscle.


    We strengthen it with use.


    ~ Ruth Gordon ~

  4. #19
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    Re: Thinking Maps ......سوچ کا عمل

    سرکل میپ یا دائرے کسی بھی موضوع کو سیاق و سباق کے حوالے سے دیکھنے میں مدد دیتا ہے ۔۔۔۔۔ اگر ہم خاندان کو لیں تو ہر ممبر نے اپنے تجربے اور سوچ کے حوالے سے اسے بیان کیا ہے اور یہی اس میپ کا مقصد ہے ۔۔۔۔۔ آپ موضوع کو کن حوالوں سے پہچانتے ہیں اور آپ کے ذہن میں اس کی کیا اہمیت ہے ۔۔۔۔۔ ہم کہہ سکتے ہیں کہ دائروں کا میپ ہم حوالوں کے لئے استعمال کر سکتے ہیں۔۔۔۔۔ نکتے سے کائنات تک، بنیاد سے لامحدود تک ۔۔۔۔۔ مرکز سے محور تک جا سکتے ہیں۔۔۔۔۔





    The most common way people give up their power


    is by thinking they don't have any.


    ~ Alice Walker ~


    Courage is like a muscle.


    We strengthen it with use.


    ~ Ruth Gordon ~

  5. #20
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    Re: Thinking Maps ......سوچ کا عمل

    آپ کو اس پہلے میپ یا فگر کو دیکھ کر کیا خیال آتا ہے؟

    brain stroming
    اگر آپ کو کوئی کہانی یا مضمون لکھنا ہو تو آپ اس میپ کو کیسے استعمال کریں گے؟
    درمیانی حصہ میں مرکزی کردار کو رکھتے ہوئے دوسرے سرکل کے کرداروں سے ربط بناؤں گی اور چوکور حصے میں ان کے ارد گرد کی تمام سچویشنز کو رکھوں گی ۔
    اگر آپ کو کہا جائے کہ "خاندان" کی تعریف کریں تو آپ لفظ خاندان کو اس فگر میں کہاں لکھیں گے؟
    پوری فگر ہی خاندان کی تعریف ہے کسی ایک حصے میں رکھنا تو ایسا ہی ہوگا کہ ایک حصے کو بیان کیا جائے اور باقیوں کو چھوڑ دیا جائے ۔
    خاندان کی آپکی نظر میں جو تعریف ہے یا خاندان جن اکائیوں سے ملکر بنتا ہےِ آپ ان اکائیوں کو کہاں تحرریر کریں گے؟
    سینٹر میں خاندان کے بزرگوں کو اور دوسرے سرکل میں ان کی آل اولاد کو اور تیسرے میں خاندان سے باہر کے لوگوں کو ۔
    آپ اس فگر کے چاروں کونوں میں کیا لکھیں گے؟
    قرآن
    سنت
    تابعین
    تبع تابعین



  6. #21
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    Re: Thinking Maps ......سوچ کا عمل

    سینٹر میں کہانی ۔۔۔۔۔۔ایک فیملی کی کہانی

    اس کے باہر اس کہانی کا موجودہ معاشرے پر اثر اور تعلق

    اس سے باہر کانات کے آفاقی اصول ۔جو زمان اور مکان سے ماورا ہیں۔۔۔۔۔انکا کہانی سے ربط۔۔۔۔۔۔۔
    [SIGPIC][/SIGPIC]

  7. #22
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    Re: Thinking Maps ......سوچ کا عمل

    روح
    مادی وجود
    معاشرہ
    [SIGPIC][/SIGPIC]

  8. #23
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    Re: Thinking Maps ......سوچ کا عمل

    صدف اور لبنٰٰی آپ کی مثالیں بہترین ہیں۔۔۔۔۔

    برین سٹرامنگ کا لفظ انتہائی مناسب ہے اس کے لئے۔۔۔۔۔





    The most common way people give up their power


    is by thinking they don't have any.


