Concentric circle

WHAT ARE THEY?

Concentric circles are representations of knowledge in the form of

conceptual.

What is it for?

This representation can be used to program units,

projects, etc. In this way, the initial circle, the smallest
will represent the general idea that we are going to address.
 HOWOR IS IT DONE?

1). The concept to be represented is determined. This is located in the

inner or central circle.

A second concentric circle is drawn. In the space or (crowns) is

They write concepts of products from the first topic or concept. This first one.
Rama will allow drawing separator lines of concepts as many times as necessary.
necessary.
3). Deriving from each branch, other ideas, concepts or words that are located
in the following circles (crowns). These definitions will be more
specific.
TIMELINE
TIMELINE
How to make a timeline

The axis, line, or chronological frieze is a graph that we use to represent historical periods and

events. It has four parts: the axis on which the data is marked (which can be a line or

a rectangular bar), the years marked to indicate the scale, the historical periods and

the events marked with lines.

ACTIVITY SCRIPT:

Place a square A4 sheet horizontally.

2. Make a proposal for a scale. To do this, start by placing the first date (in

(eraser/pencil) and then we assign a value in years to each box. For example

if it covers the entire history, each frame would have to equate to 100 years, if it covers a

Each square would have to be worth 10 or 5 years if it covers a shorter period each.
the picture could be worth 1 or 2 years.

3. We test the scale until we find the correct one. To do this, we first assign a value.

and we start counting the squares we are going to need from the first date that

we have until the last one. If we run out of paper, we need to reduce the scale; if we have excess

we should increase it too much.

4. We make the bar. Once we know the correct scale, we can write the bar.

from the first date we have to the last one. Taking into account the tables

that we are not going to use we place it in a more or less centered position on the page.

the bar will have a thickness of 10 squares if it is millimeter, 5 squares if they are medium,

or 3 if they are big.

When we encounter a period that is too long, we can cut the bar.

diagonal (bottom image) and in this way we make it clear that this bar would have

what to be longer.

When we encounter a period that is too short, we can make another bar.

below that represents only that period with another scale, and link the two

bars with two lines connecting their starting and ending points (bottom image)
5. We highlight the key dates that divide the periods that have been given to us. We put the

names of the periods inside the bar if there is space (lower left image)

or in a nearby area (bottom right image).

. .

To indicate the periods we can also use brackets (image below).

If the data does not fit horizontally, it can be arranged vertically (see image below).
http://entendiendolahistoria.blogspot.com.es/2011/04/eje-cronologico-de-historia-de-espana.html

6. We locate the dates of the events in the bar and from those dates

we extend a line upwards or downwards until we reach a gap to place the

date and the event (bottom image).

The final result can be decorated with icons (bottom image)

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It can be turned into a final product of a collective project: a large mural.

dimensions to place in class or in the institute.

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Another example:
CATEGORIAL CROSS
THE CATEGORICAL CROSS
It is a pedagogical tool that serves to organize content.
develop, in a learning session, mainly for the analysis of
a problem, the same that presents the following characteristics:
1. In the center of the cross, the content or problem is expressed that is
will analyze, study, or investigate.
2. In this part, the causes or reasons for the problem are located, analyzing
through a reading, brainstorming or another strategy that can be used.
3. In this place, the consequences of the problem that is the reason are reflected.

of study.
4. It points out the different actions or activities that lead us to the
operationalization and execution of the research on the issue in question.
5. It is important to point out that in this section we must list, note the
objectives, alternatives for resolution or commitments that must be assumed.
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ISHIKAWA DIAGRAM
Ishikawa diagram
The Ishikawa diagram, also called fishbone diagram
fish, cause-effect diagram, diagram ofGrandalodiagram
casual, it's aboutonediagramthat by its structure has come to be called
also: fishbone diagram. It consists of a representation
simple graph in which a kind of relational view can be seen
central spine, which is a line in the horizontal plane, representing the
problem to analyze, which is written to the right of it. It is one of the various
tools that emerged over the20th centuryin the fields of industry and
subsequently in the services, to facilitate problem analysis and
its solutions in areas such as; quality of processes, the products
and services. It was conceived by the Japanese licensed chemistDr. Kaoru
Ishikawain the year1943.
This causal diagram is the graphic representation of multiple relationships.
of cause - effect between the various variables that intervene in a process.
Ingeneral systems theory, A causal diagram is a type
ofdiagramwhich graphically shows the inputs, the process, and
the outputs outputsde asystem(cause-effect) with your
respectivefeedback(feedback) for the control subsystem.

