Slide 1: The Mind Map A tool for studying and learning Susanna Carter http://www.buzan.com.au//learning/mindmapgallery.html susanna.carter@unisa.edu.au
Slide 2: • • • • • • • • What is a mind map? How do mind maps work? Advantages Uses Sample mind maps Noting versus mind mapping Principles Your own mind map
Slide 3: What is a mind map? A mind map is a tool that allows you to put information into your brain and retrieve that information from your brain when you need it.
Slide 4: FRUIT
Slide 5: • The associations with fruit most likely included the following components: – Your favourite fruit – Colours of fruits – Taste and aroma – Other associations with the word fruit – ie thoughts, emotions and experiences associated with ‘fruit’ in an individual way.
Slide 7: How best to record your knowledge? You could use your immense knowledge of ‘Fruit’ to make a mind map.
Slide 8: First choose a central image to represent ‘fruit’ • How about a basket with the word fruit written on it? Tony Buzan, Mind Map, Thorsons, London, 2005. pp. 22 -25
Slide 9: Divide your acquired knowledge of fruit into its main categories
Slide 10: Name those categories
Slide 11: You are now able to subdivide these categories further
Slide 12: Add labels to these sub categories
Slide 13: A Picture is worth a 1,000 words
Slide 14: Tony Buzan, Mind Map, Thorsons, London, 2005.
Slide 15: How do mind maps work? http://www.essentialmindmapping.com/images/WhatIsMindMapping_img1.jpg
Slide 16: What are the advantages of using a mind map? • • • • Uses the left and right abilities of the brain Uses key words Uses colour and image to reinforce memory and recall Uses clearly marked labels and interconnections to indicate the relationships between concepts • Stimulates association and creative thought • ‘Uses the power of your whole brain to organise, store and recall what is learnt.’ • ‘Creates an integrated map of the intellectual territory you are exploring.’ (Buzan 2003, The Speed Reading Book, ,BBC Worldwide Limited, London p. 147) (Buzan 2003, The Speed Reading Book, ,BBC Worldwide Limited, London p. 147)
Slide 17: How can mind maps aid students? • • • • • • • • • • • Brainstorming assignments Writing essays Organising ideas Studying and recall Reading and noting Concept overview Exams Lecture Notes Oral presentations Dealing with learning disabilities Time management
Slide 18: Student responses Hi Susanna, Just letting you know how I went with my overall grades you helped me with mind maps a few months ago. I achieved a high credit (72%) for nursing context 3 and a distinction for clinical sciences 1. I used a method of mind maps and answering the questions in the external study guides when studying for exams (plus a lot of discipline). It has now made me more motivated for the next semester and shown me that readings are very important.
Slide 19: • What follows is a series of slides to show you how varied and individual mind maps can be. • They vary according to subject matter, purpose of the mind map and the personality of the mind mapper.
Slide 22: http://www.gerardkeegan.co.uk/resource/mindmaps/mm_psychoanalytic.gif
Slide 23: http://images.thewavemag.com/images/merchants/229434/images/mindmap_pop.gif
Slide 24: http://www.yogateacher.com/images/mindmaps/ScienceofBreath.gif
Slide 25: http://www.tuitionplaza.com/studysmart/mind_map.gif
Slide 26: http://www.thethinkingbusiness.co.uk/retriement_speech_3.jpg
Slide 28: Noting and mind maps The often traditional picture of the diligent student is one who hangs on the teachers or lecturer’s every word writing down each gem in his/her notebook. The need to get everything down often interrupts understanding and analysis avoiding critical appreciation of what is being recorded. The volume of notes becomes so large that when it comes to revising or using them for an assignment the student almost has to start again. Buzan T 2003, The Speed Reading Book, pp. 145 - 146
Slide 29: Key Words • Proper note taking should be a selective process which minimizes the volume of words written down and maximizes the amount recalled from those words. • To do this we use Key Words. A key word is a word that will trigger as much relevant meaning as possible (Buzan T 2003, The Speed Reading Book, BBC Worldwide Limited, London p. 146)
Slide 30: The Key Word (Buzan 2003, The Speed Reading Book, BBC Worldwide Limited, London p.146)
Slide 32: • Look at the text Baby Brain • Look at a traditional set of student notes taken from the text • The approximate length of the notes is 385 words • Using mind mapping techniques the total number of words used is approximately 95.
Slide 34: Make knowledge your own • See how the mind map has reorganised the concepts in the article giving them more structure and logic. • Notice the use of logic and how the structure of the mind map reflects the interconnections and importance of the ideas presented in the article. • The mind map stimulates the brain and encourages understanding, memory and recall. • The mind map engages both sides of the brain.
Slide 35: Principles of Mind Mapping (see attached sheet for detail) • Techniques: use emphasis use association be clear develop a personal style • Layout: use hierarchy use numerical order Buzan T 2003, The Mind Map Book Full colour illustrated edition, BBC Worldwide Limited London pp. 96 -97.
Slide 36: Mind mapping exercise • Read the article ‘Baby to Brain’ included in the handout. • Using the paper provided in the handout make your own mind map of the information in this article.
Slide 39: Mind maps and learning • 'Mind mapping is a strategy that can be used to encourage "deep" rather than "surface" learning. Biggs and Telfer (1987) and Marton and Saljo (1976) conducted research into deep and surface learning where "deep" is intrinsically motivated, where students try to understand the meaning of their work and understand the context of new ideas and concepts. 'Surface learning tends to be externally motivated and leads to rote learning ... Watkins and Hattie ( 1985) argue that mind mapping encourages students to see the whole picture and make connections between theories, concepts and their own ideas.‘ (Hogan in Buzan T 2003, The Mind Map Book Full colour illustrated edition, BBC Worldwide Limited London pp. 96 -97.)
Slide 40: UniSA mind mapping website • If you find mind maps useful please consider sending me the map to include in the mind mapping website which is under construction. • In your email please give me permission to use your material. • All material posted will be anonymous.