    ~ Alice Walker ~


    Courage is like a muscle.


    We strengthen it with use.


    ~ Ruth Gordon ~

  9. #24
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    Re: Thinking Maps ......سوچ کا عمل


    چلیں اب دوسرے میپ پر ایک نظر ڈالتے ہیں۔۔۔۔۔ اس میپ کو ببل میپ کہتے ہیں اور یہ کسی چیز کی تعریف بیان کرنے کے کام آتا ہے۔۔۔۔۔ اس سے پہلے میں آپکو چند مثالیں دوِ آپ اس پر غور کریں اور بتایں کہ درمیان میں کیا لکھا جا سکتا ہے اور باہر والے ببلز میں کیا تحریر کیا جا سکتا ہے۔۔۔۔۔۔





    The most common way people give up their power


    is by thinking they don't have any.


    ~ Alice Walker ~


    Courage is like a muscle.


    We strengthen it with use.


    ~ Ruth Gordon ~

  10. #25
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    Re: Thinking Maps ......سوچ کا عمل

    اس طرف تو خاموشی چھا گئی۔۔۔۔جو لوگ کسی نا کسی طرح تعلیم سے وابستہ ہیں وہ ان میپس سے فائدہ اٹھ سکتے ہیں۔۔۔۔

    اگر آپ لوگوں کا ریسپانس ملا تو اسے جاری رکھوں گی نہیں تو پھر کسی وقت۔ ان شاء اللہ





    The most common way people give up their power


    is by thinking they don't have any.


    ~ Alice Walker ~


    Courage is like a muscle.


    We strengthen it with use.


    ~ Ruth Gordon ~

  11. #26
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    Re: Thinking Maps ......سوچ کا عمل






    The most common way people give up their power


    is by thinking they don't have any.


    ~ Alice Walker ~


    Courage is like a muscle.


    We strengthen it with use.


    ~ Ruth Gordon ~

  12. #27
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    Re: Thinking Maps ......سوچ کا عمل

    1. Circle Map. The circle map is just two concentric
    circles. In the middle of the circle you put the key ideas and
    on the outside circle you put everything you know about
    those ideas. It is like a basket that collects words or ideas,
    and those words and ideas are not always connected.
    For example:
    In kindergarten, a teacher asks, “What do you know
    about the letter ‘d’?” Students make a circle map of all
    they know about this letter.
    In Open Court, we study proper nouns. Students
    collect them on a circle map and they can keep adding
    to the map.
    In math, students collect math vocabulary in a circle
    map. At the high school level, students put everything
    they know about the coordinate plane in the circle.


    Children who speak no English when they come to
    school can access this kind of thinking. It is a good vocabulary strategy for use in all languages. You do have to teach
    grammar—nouns, verbs, adjectives, word structure, opposition, synonyms, and so on. But working it out with the map
    helps students have some control over how to figure out a
    word they don’t know.
    The frame on the outside of the map is a way to show
    the source of the information or to include different points
    of view. It can be used with any one of the eight maps. By
    the way, the eight maps do not work by themselves; they can
    be integrated together. This becomes clear as you work with
    the different types of maps.


    2. Bubble Map. A bubble map may look like a cluster
    or a web, but it’s not. A bubble map is only for describing
    things. It uses only one part of speech—the adjective. By
    itself, it is one of the least useful of the maps. But it can be
    used very effectively in combination with other maps.
    For example:
    In first grade our students start writing a response
    to literature. That means they summarize the story, and
    talk about how the character changed over time. We don’t
    ask the first graders to write. We ask them to give us a
    map that tells how the story went. That would be a flow
    map. (See #6, Flow Map.) Then we ask them to describe
    how the character changes over time. This is a bubble
    map. So at the beginning of the story the character was
    shocked and excited. In the middle, he was calm and
    bored. At the end, he was happy and having fun.
    Do you see the value of the maps for assessing students’
    understanding? If you have two maps that tell the story and
    describe the characters, do you think that is good evidence
    of students’ understanding of the story? And they are easy
    for students to do. There is no cognitive load on writing the
    answers. The cognitive challenge is in showing what they
    understand. They can use their cognitive energy on maps,
    not on writing. That’s why the maps are so powerful.


