Visual Tools for effective Teaching and Learning

Visual learning is one of the best methods for teaching of thinking skills and helping to organize ideas. Visual diagrams help students make connections and transfer knowledge. They help students recognize patterns, interrelationships and inter-dependencies among and between new concepts. Visual diagrams create a “learn to think” and “learn to learn” attitude. “Learning to think” (how to think?) and “learning to learn”(how to learn?) are the essential skills of learner’s success. 

Proverbs, sayings and quotes on visual literacy

“One seeing is better than a hundred times telling about" - Old Chinese proverb.

“A picture is worth a thousand words” (an old adage).

“Every picture tells a story.” (an old saying).

“The use of visual tools creates a shift in classroom dynamics from passive to interactive learning for all to see.” (D. Hyerle, 1996).

Definition of visual literacy

Visual Literacy is “the ability to understand and use images including the ability to think, learn and express oneself in terms of images”.

Why visual literacy?

About 90% of all information that comes into our brain is VISUAL and about 40% of all nerve fibres connected to the brain are linked to the RETINA. About 36,000 visual images per hour may be registered by the EYES(From Brain Based Learning - Eric Jensen, 1996).

Visual displays can serve as a more effective alternative to traditional text presentation. Visual displays are effective for enhancing the learning of text information. Visual displays can serve to facilitate retention of information. Visual displays facilitate encoding and retrieval of information.

Visual intelligence

People learn visually by observing, perceiving, watching, connecting, drawing, showing, communicating and structuring their thoughts. The better you learn  to appreciate colour, harmony, balance, symmetry, repetition, direction and so forth, the more you’ll learn from what you see and the more you’ll enjoy life. Visualization is a two-way street. You can create pictures as well as look at them. Verbal literacy depends on learning grammar, rhetoric, and vocabulary. Visual literacy encompasses understanding color, tone, line texture, proportions, boldness, symmetry, repetition, accent and media.

Visual tools

Physical models, Mental pictures, interactive visualization, imaginary visualization and stories, pictures, sketches, diagrams, images and pictographs and Kinesthetic activity

Visual maps

 Brainstorming webs; graphic organizers; concept maps and mind maps

Benefits of visual tools

visual tools provide one mechanism to direct and focus attention. Visual tools give an instant picture of relationships of ideas and complex meaning. Visual tools improve presentation. Visual tools proved to be more persuasive. Visual tools facilitate recall and retention.

Visual learning helps students:

Visual learning helps brainstorm, develop, organize and communicate ideas. One can see connections, patterns and relationships in visuals. Students can assess and share prior knowledge. Visual learning can develop vocabulary. Visual diagrams can be useful for outlining ideas in the writing process. Students can highlight important ideas. They can clarify or categorize concepts, ideas and information. They can even comprehend the events in a story or book. Preparation of visuals improve social interaction between students and facilitate group work and collaboration among peers. They can facilitate recall and retention.Improve reading comprehensive skills and strategies.

Educational benefits of visual tools

            Graphic Organizers are visual representations of knowledge. It is a frame used to organize information. GOs are also referred to as: knowledge maps, story maps, cognitive organizers, advance organizers, concept diagrams and thinking maps. Visual tools help in organizing the thought process. They help rearrange text and useful in summarizing the information. They clarify thinking and locate and remember facts/ideas. They present the big picture or view information in a meaningful whole. They show inter-relationships among ideas.They reinforce understanding and integrate new knowledge.

Kinds of graphic organizers (GOs)

•          Bubble map

•          Double bubble map

•          Circle map

•          Chain of events

•          Clustering map

•          Cycle map 

•          Brace map

•         Venn diagram  

•          Interaction outline

•          Problem/solution

•          Persuasion map

•          Time – order chart

•          E-chart

•          T-chart

•          Flow chart

•          Tree chart           

Benefits of Graphic organizers as valuable instructional tools

              They help to organize, link, integrate and communicate large amounts of information more easily. They allow easy editing and drawing different perspectives. They are flexible and endless in application. They are underutilized in teaching - learning situation. They are ideal for many types of learners because GOs use short words or phrases. They offer greater retention and reduce instructional time. They can be used in all phases of learning from brainstorming ideas to presenting ideas.