Cause:
The analyzed problem can arise from various areas such as
thehealth, qualityof products andservices, social phenomena, organization,
etc. Diagonal lines are arriving at this horizontal axis - like the spines of
a fish - which represent the causes valued as such by people
participants in the problem analysis. In turn, each of these lines
which represents a possible cause, receives other perpendicular lines that
they represent the secondary causes. Each group formed by a possible
primary cause and the secondary causes related to it form a
group of causes with a common nature. This type of tool allows for a
participatory analysis throughimprovement groupsoanalysis groups, which
through techniques such asbrainstorming, sessions of
creativity, and others, facilitates an optimal result in the understanding of the
causes that give rise to a problem, with what the solution may be possible
del same.

Procedure:
To begin with, it is decided what quality characteristic, output or effect is
wants to examine and proceed with the following steps:
Make a blank diagram.
2. Write concisely about the problem or effect.
3. Write the categories that are considered appropriate to
problem: machine, labor, materials, methods, are the
more common and are applied in many processes.
4. Carry out abrainstormingof possible causes and
relate them to each category.
5. Ask yourself why? for each cause, no more than two or three
sometimes.
Why is there not enough time available?
Why is there no time to study the characteristics of
each product?
6. Start by focusing on the variations in the causes
selected as easy to implement and high impact.

Causes and Thorns

To create and organize the spines of a diagram, one must consider the
next:
All thorns must be possible causes.
2. All causes must be presented in the ways that
indicate how they are related to the problem.
3. The arrangement of the spines must reflect the relationships between
the causes
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moons, 1 dedicated December 2014

MENTAL MAPS
Mind Maps
What are they?
Maps are a creative way in which the mind comes together.
with the accumulation of new ideas that are desired or aspired to be put into
practice. Mind Maps are a support to the process of
thinking through the visualization of the thoughts of a
graphic form, transferring the image of thoughts towards
the paper, which allows him to precisely identify what it is
what you really want, without digressions and putting thought into
function of the action, that is, of what is desired to be achieved.
 Support material
In the presentation aboutmind mapsifdescribe
briefly the characteristics, elements, preparation, and examples.
Review it to strengthen your information on the topic. You also...
we suggest reviewing the following presentations, they address the
Mental Maps book by Tony Buzan.

Mind maps. Introduction

Radiant thinking
Maps. Benefits
Organizing principles
Map synthesis

What are its characteristics?

They possess certain characteristics that make them effective
moment to aim to see the results:
Both hemispheres of the brain are used (the left supplies
information material and the law is used for the
graphic representation of the Mind Map to be designed
This combination will allow for the organization and structuring of
thoughts with a better tune, as it unites information
with that which is imagined.
 What advantages does it have?

Mind maps bring a set of benefits among them

which stand out:

Creativity
2. Remember highlighted aspects on the map more easily
They can be applied in all areas of living and knowledge, to
the resolution of situations, and aspects of management in life.
Mind maps have many advantages such as:

1. The idea that is intended to be developed can be visualized in a way

clear and precise.
The main idea is the central one, the secondary ones surround the main one.
3. It allows you to remember the accumulation of ideas more effectively without
mix the main ones with the secondary ones.
Each mind map is essentially different from another, as
they express particular ideas with different visions.
5. It is important to always leave open spaces within the map to
end of concatenating new ideas that come to mind.
6. The criterion of keeping processes running must be maintained.
asociativos del pensamiento mediante la consideración de las lluvias
of ideas, which make up the set of secondary ideas,
about a main idea that works constantly in the
thought.
Tony Buzan, the father of mind maps, states that this technique
allows to enter the domains of our mind in a more
creative. Its effect is immediate: it helps to organize projects in
few minutes, stimulates creativity, overcomes the obstacles of the
written expression and provides an effective method for production and
exchange of ideas.

How are they made?

You start in the center of a page with the main idea, and
works outward in all directions, producing a
growing and organized structure composed of words and
key images. The fundamental concepts are:

& Organization
& Keywords
& Association
& Grouping
Visual Memory: Write down the keywords, use colors, symbols,
icons, 3D effects, arrows, highlighted word groups.
Focus: Every Mind Map needs a single center.
& Conscious participation
Mind Maps are similar in structure to memory, once
a rarely drawn requires redesigning. Mind maps
they help to organize the information, it is a way to represent
ideas related to symbols more than to words
complicated as happens in organic chemistry. The mind forms
associations almost instantly, and represent them through a
"map" allows you to write ideas faster than using
words o phrases.