    3. Double Bubble Map. A double bubble map documents the thinking involved in comparing and contrasting,
    in showing similar and different qualities of things. Kids love
    the double bubble map because they can control it so easily.
    A Venn diagram, which is a graphic organizer, is also
    used to compare and contrast. It is very useful in mathematics, and we actually use the double bubble map to teach Venn
    diagrams. In a double bubble map, the similarities are in the
    center and the differences are outside. If you put a circle
    around the characteristics of one thing and another circle
    around the characteristics of another thing, you have a Venn
    diagram. That’s how we teach Venn diagrams—by teaching
    the underlying thinking first.
    For example:
    A good time to use a double bubble map is when
    students are working on one story and preparing to do
    another. In fourth grade, students compare and contrast two stories or two characters, and they make a
    double bubble map to compare the two stories.
    The text structures for a double bubble map are compare and contrast words like: “on the other hand,”
    “same,” and “different.” These are words that tell students they are comparing. So when kids are taking notes
    from a text, they look for the text structures.


    4. Tree Map. The underlying thinking process for a tree
    map is classification and organization. This is truly just an
    outline form. A tree map is literally the whole subject, main
    idea, main idea, details, details, details. It helps students look
    at text and understand text structures. They can take information from the book and organize it.
    For example:
    In kindergarten, students organized the information
    about each one of the characters in The Three Bears. It
    can be language-based or non-language-based such as
    organizing different shapes or sizes.
    Fi f th g r ade r s s t a r t ed wi th the s t a t ement tha t
    “Change can be positive or negative.” Then they looked
    at different situations and identified which characteristics were positive and which were negative.
    The power of the Thinking Map is the way it helps students organize information to deliver to someone else. Regardless of content area or grade level, students can prove
    that they understand the concept. For ELL who are low level
    in terms of their language ability, creating a tree map is the
    end step. But other students can write a paragraph based on
    the information. In this way, we can differentiate instruction. The students who do only the tree map have shown
    that they learned the content. Students who don’t have difficulties with grammar, spelling, or punctuation can integrate
    their map into writing. So you can differentiate in this way,
    but you can also use the map alone to assess students’ knowledge.


    5. Brace Map. The brace map helps identify whole and
    part relationships. It is used for something concrete that can
    be broken into components or subparts. A brace map is different from a tree map because you physically break things
    apart with a brace map. A tree map shows the classification
    of the parts—where you put the main ideas and details—
    while the brace map shows the components of the whole. It
    didn’t seem to be very useful until we started using it in math.
    For example:
    A first-grade math problem could look like this:
    Penny had five marbles. She gave three marbles to Fred.
    How many marbles does she have now? Our students
    would understand that problem like this: You have the
    whole. Now you have one part. Then you have another
    part. They understand that it’s a subtraction problem
    because they started with the whole and were given one
    of the parts, but the other part is missing. The same
    thing applies to an addition problem: Penny had three
    marbles. She got five more marbles. How many marbles
    TH I N K I N G MA P S
    does she have now? They
    understand that the two
    parts need to equal the
    whole, and that’s an addition problem. This is one
    of the strongest ways to
    use a brace map.
    In kindergarten, student s did a c i rc l e map
    with all their ideas about
    the body, and then they
    did a brace map of the
    parts of the body.
    A brace map is good
    for teaching the setting of
    s t o r i e s — b r e a k a l l t h e
    parts of a house into separate rooms or the town
    into different buildings.
    You can go whole to part
    or part to whole with a brace
    map. It is a good way to show
    English Language Learners
    how things are put together.