Educational benefits of ICT tools and techniques

The world of Technology is advancing very rapidly and  is continuously changing.  Civilization can be identified by the stages of technology development i.e., stone age, bronze age, iron age, steam age, atomic age and computer age. Human civilization is technology dependent. Technology can be used as a tool for inquiry, a tool for construction, a tool for communication, a tool for expression, a tool for productivity and a tool to assist in problem solving and the making of informed decisions (Thomas et. al. 2002).

Definitions

Information technology (IT) is defined as the study or use of electronic equipment, especially computers for storing, analysing and sending out information.
Communication technology is the process of sending, receiving and exchanging information.
Information and communication technology (ICT) is a generic term referring to technologies, which are being used for collecting, storing, editing and passing on information in various forms (SER,1997). ICT literacy basically involves using digital technology, communication tools and/or access, manage, integrate, evaluate and create information in order to function in a knowledge society. 

The scope of Information and communication technology 

ICT is a major factor in shaping the new global economy and producing rapid changes in the society. The emergence of the ‘knowledge- based society’ is changing the global economy and status of education. In a short time, ICT has become one of the basic requirements of learning environment. ICTs provide students with skills to function effectively in this dynamic, information – rich and continuously changing environment. ICTs provide an array of powerful tools that may help in transforming the present isolated teacher- centered and text-book bound classrooms into rich, student-focused and interactive knowledge environment. ICT promotes the skill of learning to learn and improves their learning outcomes. ICT provides “head- heart and hand approach” to learning.

There are 3 aspects in technology based learning: learning from the technology, learning about the technology and learning with the technology.
Tools and techniques can be broadly defined as the practical methods and skills applied to specific activities to enable improvements. Tools are wonderful and powerful things. We use hundreds of them every day for a multitude of simple and complex purposes. \

Definition of technology and tools

Technology may be defined as the “systematic application of scientific or other organized knowledge to practical tasks” (Galbraith 1967). Technology is also referred to as the “application of scientific knowledge for human purpose.”

Technology communication tools- to collaborate publish and interact with peers, experts and audiences.
Technology research tools- to locate information, to process data and report results.
Technology productivity tools- construct models
Technology problem solving and decision- making tools

Kinds of  ICT tools

• ·Multimedia PC, laptop, notebook.
• CDs& DVDs. digital video, still camera.
• Internet and its tools- e-mail ,browsers, website, search engines, chat etc.
• Computer aided instruction& computer mediated conferencing, video/audio conferencing.
• Digital libraries , e-books& electronic publications.
• Interactive TVs.
• Microsoft publishing -news letter, poster, brochure.

ICT and education

ICT has transformed education. ICT caters to different learning styles. ICT helps students to gain valuable computer skills. ICT aids in collaboration and group work. ICT aids in the visualization of difficult concepts. ICT promote creativity. ICT enable multiplier effect of documents and communication. ICT provide flexibility and variety in learning. ICT provide a multimedia presence in the classroom.

Kinds of digital techniques 

• Word processing -documents, notes, projects, assignments
• Spread sheet programming -records, exam scores
• Data bases -information storage
• Graphing software -to prepare teaching-learning resources
• Developing Multimedia kits -to make process interesting
• Using internet and e-mail facilities -to gain knowledge
• Games and simulations -to improve quality of learning

Uses of information technology tools in learning 

Learners use computer-based services to search for and find relevant information in a range of contexts; Learners retrieve information using a variety of media; Learners decode information in variety of forms- written, statistical and graphic; Learners critically evaluate information,( the interconnectedness )of different fields of knowledge; Learners can use computer based services to write, analyse, present and communicate information; Learners can use information technologies to create networks of co-learners and to share, collaborate and construct knowledge.

