Part A-Purpose: Mind‐mapping What is it? Mind‐mapping is a non‐linear way of organizing information, a technique that captures the natural flow of ideas. This method of arranging ideas and their interconnections visually is also a popular brainstorming technique. Why should I teach it? Mind‐mapping was originally developed to enhance memory and retention of information. It also appeals to students who are visual or kinesthetic learners. How can these tools help? Mind‐mapping, a simple technique for students to learn, has multiple applications:
• As an individual: planning; to do 'lists'; projects; communicating; organizing; problem analyzing and/or
solving.
• As a learner: remembering; note taking; note making; reports; essays; presentations; exams; thinking;
concentrating.
• As a worker/professional: planning; communicating; projects; organizing; overviewing; meetings;
1. Mind‐mapping begins with a word or image that symbolizes what you want to think about placed in the
middle of the page.
2. As ideas emerge, print one or two word descriptions of the ideas on lines branching from the central focus. Allow the ideas to expand outward into branches and sub‐branches. Put down all ideas without judgment or evaluation.
3. Key words, symbols and images provide a mental short‐hand to help you record ideas as quickly as
possible.
4. Use bright colors.
5. Put everything down that comes to mind even if it seems completely unrelated.
6. Keep your hand moving. If ideas slow down, continue to draw empty lines, and watch as your brain automatically find ideas to put on them.
7. Allow organization to emerge. Sometimes you see relationships and connections immediately and you
can add sub‐branches to a main idea. Sometimes you don't, so you just connect the ideas to the central focus. Organization can always come later; the first requirement is to get the ideas out of your head and onto the paper.
How can I assess student learning? Mind‐maps can be used to evaluate changes in students’ thinking. If you use mindmapping as a diagnostic tool at the beginning of a unit of study, and then use it again at the end of the unit, you can see graphic evidence of the development of student’s thinking in how they now represent connections among key concepts. What resources can I access? http://www.mind‐map.com/EN/mindmaps/how_to.html This website introduces the work of Tony Buzan, creator of this strategy. The website includes his instructions on how to mind‐ map, a history of the development of the process and analysis of its applications and benefits. http://www.mind‐map.com/EN/mindmaps/how_to.html This website provides an 8‐step demonstration of mindmapping by Joyce Wycoff, author of Mindmapping: Your personal guide to exploring creativity and problem‐solving.
Part B-Sample Lesson: Using Mind‐mapping for Reflection/Review Introduction Do the presentation on how to create a mindmap, using the information from the teacher introduction. If you have access to a computer lab, students can follow the step‐by‐step process demonstrated on Wycoff’s website at http://www.mind‐map.com/EN/mindmaps/how_to.html You may want to show other samples of student mind‐maps collected from colleagues who use this strategy. Using mind‐maps for reflection and review
1. Toward the end of the class, ask students to use a blank piece of paper to create a mind‐map of the day’s lesson. They will place the main topic or key concept in the centre of the map and then organize subtopics, details, examples, etc. on the map. 2. At the beginning of the next class, ask students to again take a blank piece of paper and recreate from memory (without looking at their original) the mind‐map of the previous lesson. 3. Students will then share maps with a partner, looking for similarities and differences in their two maps. 4. Students also compare their original maps to the new ones, again looking for similarities and differences. They also look for important information from the original which they forgot to include. They can then go back and highlight that part of the map with colour or symbols which will reinforce the content and make it more memorable. They may also choose to add ideas borrowed from their partner’s map.
Instructors can also use the maps for quick feedback on the previous day’s lesson. They give a quick overview of what the student’s remembered as significant and allow the teacher to address any misconceptions or to review key elements that students forgot.
Creating a system for review Dr. Tony Buzan recommends that students create mind‐maps each evening of the day’s learning. Put the date on the top of the map. Students then review these maps 3 times:
1. the next day 2. the same day the next week 3. the same day the next month
Each time, start by recreating the map from memory. Then review the original map to identify information that has been forgotten. This system helps to reduce study time since students only need to relearn what they forgot.