    6. Flow Map. If you want
    to work with a sequence of
    events, a flow map is helpful.
    First, you can use a circle map
    to list out things, e.g. what you
    have to do today. Then you
    can put them in sequence—
    what comes first, what comes
    second, etc. You prioritize and
    give them a sequence.
    Some examples:
    ❚ Writing a summary
    after reading a book
    or after taking a test;
    ❚ Describing the life
    of a virus (can include
    illustrations);
    ❚ Problem-solving in math;
    ❚ Putting letters or decimals in order;
    ❚ Telling a story with a beginning, middle, and end.
    Flow maps are helpful in teaching the language of text.
    The text structures for flow maps are words that indicate a
    sequence: “first, second, last, subsequently, finally.” Of course,
    dates are also indicators of flow, as are history timelines.


    7. Multi-flow Map. Multi-flow maps are one of the most
    powerful maps. Multi-flow maps show cause and effect. The
    event is in the middle.
    For example:
    A student is sent to the principal’s office. On the
    far left are the causes: What caused you to be sent here?
    “I threw the ball at someone.” What else? “I didn’t follow the problem-solving rules.” What else? “I didn’t listen to the teacher when she asked me not to throw the
    ball.” What will the effects be? “You are going to call my
    mom.” What’s another effect? “I’m learning.” What’s
    another effect? “I’m not going to have recess for a week.”
    Kindergarten example: The event is, “It was a good
    day for kites.” What caused it to be a good day and what
    happened as a result?
    First grade example: The event is, “I was nervous on
    the first day of school.” What caused them to be nervous is on the left and the effect is on the right.
    Social studies example: The causes and effects of the
    Industrial Revolution. There may be no correlation between the left side and the right. That’s fine.
    Science example: A volcano explodes and Pompeii
    is destroyed. What caused the volcano to explode? What
    were the effects?
    Textbooks don’t always say, “These are the causes and
    effects.” You need to look for key words like “however” or
    “as a result.” Those words indicate it is a multi-flow map.


    8. Bridge Map. A bridge map is used to illustrate analogies and metaphors. It’s helpful for showing the relationship
    of the concrete to the abstract.
    For example:
    In kindergarten, you show that “one” has one dot,
    and “two” has two dots, and so on. You teach the relating factor. It’s important to know the relating factor in
    an analogy, that is, the underlying relationship between
    the two parts of the analogy.
    In first grade, you show doubles: one plus one is the
    same as two, just like two plus two is the same as four;
    three plus three is the same as six, etc. Showing analogies is one of the most powerful things we do.
    We teach vocabulary this way. “Different” is the
    opposite of “same” just like “sharp” is opposite of “dull”
    or “big” is opposite of “small.” We repeat the phrase “opposite of,” so that the relating factor is always stated.
    When we use Thinking Maps, our purpose is to help
    students transfer thinking processes and integrate their learning. We also use them to continuously assess student progress.
    Why do we think this work with Thinking Maps is so
    powerful for students? Here are some of the reasons:
    ❚ Students become aware of the types of thinking they can
    apply to a text/assignment;
    ❚ Students learn ways to organize information in a manner
    that makes sense to them;
    ❚ Students have control over the way they want to think
    about the text/assignment;
    ❚ Students can easily demonstrate their thinking;
    ❚ Students have a strategy to determine the way the author
    is presenting information.
    The use of Thinking Maps has been a significant factor
    in providing effective instruction for all students and closing the achievement gap at Roosevelt School.





    The most common way people give up their power


    is by thinking they don't have any.


    ~ Alice Walker ~


    Courage is like a muscle.


    We strengthen it with use.


    ~ Ruth Gordon ~

  13. #28
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    Re: Thinking Maps ......سوچ کا عمل

    مجھے جیسے ہی وقت ملے گا میں تھینکنگ میپس کی مختصراً تفصیل اردو میں پوسٹ کر دوں گی ان شاء اللہ





    The most common way people give up their power


    is by thinking they don't have any.


    ~ Alice Walker ~


    Courage is like a muscle.


    We strengthen it with use.


    ~ Ruth Gordon ~

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