Benefits of Computer based technology

Computer technology has undergone unparallel development. Computer capacity has doubled every 18 months, since the advent of the microprocessor 25 years ago.

1. Multi-sensory delivery: Text, graphics, animation, sound and video.
2. Active learning: enhanced learner interest.
3. Co-operative learning: positive group/social interaction.
4. Communication Skills: one-to-one, one-to-many, many-to-many.
5. Multicultural education: link students from across the country/around the world.
6. Motivation: greater learner engagement (time).

Digital tools in teaching - learning

Technology integration is the use of technology resources (computers, Internet etc.) in daily classroom practices, and in the management of a College. Computer based education refers to any kind of computer in educational settings. Computer technology is becoming increasingly important for education at every level. The computers make it possible to access, represent, process and communicate information in new ways. The computers make it possible to search and organize information, analyse data, represent ideas, simulate complex systems and communicate with others. They also enable new ways of teaching – learning , new activities, new products and new types of learning. Computers are cognitive tools; Computers are performance support systems (PSSs). Computers offer multi-media ways for obtaining large amounts of information, e.g., CD-ROMs and web sites.

Computers can be used in two ways

1.       The computer as a classroom tool

2.       The computer as a subject of instruction.

Internet and world wide web

The Internet consists of a vast collection of independent computers linked by national and international tele-communication networks.  Each Internet site contains information (text, images, audio, video, links etc.) which are accessible to the individual working from their home computer. Internet sites are increasing in number, sophistication and content.

Internet provides information in text, graphics, audio and video. New programming allows a greater degree of interactivity through real time audiovisual transfers and chat.  Coloured and animated graphics are of much greater educational value than photocopied images

The World Wide Web is a much hyped Internet application which potentially provides great flexibility in the distribution of teaching and learning resources in interesting fashion. Resources such as lecture notes, readings, tutorials and assignments can be delivered to, and received from, students both on and off campus. The learner searches website, collects information and learns the lesson. Web is a viable tool to help students gain education without being on campus. It allows greater autonomy of learning.

e-mail –messages are stored and sent via a computer system, transmitted across networks typically accessible only by the addressee.

E-learning applications

On - line students group: allows students to interact with each other

On - line lecturing: allows faculty to interact with students

On - line counseling: helps students in decision- making

On - line libraries and resource center: providing text, documents, articles for reference.

Multimedia tools

Students who use multimedia tools are active learners. Students reflect these kind of tasks throughout their life. Students work collaboratively, not only with each other, but with researchers and teachers.

Power point Presentation

It provides a platform for incorporating a variety of different kinds of multi-media file types: images, video, audio and animations. It is neat and clean and it allows for portability of materials. It is easy for professors to update, saving them time and energy.

Hypermedia tools

An approach to information storage and retrieval that provides multiple linkages among elements. It allows the user to navigate easily from one piece of information to another. It consists of a database of information structured as nodes or frames. It links between the nodes that allow rapid movement through the information and a user interface. Hypermedia tools are useful for exploring a large database of information, accessing elaborations on core information and promoting a ‘rich’ learning.

Hypertext tools

The linking of information together by highlighted keywords that have been marked up creating paths through related material from different sources such as footnotes and encyclopedias. Hypertext has the ability to connect related documents. Hyperlink is a connection among documents in a hypermedia and hypertext format.

Simulation tools

A computer simulation attempts to reproduce real-life situations. Simulations feature a combination of text and graphics ,using dialogue and inquiry to guide the student through a situation. Simulations also can bring about higher-order synthesis and analysis skills.

           Tutorials 

          They are one of the most common types of computer-assisted instruction. Tutorials are “page- turners” similar to textbooks. The one-to-one tutoring and feedback provided by a tutorial can make it an excellent tool for improving student knowledge. Drill-and-practice programs work well in increasing student knowledge through repetition, usually through cues.Students can repeat sections, helping individualized instruction. Drill-and-practice programs provide automatic feedback to learners.

