Mind Mapping
£freeAbout this course
This workshop will introduce your students to the theory, practise and application of the incredible visual learning strategy that is mind mapping. Your students will learn how to identify, condense and arrange key information. They will learn how to visualise information effectively, showing links and associations. They are sure to be inspired by this engaging workshop.
Rationale
A mind map is a diagram used to visually organise information into a hierarchy, showing relationships between ideas and concepts. Since our ancestors took their finger and made impressions in the sand, they will have started to connect and arrange ideas. Modern Mind mapping is generally linked with the popular psychologist Tony Buzan, although examples using a similar method have been found by Porphyry of Tyros in the 3rd century. Examples can be seen in the notes of figures such as Aristotle, Leonardo da Vinci and Picasso, to name but a few. Studies have shown the mind mapping technique is an innovative and effective method in remembering things far better than the routine way of reading texts. (Kalyanasundaram 2017). Results indicate that an effective strategy to present mind mapping to students is to explain all the possible applications of mind mapping; present mind maps with different colours using both words and drawings and encourage students to use mind maps in team assignments.
Mind Mapping is a technique based on memory and creativity and comprehension and understanding.
Tony Buzan 1991
Objectives
- To think creatively and value their own imagination and ideas.
- To collect, sort, link and organise pertinent information.
- To experience the power of mapping information for planning, note-taking and revision.
- To enable students to study in an active and enjoyable manner.
Skills taught and their Benefits
Condensing information is the process of taking a large chunk of information and breaking it down into its simplest form; key words, icons and ideas.
Chunking information involves breaking content into smaller groups and presenting it a coordinated and hierarchical fashion. Dividing your course content into manageable chunks helps students learn more effectively (Ambrose et al., 2013; Felder & Brent, 2016)
Colour coding teaches students codify separate, different chunks of information. Colour can help significantly to show the organisation of a subject and/or topic.
Summarising teaches students to discern the most important ideas in a text, how to ignore irrelevant information, and how to integrate the central ideas in a meaningful way.
Problem solving skills are the ability to identify problems, brainstorm and analyse answers, and implement the best solutions.
Creative thinking improves focus and concentration and helps to reduce stress and anxiety. Creative thinking is multi-disciplinary, gives meaning to learning, promotes risk-taking and can lead to feelings of accomplishment and pride.
Outcomes
By the end of the workshop, your students will have:
- Learnt how to identify, collate and transform key information.
- Improved their memory skills and metacognitive abilities through linking and mapping information.
- Gained confidence in their own abilities and creativity.
- Developed a positive attitude towards study and revision.
“Showed me how to do mind maps. It will really help with my GCSEs. Thank you.”
Year 9 Student – Knutsford Academy (2023)
Statutory Guidance, Curriculum and Frameworks
GATSBY Benchmarks: 3,6
NERUPI Framework: Practise
PSHE Core: Living in the wider world
- PH: Mind Mapping contains strategies that are also featured in CSI: Mind Mapping.
- If students are taking part in PH: Mind Mapping they should not also take part in CSI: Mind Mapping in the same school term
- Many schools that book PH: Mind Mapping find that these further workshops work well in combination: PH: Independent Learning, PH: Advanced Note-Taking, PH: Rapid Revision, PH: Goals and Aspirations, PH: Marginal Gains
- Recommended add-ons: All Power Hours, Parent Workshop, Staff 1hr CPD
Note to parents
The strategies within this course are designed to help your child plan, structure and conduct their revision in the most effective manner.
It is important to note that each child has individual strengths and preferences and will therefore benefit from a tailored and personalised approach to revision. There is no ‘one-size-fits-all’ magic rabbit foot for passing exams. There are, however, a range of techniques that have been proven to assist in increasing focused attention, understanding and recall. We encourage students to experiment with a variety of these techniques so they might develop an approach that works for them. A good time for trying out different revision methods is in the lead up to the mock exams. Help them to analyse which techniques work for them, so that when they are revising for their main exams – they know how to revise in a confident and effective manner.
Discuss revision with your child and encourage them to discuss it with their friends and siblings. Encourage your child to attend any additional revision sessions organised by the school; these will be focused on the key topics that will come up in the exam. Your child will also get the feeling that they’re not alone in this; all their friends are going through it too. Attend any parents’ evenings put on by the school. It’s useful to be reminded of things you might not have thought of or forgotten. Also, it’s a great time to hear from other parents and how they’re all experiencing similar issues or challenges.
We wish you all the best in supporting your child through the intensive and often stressful time leading up to exams. The act of you reading this text, infers that you have your child’s best interests in mind. I’m sure they will benefit massively from your help, support and encouragement.
Best,
Sander de Groot
Head of Training
Syllabus
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