4.mind mapping

8/6/2019 4.Mind Mapping

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mind Mapping, what is it?

Mind mapping is not a mere diagram

that presents words, ideas, or tasks

arranged around a key concept or a

central idea. However, it is a thinking

strategy that reflects a specific life

style, and thinking strategy.

Mind mapping is a development of

David Ausubel’s (1968) advance

organizer. It is based on theconstructivism movement in which prior

knowledge is a central idea.

.

In mind mapping, prior knowledge iselaborated, enriched, and developed to

involve further knowledge. Visualization

is the technique through which a person

can reflect, arrange, imagine, and

construct a new context. This process

is based on radiant ideas, associated

with other disciplines, human heritage,

experiences, and environmental contexts

to predict better future. Hence, there

is positive change that comes out of

visualization.

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Better future for allhumans

Vision

Culure

PoliticsHuma n heritage

Cultures

National

InternationalRelations

Activities

in different agesPeopleEarth

Production

Space

Human beings

Enviroment

Political

Econom ics

Social activities

Experiences

EffectWhen

How

Future

Globe

For instance, the”globe”, as a

central concept, can be mapped and

interrelated with endless radiant

concepts and associations.

Template (1): Globe as a centralconcept with possible radiant ideas.

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Goals

Aims

Objectives

Why

Writing a vision What

International

National

Regional

Personal

Resources

Images

Utility

Personal

Mind maps

Opportunitiesfor realization

Community

World wide

Others

Enviroment

Integrationwith

Opportunities

Positive

Negative

Self/ Others

Criteria

Relevence

Assessment

Beliefs

Concerns

Resources

Vision

Future

Present

Change

Vision

Furthermore, mind mapping is not a

haphazard activity. It should mainly

depend on a vision. It is not a mere

none-directed drawing. However, this

radiant thinking is maximized,

according to Buzan(2003).

Vision is also a central issue for

mind mapping because it:

a. Refers to planning as a base line

for learning.b. Enhances interaction between

radiant concepts and central issues.

c. Clarifies goals, plans,

techniques, and assessment.

d. Informs time management.

e. Specifies systemic organization

of a plan based on a vision.

So, it can be visualized as a mind

mapping process for learning, as in

template (2).

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Template (2): Vision as a central

concept of language learning and

teaching

Vygotsky (1978) has his own

contribution to knowledge, and language

in particular; as the process by which

learners were integrated into a

knowledge community. He did not see the

world only in relation to mind mapping

concepts, “the world simply in color

and shape; but also as a world with

senses, and meaning”. The meaningcreated by the learner (Vygotsky, ibid).

Hence prior knowledge, social context

and individual cognitive development

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are central issues for Vygotsky. This

philosophy, Leffew, (the internet

encyclopedia of philosophy)

http://www.utm.edu/research/iep/d/dewey

.htm#lop ).

Mind mapping and language teaching:

Buzan (2003) emphasizes that, "it

is essential to all teachers to

understand that the first lesson that

must be taught to students, is mentalliteracy, learning how to learn 'the

mind map', they add as the tool".

The target of the present study is

the English Department student-

teachers. They should have to learn,

identify and practice mind mapping to

build up their own concepts according

to individual prior knowledge.

• What is the foreign languageteaching? (vision)

• What do I expect my students to know

/ perform?

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http://www.utm.edu/research/iep/d/dewey.htm#lop






Evaluation

Learningstrategies

Approaches and

theories

Content

Purpose

Vision

Foregin languageteaching

• What are my aims/objectives of

language teaching? (aim/objectives)

• What sort of knowledge can be

managed? (content)• What are the theories/approaches I

can adopt? (theories/approaches)

• What are the teaching/learning

strategies I can select?

(teaching/learning strategies)

• How can I assess my own performance?

• How can I assess my students’performance?