Interactive video  and video Conferencing  applications

The interactive video refers broadly to software that responds to certain choices and commands by the user. A typical system consists of a combination of a compact disk, computer and video technology. Videodisc systems store video pictures, still pictures, and sound on discs that users can control with a videodisc player. These systems can provide the interactive capabilities of computers and the motion-picture capabilities of videos.
Video Conferencing is a method of performing interactive video communications over a regular high speed internet connection. It is a medium where individuals or groups can meet face-to-face in real time to interact and exchange ideas. It requires a fast speed internet connection, a microphone and a video camera. Since it was introduced, communication technologies have improved exponentially.

A digital library is a collection of textual, numeric, graphic, audio and video data stored in digital form, indexed and logically linked for ease of retrieval. The user can access information from anywhere in the world. Digital library allows ease of search and retrieval of information.

Good Teacher Skills and lecture method

All students have had hundreds of teachers in their lifetimes. They remember only a few teachers as being exceptionally good. Every teacher teaches in a patterned way. Few teachers are aware of the patterns implicit in their teaching. Teaching is a set of means. Telling is not teaching. Learning is the end-goal of teaching. Learning involves three steps like acquisition of information, its retention and the ability of learners to retrieve the knowledge when needed. Learners are meaning – makers. A quality teaching establishes a positive learning environment. It motivates student engagement. It provides appropriate challenges and is responsive to student’s learning needs. A good teacher is fair in evaluating student’s learning.
There is no single, all-purpose best method of teaching. Teaching is an individualistic pattern. The teacher has to adjust his/her teaching decisions to suit the subject matter, available resources, student’s motivation levels and his/her own strengths and weaknesses as a teacher. Basically education is viewed as a process, which inputs learners with certain knowledge, attitudes, values and skills.

"Core qualities" of a good teacher

Knowledge - the first prerequisite quality of a good teacher is knowledge of the subject. A teacher must be an expert in his field if he is going to be a good teacher. Teachers need both teaching skill and subject mastery.
Communication-the second core quality of a good teacher is the ability to communicate their knowledge and expertise to their students. There is a saying, "Give me a fish and I eat for a day, teach me to fish and I eat for a lifetime”.
Interest - A good teacher builds knowledge of the subject, with a clarity and understanding. Best teachers make the class interesting and relevant to the students. Good teachers work hard to make their material relevant.
Respect - Good teachers have a deep-seated concern and respect for the students in the classroom.

Learning and Teaching

Learning is a change in the way an individual thinks, acts and feels. Learning takes place through experiences involving people, things and events and the response to these.

Methods of Learning

The individual learns through the five senses – hearing, sight, touch, smell, taste and combinations of these – in involvement-oriented experiences.

Methods of Teaching

The method of teaching selected must be interesting to the learner.
The methods can be tied to the methods of learning – listening, seeing and doing.
Listening involves the hearing of something (use of only one of the senses). Since hearing accounts only 13 percent of learning, this is the least effective method used alone.
Seeing involves the eyes in observing new information. It is estimated that 75 percent of learning is derived from the eyes. Examples of teaching techniques include illustrated talks, demonstrations, tours, field trips and exhibits
Listening and seeing - when the young people see and hear new material, they will retain approximately 50 percent. Observing demonstrations, seeing movies, participating in tours, etc., are all ways Learners can see and hear.
Doing involves the total individual in the learning process or experience. By the involvement of the learner, maximum learning occurs. Examples of teaching techniques include work sessions or workshops, judging and role-playing,
Saying and Doing - when learners are actively involved in saying and doing, they will retain approximately 90 percent of the material. Most people learn best by actually “doing.” Provide opportunities for the learners to practice and explore what they have learned. They might plan and present a demonstration or teach younger members.