Technique for the preparation of the

mind maps

Use a minimum number of words possible. Preferably 'words

key" or better yet images.
2. Always start in the center of the sheet by placing the central idea.
that should always be developed outwardly in a manner
radiant.
The central idea should be represented with a clear image.
powerful that synthesizes the general theme of the Mind Map.
4. Locate the ideas through brainstorming.
related to the central idea.
5. Through branches, link the central idea or theme with ideas.
related or subtopics.
6. Guide yourself by the direction of the clock hands to prioritize
the ideas or subtopics.
7. Use spacing to arrange things in a balanced way.
ideas or subtopics.
8. Underline the keywords or enclose them in a colorful circle.
to reinforce the structure of the Map.
9. Use block letters.
10. Use color to differentiate themes, their associations or
to highlight some content.
11. Three-dimensional pens
12. Use arrows, icons, or any visual element that allows you to
differentiate and clarify the relationship between ideas.
13. Don't get stuck. If you run out of ideas on a subtopic, move on.
another immediately.
14.Plasma tus ideas tal cual llegan, no las juzgues ni trates de
modify them.
15. Don't limit yourself, if you run out of paper, stick on a new one for your mind.
It is not guided by the size of the paper.
Use your creativity to the maximum.
17.Get involved with your Mind Map.
Have fun!!!

Examples of maps that are not mind maps

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moons, November 24, 2014
Concept, importance and
tipos de Organizadores
Visuals
I.DEFINITION:
A visual organizer is a visual representation of knowledge that
presentinformationrescuing aspects important of
aconceptosubjectwithin a scheme using tags
A graphic organizer is a visual way of presenting information that
highlight the main concepts and/or relationships within a content. They have
have been promoted byAusubelas a good instrument to put in
practice themeaningful learning among the multiple possibilities of
graphic representation.

II.IMPORTANCEOFVISUALORGANIZERS:
They help to focus on what is important because they highlight concepts and
vocabulary that are calves and the relationships between them, providing
sotoolsfor thedevelopmentof thethoughtcritical and creative.
They help to integrateknowledgeprevious with a new one
3. They motivate conceptual development
4. They enrichthe reading, thewritingand thought.
5. Promotelearningcooperative.
6. They rely on criteria ofselectionand hierarchization, helping the
learners to learn to think.
7. They help with understanding, rememberinglearning.
8. Heprocessto create, discuss and evaluate a graphic organizer is more
more important than the organizer itself.
9. They promote learning throughthe researchactive.
10. The Learning Visual himself define how
amethodofteaching/alearning that uses a set of
OrganizersGraphs(methodsvisuals to organize information), with the
object of helping students, throughthe work with ideas and
concepts, to think and learn more effectively. Additionally, these
they allow identifying misconceptions and visualizing patterns and interrelations in
la información, factores necesarios para la comprensión e interiorización
deep concepts. Examples of these organizers are:Maps
conceptual, DiagramsCause-Effect and Lines oftime, among others.
11. On the other hand, the creation of visual diagrams helps the
students a process organize to prioritize retain y
remember new information, so that they can integrate it
significantly to their prior knowledge.
12. However, for the application of these organizers in the classroom
Graphs are really effective; on one hand, it is necessary to know the
main characteristics of each of them and the other, to have clarity
regarding theobjectivesof learning that is desired for the students
reach. For example, if it is desired that they locate, within a period
of a determined time, the events related to thediscovery of
America, so that they can visualize and understand the temporal relationship between these,
the appropriate method and graphic organizer to use is a Timeline.
On the contrary, if what is desired is for the students to understand the
relationship between the most important concepts related to the
discovery ofAmerica, such as new world, new routes of
navigationconquestfrom other lands, economic advantages, etc. the
appropriate graphic organizer is aConceptual Map. A third
possibility arises when theobjectiveof learning is that the
students discover the causes of a problem or an event (need
to find an alternate route to the 'country of species' for trading
advantageously with these), or the causal relationships between two or more
phenomena (struggle for thepowerInaval betweenSpainand Portugal and its
economic consequences) the appropriate graphic organizer is
aDiagramCause-Effect.
III.TYPESOFVISUALORGANIZERS
Concept map: a graphical representation that starts from the general ideas to the

more specific by connecting them through linking words to form

propositions

- Idea map: used to represent ideas in a hierarchical manner. It

can do after a brainstorming session

Webs: it is used to represent ideas in a hierarchical manner. It can be

to make after a brainstorming session
TIMELINES
This tool from the Graphic Organizers (OG) set allows
to order a sequence ofeventsor milestones on a topic, in such a way that
the temporal relationship between them is clearly visualized.

