Difference between revisions of "Mindmap"

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A '''mindmap''', also written '''mind map''', is a diagram used to represent [[word]]s and ideas linked to and arranged around a central key word or idea.  
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A '''mindmap''' (/maɪndmæp/ also written '''mind map''') is a diagram used to represent [[word]]s and ideas linked to and arranged around a central key word or idea. Other terms include '''word network''', '''concept map''' or '''cognitive map'''.<ref>[http://books.google.es/books?id=sUCUdWrI9oQC&printsec=frontcover&dq=teaching+children&hl=es&sa=X&ei=8V1XUYfXL4SyhAeshYCQCw&ved=0CDAQ6AEwAA#v=onepage&q=teaching%20children&f=false Fisher, Robert. ''Teaching Children to Learn'', pág. 65. Nelson Thornes, 2005 ] at Google Books.</ref>
  
Mindmaps are often used with brainstorming activities to generate, visualize, structure, and classify ideas. In other words, what crops up during the brainstorming session is put down on paper in real time as a mindmap.  
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== Use ==
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Mindmaps are often used with brainstorming activities to generate, visualize, structure, and classify ideas. In other words, what crops up during the brainstorming session is put down on paper or a [[Boardwork | whiteboard]] in real time as a mindmap.  
  
In this way they function as an aid in study, organization, problem solving and decision making.  They are, in reality, similar to concept maps in that they are graphical tools for organizing and representing relationships among concepts.  
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In this way they function as an aid in study, organization, problem solving and decision making by graphically organizing and representing relationships among concepts.  
  
Mindmaps are useful for pre-teaching words in the context of words students already know, and revising newly-learnt words.
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Some [[teacher]]s like to use mindmaps in the [[English]] [[language]] [[classroom]]s where they are used for pre-teaching words in the context of words students already know, and revising newly-learnt words.
  
Shorter versions are ideal for [[warmer]]s or [[cooler]]s.
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Shorter versions are claimed to be ideal for [[warmer]]s or [[cooler]]s.
  
As they link ideas, mindmaps are better suited to learning new words and/or revising old ones than the traditional list format and [[student]]s should be encouraged to make their own ones for [[homework]], etc.
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As they link ideas, mindmaps are said to be better suited to learning new words and/or revising old ones than the traditional list format and [[student]]s should be encouraged to make their own ones for [[homework]], etc.
 
== Suggested Mindmapping 'laws' ==
 
  
'''MINDMAPPNG 'LAWS''''
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== Mindmapping guidelines ==
  
1. Start with a coloured image in the centre. An image is often worth a thousand words and encourages creative thought while significantly increasing memory.
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*The idea is to recall as much as possible around the central concept. As you will think of things faster than you can write, there should be almost no pause. Don't worry about organising or ordering the mindmap as this will, more often than not, take care of itself. If it doesn't, you can always ‘tidy it up’ a bit at the end of the exercise.
  
2. Images throughout your Mindmap. As No. 1 and to stimulate all cortical processes.
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*When being creative in this way, let your mind ‘run free’ as far as possible. Trying to think about where things should go or whether to include them will only hamper the creative process.
  
3. Words should be printed. For reading-back purposes a printed map gives a more photographic, more immediate, and more comprehensive feed-back. The little extra time that it takes to print is amply made up for in the time saved when reading back.
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*Start by drawing a picture in the centre of the page - the more colour you use, the better. As they say, an image is worth a thousand words. Not only does it help memory, but it also encourages creative thought.
  
4. The printed words should be on lines, and each line should be connected to other line. This is to guarantee that the Mindmap has basic structure.
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*Use drawings (and colour!) throughout your mindmap – for the same reasons as above.
  
5. Words should be in ‘units’, i.e. one word per line. This leaves each word more free hooks and gives note taking more freedom and flexibility.
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*Printed words (capital letters) are usually best, as this makes for easier reading later. The time saved when reading back more than makes up for the extra time you may have taken to print.
  
6. Use colours throughout the Mindmap as they enhance memory, delight the eye and stimulate the right cortical process.
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*Write the words/expressions on lines, and connect each line to another line. This will give a basic structure to the mindmap.
  
7. In creative efforts of this nature the mind should be left as ‘free’ as possible. Any ‘thinking’ about where things should go or whether they should be included will simply slow down the process.
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*Write only one word/expression per line. This allows more flexibility and each word/expression has more free ‘hooks’.
The idea is to recall everything your mind thinks of around the central idea. As your mind will generate ideas faster than you can write, there should be almost no pause — if you do pause you will probably notice your pen or pencil dithering over the page. The moment you notice this get it back down and carry on. Do not worry about order or organisation as this will in many cases take care of itself. If it does not, a final ordering can be completed al the end of the exercise.
 
  
== Sample Mindmap ==
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== Criticism of mindmaps ==
  
[[Image:Mindmap-1a.jpeg|none|Mindmap]]
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Not all teachers are convinced of the utility of mindmaps.{{Reference needed}}
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==References==
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<references/>
  
 
== See also ==
 
== See also ==
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*[[Boardwork]]
 
*[[Memory]]
 
*[[Memory]]
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*[[Note-making]]
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*[[Quick conversation questions]]
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*[[Visual aid]]
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*[[Wordlist]]
  
 
{{stub}}
 
{{stub}}
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[[Category:Methodology]]
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[[Category:Wordlists]]

Revision as of 02:45, 21 June 2019

A mindmap (/maɪndmæp/ also written mind map) is a diagram used to represent words and ideas linked to and arranged around a central key word or idea. Other terms include word network, concept map or cognitive map.[1]

Use

Mindmaps are often used with brainstorming activities to generate, visualize, structure, and classify ideas. In other words, what crops up during the brainstorming session is put down on paper or a whiteboard in real time as a mindmap.

In this way they function as an aid in study, organization, problem solving and decision making by graphically organizing and representing relationships among concepts.

Some teachers like to use mindmaps in the English language classrooms where they are used for pre-teaching words in the context of words students already know, and revising newly-learnt words.

Shorter versions are claimed to be ideal for warmers or coolers.

As they link ideas, mindmaps are said to be better suited to learning new words and/or revising old ones than the traditional list format and students should be encouraged to make their own ones for homework, etc.

Mindmapping guidelines

  • The idea is to recall as much as possible around the central concept. As you will think of things faster than you can write, there should be almost no pause. Don't worry about organising or ordering the mindmap as this will, more often than not, take care of itself. If it doesn't, you can always ‘tidy it up’ a bit at the end of the exercise.
  • When being creative in this way, let your mind ‘run free’ as far as possible. Trying to think about where things should go or whether to include them will only hamper the creative process.
  • Start by drawing a picture in the centre of the page - the more colour you use, the better. As they say, an image is worth a thousand words. Not only does it help memory, but it also encourages creative thought.
  • Use drawings (and colour!) throughout your mindmap – for the same reasons as above.
  • Printed words (capital letters) are usually best, as this makes for easier reading later. The time saved when reading back more than makes up for the extra time you may have taken to print.
  • Write the words/expressions on lines, and connect each line to another line. This will give a basic structure to the mindmap.
  • Write only one word/expression per line. This allows more flexibility and each word/expression has more free ‘hooks’.

Criticism of mindmaps

Not all teachers are convinced of the utility of mindmaps.Reference needed


References

See also

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