Lecture method

Strengths: lecture presents factual material in direct, logical manner. Lecture contains experience which inspires. It stimulates thinking to open discussion. Lecture is useful for large groups
Limitations: experts are not always good teachers; audience is passive; learning is difficult to gauge; communication is one way.
Preparation: lecture needs clear introduction and summary. It needs time and content limit to be effective. It should include examples, anecdotes.
Attention - The instructor may begin by telling a story, making an unexpected or surprising statement, asking a question, or telling a joke. The main concern is to gain the attention of everyone and concentrate on the subject.
Motivation -The purpose of the motivation element is to offer the student’s specific reasons why the lesson content is important to know, understand, apply, or perform. This motivation should appeal to each student personally and engender a desire to learn the material.
Overview - a clear, concise presentation of the objective and the key ideas gives the students a road map of the route to be followed. A good visual aid can help the students the path that they are to travel. The introduction should avoid stories, jokes, or incidents. Also, the instructor should avoid a long introduction.
Development is the main part of the lesson. The teacher must logically organize the teaching material to show the relationships of the main points. The teacher can proceed by developing the main points in one of the following ways:

1. From past to present- the subject matter is arranged chronologically, from the present to the past or from the past to the present.
2. Simple to complex- The student will find it easier to master simple concepts first and then apply these concepts to more complex ones.
3. Known to unknown - Learning moves faster when it builds on what the student already knows. Teaching that begins by comparing the old, known information and the new, unknown, one allows the student to grasp new information more quickly.
4. And most frequently used to least frequently use.
Accommodate learning style of students – Teaching should be according to the learning style preference. Visual learners gain knowledge best by seeing or reading; auditory learners, by listening; and tactile or psychomotor learners, by doing.
Sort goals by learning domain - A teacher can combine the knowledge of the student's preferred learning style with the knowledge of LEARNING DOMAINS. Learning behaviors fall in three domains: cognitive, psychomotor, and affective. The cognitive domain deals with intellectual abilities. The psychomotor domain includes physical or motor skills.The affective domain involves expression of feeling about attitudes, interests, and values. Most learning involves all three domains.
Make material meaningful - Another way to facilitate learning is to relate material to the student's lifestyle and to recognize incompatibilities. The more meaningful material is to a student, the quicker and easier it will be learned.
Allow immediate application of knowledge – the students are given the opportunity to apply his or her new knowledge and skills reinforce learning and builds confidence. This immediate application translates learning to the "real world" and provides an opportunity for problem solving, feedback, and emotional support.
Plan for periodic rests - When your instructions are especially complex or lengthy, your students may feel overwhelmed and appear unreceptive to your teaching. Be sure to recognize these signs of mental fatigue and allow the students to relax.
Tell your students how they are progressing - Learning is made easier when the students are aware of their progress. Positive feedback can motivate them to greater effort because it makes their goal seem attainable.
Reward desired learning with praise- Praising desired learning outcomes improves student’s retention of the material. Reassuring them that they have learned the desired material or technique can help them retain and refine it.

Types of lectures

Illustrated talk : the speaker relies heavily on visual aids to convey ideas to the listeners.
Briefing: the speaker presents a concise array of facts to the listeners who normally do not expect elaboration of supporting material.
Formal lecture: the speaker's purpose is to inform, to persuade, or to entertain with little or no verbal participation by the students.
Teaching lecture: the instructor plans and delivers an oral presentation in a manner that allows some participation by the students and helps direct them toward the desired learning outcomes.
Preparing the Teaching Lecture - Careful preparation is one key to successful performance as a classroom lecturer. This preparation should start well in advance of the presentation.
The following four steps should be followed in the planning phase of preparation:
1. Establishing the objective and desired outcomes;
2. Researching the subject;
3. Organizing the material; and
4. Planning productive classroom activities.

Advantages of the Lecture

 In a lecture, the instructor can present many ideas in a relatively short time. Facts and ideas that have been logically organized can be concisely presented in rapid sequence. Lecturing is unquestionably the most economical of all teaching methods in terms of the time required to present a given amount of material. The lecture is particularly suitable for introducing a new subject and for explaining the necessary back- ground information.