• Where I stand? (assessment)

• How can I develop my students’

performance? (future development)

This methodological context can be

reflected in the following template:

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Template (3): Methodological concept

mind map of foreign language teaching

The ultimate aim of language

teaching and learning is creating

meaning.

In this template, each component

does interact with the others.

Components are not added to each other

to form the sum. However, they

represent endless multiplication of

relationships that can be reflected,

so, various methodological contexts are

necessarily produced.

However, in mind mapping, thereis an opportunity to expand, multiply

and, reflect prior knowledge to

establish more interactive relations.

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Conducting

research

Combination

Improvement

Freewheeling

Application of

new ideas

Selecting

solutions

Changing

attitudes

New texts

Suggesting

alternatives

Feelings

Ideas

Expressions

Reflecting own

prior

knowledge

Enhancement se l f esteem

Crit ical thinking

Interactive languag e

Using technology

Selecting

learning

strategies

Comprehension

analysis

Creating ownmeaning

Understanding

the texts

Further

understanding

Communicating

with others

Functional use

Purpose

Reflecting prior knowledge

Inquiring

Questioningstrategy

WHAT DOES IT

MEAN ?

Vision

Creating m eaning

Interact ive p rocessof meaningconstruct ion

So, more individual reflections can be

associated with academic contexts.

Template (4) : Interactive process of

meaning construction

Mind mapping as a language learning

strategy:

In a hierarchical process for

categorization of ideas, Buzan (2003)

suggests the base of ordering ideas

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(BOIs) as key concepts for mind

mapping. This, simply, means that there

is a space left for multiplying ideas

in an interactional process, which is

blending more than one concept. So, the

focus is on the productive aspect of

learning.

In an attempt to apply

visualization and categorization to

language learning, which represents the“scope”, learners feel the need to read

comprehensively, think strategically,

reflect ideas freely, and progress to

produce further developed ideas

creatively.So, the focus of the

learning process is production.

Furthermore, mind mapping is a

practice done by language learners who

have the freedom of action to specify

concepts/ central ideas. Then,

visualization and logicalcategorization provide radiant ideas as

in template (5):

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Causes

Air

Water

Noise

Kinds

Integrating efforts

Creating awarenessPreventation

Collecting

RecyclingSolutions

Individual

Govermental

Non govermental

Efforts

Peopleawareness

Vision

Actions

Pollution

Clean andhealthyenviroment

Template (5): Landscape for mind

mapping as a language learning strategy

On the other hand, in such diagram

branching, different language arts and

thinking are dealt with as an

interactive practice. For instance,

Note taking is not a memory exercise.

Buzan and Buzan (2003) see that "it has

analytical creative functions and

conversational functions". Thisanalytical and creative nature are

applied to most of the language

learning practices

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When reading a text, the learner

actually understands, comprehends,

analyzes, and engages in a conversation

with the author's ideas. Throughout

this analytical process, an initiative

and clear mind map is structured.

Hence, new concepts, relations, and

ideas are elaborated in the learner's

mind. This is reflected in mind maps.

However, at the same time, there is acontinuous critical reflection on the

part of the learner. This is due to the

differences of thought between both

author and readers, because language is

basically a mental activity. This

critical interaction, with other

cognitive activities such as

identification, comprehension, and

organization dominate the visualization

of images. Then, various meaningful,

clearly structured and, categorized

mind maps are taking place.

This deep interactive thinkingprocess is combined with reading and

writing arts, study skills, as well as

oral interaction contexts. Out of this

cognition, speech can not be a mere

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linear process, in which messages are

exchanged to realize some linguistic

functions. However, "it involves

continual, multi-ordinate, and

innovative learning" (Buzan, 2003).

Moreover, this deep creative process

do contain linear thinking, because in

listing , sub-mental activities may

clarify their logical sequence, or

their chronological order, however,they can not establish such interactive

multidimensional relationships taking

place in mind mapping. Further, mind

maps clarify a whole panoramic

visualization that reflects clear

images of a concept or a central idea.

