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Mindmapping as a Core Teacher's Tool for Faster-Deeper Learning
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Mindmapping as a Core Teacher's Tool for Faster-Deeper Learning


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Basic Education teachers in developing countries are faced with extreme limitations in resources. For both pre-service and in-service training, this instructional tool can help bridge varied learning …

Basic Education teachers in developing countries are faced with extreme limitations in resources. For both pre-service and in-service training, this instructional tool can help bridge varied learning styles and uneven prior learning of students and break through to help tool students for critical thinking and lifelong learning...

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  • 1. MINDMAPPING AS A 21ST CENTURY LEARNING SKILL Joel Wayne Ganibe THE BENEFITS HOW INDIVIDUAL LEARNER  Organize your thoughts clearly (this means learner practices higher order thinking skills such as analyzing and evaluating and synthesizing/creating new meaning or patterns and relationships)  Require a minimum of 3 levels  Level 1 as general classification or dimensions of the object lesson  Understand and remember easily  Use color/symbols/ pictures/real objects See it, touch it, listen to the explanations/provide the story behind  Communicate and present effectively  Listen and Explain  Address the questions  Accept the feedback  improve  Plan and run projects successfully  See the “forest and the tree”  Appreciate the dimensions/facets/characteristics of the problem and anticipate challenges  encourages divergent (out of the box/creative) thinking and use prior learning in different contexts or applications  the first mind map should be fast and tries to capture thoughts/ideas with or without clear relationships to the topic/problem  2nd version tries to organize the nodes more logically  the final mindmap demonstrates how one grasps the topic and if the learning objectives have been achieved great for self-learning  quicker way to take "notes"  Reflective learning Reflection Time: “the new thing I learned today during mind-mapping is____” (this may refer to either content or process or both) 
  • 2. GROUP LEARNERS  Engages everyone to participate and contribute, collaborate Assign nodes to every member of the group  appeals to all 3 kinds of learners (visual, aural/audio, kinesthetic)  Use color/symbols/ pictures/real objects See it, touch it, listen to the explanations/provide the story behind (experiential learning)  In the context of "solving the problem," encourages group "discovery" by friendly exchanges of thoughts, opinions, beliefs that are instantly analyzed and evaluated and verified by group-mates so that everyone has a chance to find solutions Everyone is free to contribute and also free to modify or change that contribution within the allotted time There must be a clear class learning objective, group learning objective and individual learning objective—so learners are aware of “context” and that there is always a unique perspective from every individual that must be drawn by the group as an asset that can be used to the current or even future problems/situations.  learners exercise communications and negotiation skills with each other, especially as they present their maps to a bigger audience and receive feedback Learners learn to freely communicate their thoughts and react to both positive and negative feedback objectively  groups can learn from other groups and the class learns together faster and deeper Group receives feedback and evaluation from the class and does self- evaluation after their presentation Learners must learn to “frame” their feedbacks constructively 
  • 3. LEARNING FACILITATOR before the lesson proper  for diagnosing prior learning of individual learners, and be able to see the real "baseline" in order to calibrate or adjust the learning tasks/activities for better alignment to acceptable evidences of learning Alternately use the KWH diagram and the diagnostic/exploratory group mindmap during the lesson  for presenting the road map for discovering the lesson in the target dimensions/facets/angles of observation, analysis and evaluation (what are we trying to learn, how will you learn this and how I will evaluate your learning/knowledge/ skills level achievements Does not need powerpoint, can use the blackboard or big sheets of paper or white board, or even the ground and a stick and different available objects.; Use WALT (we are learning to) and WILF (what Im looking for); Use RUBRICS prepared with the learners as evidence that learning objectives are achieved and for them to provide constructive feedback to each other  demonstrates the "ways" or lenses of looking at things (example: what, when, where, why, how) These are the level 1 nodes of the mindmap; let the class proceed with level 2 and 3 on their own  Provides a formative assessment opportunity during supervision of individual or group mindmapping. Facilitator can "see" individual and group thinking processes as they construct their mindmaps using all available references and can provide more clues or encouragement to the learners as they "LEARN FOR THEMSELVES"  Can clearly communicate that LEARNER’s are responsible for gaining the most out of the learning activities and for them to purposely make proper use of time, available resources and group dynamics (leadership, listening with respect to each other, participation but at the same time, focus on the learning goals and objectives) Instead of reading to the class and merely telling them what they can read themselves from the textbook, allow them to construct their mindmaps using all available resources they can find; especially real objects/samples/situations; Clarify that they must learn to ask good questions and strategize how best they can DISCOVER the best configuration for their mindmaps. They are not merely learning about the topic or lesson but LEARNING HOW to learn in real life; how to collaborate; contribute and also acquire own insights and ideas. after the lesson  provides an artifact or evidence of individual and group learning progress that can be included in Use mindmaps as “Galleries” or exhibits so that the groups can compare, analyze and evaluate; other teachers or classes can also see; the creators
  • 4. the class or individual "learning portfolio" can be proud and more confident; even parents can come and visit and appreciate the works.  provides a fair, grounded summative evidence of learning in terms of group processes/ dynamics; individual's participation, leadership, and actual subject matter competence Refer to RUBRICS; include in final score the feedback of group-mates, other groups so they know their feedback really counts and are important.  can measure not just what the learners remember, understand and apply (lower order thinking skills) but also how they can analyze, evaluate and create new learning for themselves Evident by the levels of nodes in the mindmap, the way the ideas are classified and content prioritized.