Disadvantages of the Lecture

 the lecture inhibit student participation. Learning is an active process, and the lecture method tends to foster passiveness and teacher-dependence on the part of the students. As a teaching method, the lecture does not bring about maximum attainment of certain types of learning outcomes. Motor skills, for example, can seldom be learned by listening to a lecture.

Teaching of Biological concepts

                 Biology is a rich mine of concepts, theories, hypotheses and laws. The explosive growth of biological data created an excellent opportunity for the development of concepts. The concepts are crucial for understanding inferences from experimental data. Concepts are the structural elements of the growing body of knowledge. A concept is a basic unit of information that represents a category. The data remains as a pile of incoherent informational items before it is ordered into concepts. Biology teaching is moving away from the emphasis on the mastery of contents/ facts and is now concentrating more on concepts and scientific thinking.

Meaning of concept

A concept is a set of specific objects, symbols or events which are grouped together on the basis of shared characteristics and which can be referenced by a particular name or symbol. A concept is thus a class of objects, rather than individual example, each member of the class sharing one or more common characteristics. The word ‘cell’ represents a concept , in that it stands for a class of things that possess a number of common qualities or attributes such as a cell membrane, cytoplasm, nucleus and so on. The common characteristics that members of a concept share can be either structural or functional attributes or both. In order to qualify as a member of a particular concept group an individual example must possess certain key characteristics called critical attributes. Concepts that can be observed are termed ‘concrete’ concepts, whereas those that are not observable are termed ‘defined’ or ‘abstract’ concepts. Liver is an example of a concrete observable concept, whereas ‘health’ is an abstract one. Abstract concepts tend to be more difficult to learn than concrete concepts.

Concepts form hierarchies, with the most inclusive ones, at the top and more specific ones below and they also cluster together with other related concepts.

Concept components

1. Name : for e.g. Noun is the name or label of a concept. The name is more effective and understandable than a lengthy definition.

2. Definition: A definition is a statement about the concept characteristics e.g. ‘ a noun is a person, place or thing’.

3. Characteristics: Characteristics are qualities that must be present for the concept to apply for e.g. the characteristics of a noun are ‘person, place or thing’.

4. Examples : Examples are members of a class of things that show a concept’s essential characteristics.

5. Place in a hierarchy : Most concepts are part of a content hierarchy that gives meaning to the concept and makes it easier to learn.

How to define a Concept

The process of concept definition involves 3 steps

1. Identify the concept name – that will be used to identify the general class.

2. Identify the attributes or characteristics that are used for identification of the class.

3. Write a concise definition for the concept.

Concept Mapping

In the 1960s, Joseph D. Novak (1993) at Cornell University developed the technique of concept mapping( Novak and Godwin 1984). This technique was based on the theory of meaning learning by David P. Ausubel et al (1978). A concept map is a visual illustration of displaying the organization concepts/ideas and outlining the relationships among or between this concepts.(Hoffman and Novak 2003).

Criteria of concept maps

Concept maps are composed of interrelated items: nodes, lines, labels.

Nodes represent concepts.

Lines represent relations among concepts.

Labels in the lines describe the nature of those relations.

Arrow heads indicates the direction of the relationships.

The combination of a pair of concepts and a line constitutes the fundamental unit of a concept map, a proposition or meaningful statement.

Linking concepts is the most important aspect of concept mapping. The concept arrangement and linking line orientation determine the structure of the concept map.(e.g. hierarchical or non-hierarchical).

Objectives of concept mapping

Concept maps are used to generate ideas (brain storming ) and to design complex structures (long texts, hypermedia, large web sites). They are utilized to communicate complex ideas. It's an aid in  learning by connecting new and old knowledge and to assess understanding and diagnose misunderstanding.