Mind mapping and multiple intelligences

Mind mapping is one of the current

dynamic ways of thinking. "In mindmapping the brain creates patterns,"

(Christison, 2002).

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Learners actually create "a set of

themes" (Hunt and Buzan ,1999). They

add, "we all think with the same

apparatus", the apparatus works in the

same manner, and we use our thinking

machines similarly. However, while the

processing is identical, the focus for

those processes is entirely

individual". I dare say, right from the

very first moment of awareness, each

individual mind tends to have specific

styles of creating relationshipsbetween the same given inputs.

This sheds light on multiple

intelligences. Mind mapping, combined

with, artistic intelligence, in

particular , contributes to the

visualization that takes place in the

first moment of exposure to a given

life item or a concept.

In language learning, when learners

are exposed to a text, a picture, or

any other stimulating variable,visualization starts a comprehension

process that creates interactive

relationships between the components of

that item in an image. The learners

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E x p e c t e d p r o d u c t io n

C o n t e n t

x 3S u g g e s t e d t y p e s o f i n t e l l g e n c e s

P u r p o s e o f te a c h i n g

V i s i o n

L i n g u i s t i c i t e m

have the freedom of action to relate

linguistic items to any suggested

images.

Template (6): Relationships created

out of visualization of a linguistic

item

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Shapes, colors, painting, and

drawing are such words that

characterize the visualization of a

diagram. So, there is a strong

relationship between dynamic mind

mapping and artistic intelligence.

Furthermore, natural intelligence is

also a common feature that supports

mind mapping categorization. Since

language is mainly one of the lifeskills, learners tend to visualize,

categorize, and create language

concepts and ideas they anticipate in

relation to some authentic variables

they experience. Again, a sort of

familiarity makes it easy to learners'

visualization of language components.

Senses play a vital role in this

context. They strengthen the

relationship between, senses, mind and

nature.

Finally, mind mapping is not a

haphazard diagram. It has a common

background with mathematicalintelligence. Categorization is based

on logical sequence of ideas.

Mathematical relationships multiply

numbers. This creates endless outputs.

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In my conviction, this is more or

less , a divergent thinking process

that embraces logical and mathematical

thinking.

In my point of view; "technological

intelligence", with a special reference

to the age of knowledge, is one of the

areas that can not be ignored as a

prerequisite of this age. Activating

learners’ brains potential should be

considered by educators. Moreopportunities, with even the lowest

facilities should have the priority to

utilize the learners’ technological

intelligence. Hypertexts and online

courses represent a good opportunity

for further positive construction of

new ideas. This can be easily practiced

by young learners.

Visualization, categorization, and

reconstruction of concepts and central

ideas could be interactive procedures

by e-groups' members. Thus endless

outputs can be resulted in. It is

something like "vocabulary network"(http://anglais.facile.com/map.html).

Mind mapping and motivation:

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http://anglais.facile.com/map.html

http://anglais.facile.com/map.html



When language learning is based on

practicing thinking through individual

preferences, it becomes enjoyable and

fruitful. Learning will also be related

to life, as it leads to life skills

manipulation, i.e. "deep rather than

surface learning" (Buzan, 2003). In the

early childhood, children think and

anticipate technological actions. This

feature should have priority in

language learning. Learners can bemotivated to further visualize

individual images, and thus, arrive at

self realization.

Mind mapping and SWOT analysis:

Systems diagrams, cash flow, for

casting, and risk analysis are good

techniques that incorporate to

successful mind mapping.

SWOT analysis is a powerful technique

for identifying strengths and weakness

faces. Assessment can be enhanced

through SWOT analysis.

This elaborative experience can be

shared by more than one learner. Even

visions can be shared, modified, or

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integrated. However, in mind mapping,

it should be noted that consensus is

not necessarily the group aim, but rich

experiences and attempts that develop

language abilities are more important.