Venn diagrams
This is a type of Graphic Organizer (GO) that allows understanding the
relationships betweensets. A typical Venn diagram uses circles that
they overlap to representgroupsof items or ideas that they share or do not share
common properties.

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Conceptual Maps
CONCEPTUAL MAPS

What are themapsconceptual?

Concept maps are a technique that is used more and more every day.
in the different educational levels, frompreschooluntil
theUniversity, inreportsuntil inthesisofresearch, used
as a study technique to a tool forlearning, since
allows the teacher to build with their students and explore in these
the prior knowledge and the student to organize, interrelate, and establish
theknowledgeof the studied content. The exercise of elaboration of
conceptual maps encourage reflection, theanalysisand thecreativity.
 Elements what component the
concept maps

How are concept maps represented:

The conceptual map is a network of lines that connect in different
points, fundamentally using two elementsgraphics:

The ellipse to oval

The concepts are placed within the ellipse and the linking words are
they write about or next to the line that connects the concepts.
Many authors are using somesymbolsto include,
besides the concepts and propositions, anotherinformationhow:
actividades, comentarios, dudas, theories... In the visual representation,
they adopt forms and eventuallycolorsdifferent for each one:

Taken from: Oswaldo Monagas. National Open University,

Venezuela
July, 1998

Concept maps allow the student to:

It facilitates theorganizationlogicand structured of the contents of
learning, since they are useful for selecting, extracting, and separating the
significant or important information from superficial information
Interpretar, comprender e inferir de the readingmade
Integrate the information into a whole, establishing relationships of
subordination and interrelation
Develop ideas and concepts through learning
interrelated, being able to specify if a concept is valid in itself and
important and if links are needed; Which allows you to determine the
need to investigate and delve into the content E.g. When performing the
conceptual map of the State, you can inquire about concepts such as Power.
DemocracyDictatorship....
Insert new concepts into it.structureof knowledge.
 Organize the thought
Express current knowledge about a topic
Organize the study material.
When usedimagesand colors, the fixation onthe memoryit's a lot
mayor, dada the capacity of themanof remember
images.

What has been presented allows us to affirm that a map

conceptual is:
A schematic summary that represents a set of meanings
conceptual included in a structure of propositions." (Joseph D.
Novak
A Summary: since it contains the most important ideas of a
message, theme ortext.
A Scheme: since it is a graphical representation, it is symbolized
fundamentally withmodelssimple (lines and ovals) and few
words (concepts and linking words),Drawings, colors, lines, arrows
(crossed connections)
A Structure: refers to the location and organization of the different
parts of a whole. In a conceptual map, the most
important or general ones are located above, detaching downwards
those of lower hierarchy. They are all connected with lines and are found
inside of ovals.
Set of meanings: since they represent connected ideas and
with meaning, expressed through propositions and/or
concepts (phrases)

Characteristics of a Concept Map.

Concept maps should be simple and show
clearly the relationships between concepts and/or propositions.
From the general to the specific, the most general ideas or
inclusive, occupy the apex or top part of the structure and the most
specific and the examples at the bottom. Even when many authors
They argue that these do not necessarily have to be symmetrical.
They should be eye-catching; the more visual the map becomes, the
amount ofmatterwhat is achieved by memorizing increases and grows
duration of that memorization, as it develops theperception,
benefiting students with the visualization activity
attention problems.
The concepts, which never repeat, are placed inside ovals and the
linking words are located near the lines of relationship.
It is advisable to write the concepts in capital letters and the
linking words in lowercase, which may be different from those used
in the text, as long as the meaning is kept of the
proposition.
For linking words, verbs and prepositions can be used,
conjunctions, or another type of conceptual link, linking words provide
meaning to the map even for people who are not very familiar with the subject.
If the main idea can be divided into two or more concepts
these concepts should be on the same line or height.
A conceptual map is a brief way to represent
information.
TYPES OF CONCEPT MAPS:
A hierarchical map is one that is created based on a concept.
key that is located at the top and from it the rest of
elements that go in descent.

Organizational chart map. This one is frequently used.

in the business field and is used to establish the different
departments and positions that shape an industry or company
specifically. The information is presented in a linear manner.

Spider map. This time, the key concept is at the center.

and from it the rest of the issues arise
developing around you.

Multidimensional map. A figure that has

multidimensional type properties is what comes with it
development of this cited map, in organizational chart format.