How to construct concept maps

1. Read the passage.
2. Select the most important idea in the passage.
3. Reread the passage and identify the key concepts.
4. Rank the concept words hierarchically from the most inclusive to the least inclusive.
5. Arrange not only according to hierarchy but also according to relationships.
6. Link draw lines between and among concepts. Label the lines with a word or phrase that explain the relationship.
7. Review your concept map.
8. Write a paragraph summarizing the concept.

Advantages of concept mapping

Visual representation has several advantages:

-visual symbols are quickly and easily recognized

-minimum use of text makes it easy to scan for a word, phrase or the general ideas and

- visual representation allows for development of a holistic understanding.

Educational uses of concept map 

The concept is placed in the centre and the attributes are radiating out from the central concept.

Concept maps are often referred to as a ‘map’ because they help teachers and students ‘map out’ their ideas in a visual manner. Teachers may use a concept map to attempt, to provide structure for the presentation of new material while indicating the relations between concepts. They can illustrate patterns and relationships among concepts. Students also can build concept maps on scientific ideas which provide more interconnected understanding of scientific principles and abstract concepts. Students can easily memorize information contained in a picture.

Kinds of concept maps

Linear concept maps are like flow charts that show how one concept or event leads to another.

Hierarchical concept maps represent information in a descending order of importance. The key concept is on top and subordinate concepts fall below.

Spider concept maps have a central or unifying theme in the centre of the map. Outwardly radiating sub themes surround the main theme.

Spider concept maps are useful for brainstorming or at other times when relationships between the themes need to be left open-ended.

It is used to explore a topic and identify main ideas and details.

Cross-linked concept maps use a descriptive word or phrase and identify the relationships with a labeled arrow.

Key characteristics of concept maps

1. Concept maps have structure. More general concepts are presented at the top with more specific concepts at the bottom.
2. Concept maps are based on propositions – Two concepts form a proposition.
3. Concept maps have context – Understanding of a particular domain of knowledge.

Applications of Concept mapping

1. Creativity tool / mind tool – to ‘show-case what I know’. New ideas leads to new associations ..

2. Hypertext tool- to navigate a web site

3. Communication tool-to discuss concepts and the relationships between the concepts.

4. Student learning tool-to learn course material or to integrate course content or to integrate material across different courses.

5. Assessment tool – to evaluate student learning or to obtain learner feedback.

6. Instructional tool / knowledge representation tool– to organize course content or to prepare specific lessons or to present material to students.

7. Program planning tool- to display order of a programme
Acknowledgement

I gratefully acknowledge my daughter V.Joanna for the help in preparing this presentation.

References

 Novak J D 1991 Clarify with Concept maps: A tool for students and teachers alike. The Science Teacher 58(7) 45-49

 Novak J D and D B Gowin 1986 Learning How to learn, Cambridge University Press, London

 Moreira M A 1979 Concept maps as tools for teaching, Journal of Science Teaching VIII(5):283-286

 Ausubel D.P 1968 Educational psychology: a cognitive view, Rinehart and Winston New York.

 Novak J D 1986 Introduction to concept mapping : A handbook for educators Cornell University, Department of Education, Ithaca, New York.

 Novak J D 1990 Concept Mapping : A useful tool for Science Education. Journal of research in science teaching 27(10) : 937-949.

About the presenter

I , Dr.B.Victor am a highly experienced post graduate professor of Biotechnology  recently retired from a reputed higher educational institution, St.Xaviers College Palayamkottai , India.

I was the dean of sciences ,internal quality assessment coordinator and assistant controller of examinations of the institution. I have more than 32 years of teaching and research experience. I have guided 12 Ph.d scholars in the field of reproductive biology, invertebrate haematology and environmental toxicology. I have taught a diversity of courses ranging from graduate level to research levels in biology.

My goal as a teacher is not only to teach the subject matter of a particular course, but to help to students improve their ability to think and communicate as a researcher. I focus on the incredible complexity and interrelationships among biological concepts.