So, SWOT analysis can be either

individual or collaborative problem-

solving practice.

Template (7): SWOT analysis mind

mapping

The following template represents one

of the crucial issues in language

learning. Advantages and disadvantages,

opportunities and threats concerning

this issue are visualized.

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ThreatsOpportunities

WeaknessStrengths

SWOT

T r a d i t i o n a l c o n v i

T e a c h e r s ' i n a b i

t o m a n a g e w i t h

e m b e d e d s t r u c t u

W e a k n e s s e s

C o m m u n i t y r e f u s a

L a c k o f

s u p e r v i s i o r s '

t r a i n i n g

T h r e a t s

A u t h e n t i c p r a c t c i e s

S e l f e x p r e s s i o n

L e t t e r m a r k e t

p e r f o r m a n c e

O p p o r t u n i t i e s

F u r t h e r m e a n i n g

u n d e r s t a n d i n g

M o r e f l u e n t o r a l

w r i t t e n u s e o f

l a n g u a g e

S t r e n g t h s

I m p l i c i t g r a m m a r

t e a c h i n g



Template (8): SWOT analysis mind

mapping and the issue of implicit

grammar teaching

Mind mapping and problem solving:

Mind mapping as a learning strategy

integrates with other constructivist

strategies such as, problem solving,

Systemic approach, brain storming,

KWL….etc.

When developing language abilities,

traditionally, learners follow linear

steps to solve the problem. However, inmind mapping problem-solving, there is

much more personal reflection of prior

knowledge, integrative with authentic,

academic, cognitive, linguistic, and

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Definition

Dimensions

Causes

What

Alternative 1

Alternative 2Alternatives

Authenticity

Suggested steps

How

Personal skills

Place

Steps

Time

Layout

My plans

Priorities

Vision

Structuring scene

Expected results

Predictngdifficults

Mind mappingproblem-solving

artistic factors. So, main and minor

relations are established.

This results different alternatives

that, more or less, represents the

person’s concepts. Then more individual

reflections can be blended to formulate

collaborative ideas suggested by groups

to create alternatives for solving

linguistic and authentic problems.

Template (9): Mind mapping problem

solving.

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Items

Attitudes

Concepts

Reconceptualaization

Drawing

Diagrams

Writing reports

Showing evidence

Identification

Showing evidenceSelf-assessment

Others'

Own performenceObservation

Observing ownperformence

Checklists

Self-initiating

Assessment

Mind mapping and computer assistance:

There are hundreds of e-programs that

provide assistance for mind mapping.

However, still, they are expensive . so

,free programs such as smart draw ,

mind genius and mind mappers could be

utilized for some time by the student

teachers in visualizing their images of

various concepts and central issues in

methodology.

Applications:

The following templates are some of

the student teachers' production as a

result of applying the idea of mind

mapping to the methodology course:

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Fruits

Vegitables

Seeds

Roots

Kinds

Cholesterol

Diabetes

Cancer

Diseases

Growth

HealthBenefitsJunk food

Saturated fatsUnhealthy food

Breakfast

Lunch

Dinner

Snacks

Meals

Land

Sea

Animals

Resources

Food

Careful and slowdriving

Awareness of traff icrules

Solut ions

Death

Breaking-down of streets

Cars' destruction

Resul tsCars

Buses

Trains

Kinds

Dark and damagedroads

High speed

Abs ence of traff icawareness

R e a s o n s

R o a d a c c i d e n ts

Assessment as a methodological concept

Text material

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Priorities

Attitudes

Concepts

Changing

Living in new cities

More health care

New types of jobs

More qualifications foryoung people

Solutions

Over crowed

Less privacy

Bad infera structure

Effects

Health care

Education

Human rights

J obs

Less opportunities in Features

Idolence

illiteracy

Low awareness of social problems

Reasons

Increasing number of population with noservices

Definition

Over populationproblem

Text material

Text material

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