Mindmapping as basic teacher's skill


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Teachers in basic education in developing countries are faced by extreme resource limitations. Thus for both pre-service and in-service training, here is a tool that enables them to engage their learners for faster, deeper learning and lifelong learning.

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Mindmapping as basic teacher's skill

  1. 1. Joel Wayne Ganibe Dep. Team Leader for Component 2 SESDP/ Int’ Expert for Teacher HRD and Curriculum Delivery ; ICT4E Mindmapping
  2. 2. A knowledge product for self-learning prepared for
  3. 3.  A KEY CHALLENGE for the 21st century teacher in his/her role as “guide on the side” (learning facilitator) rather than “sage on the stage” or the usual lecturer (teacher-centered) model— is to be able to engage and effectively guide students with varying levels of prior knowledge and natural learning styles towards authentic evidences of real learning.
  4. 4. One skill that comes to fore to the teacher as the first “Learner” in the learner-centered approach, is MINDMAPPING
  5. 5.  Appeals to visual/ spatial learners (diagrams)  Appeals to aural/ auditory/ verbal learners (oral explanations)  Appeals to Kinesthetic/ physical learners (they touch it/draw it/craft it)
  6. 6. THE BENEFITS HOW to CAPTURE IT in your mind mapINDIVIDUALLEARNER • 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 and recognize patterns/relationships among diff. ideas/concepts/topics • 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
  7. 7. THE BENEFITS HOW to CAPTURE IT in your mind map INDIVIDUAL LEARNER • 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)
  8. 8. THE BENEFITS HOW to CAPTURE IT in group mind mapGROUPLEARNER • Engages everyone to participate and contribute, collaborate Assign nodes (parent/child/sibling/grandchild) to every member of the group • appeals to all 3 kinds of learners at once (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
  9. 9. THE BENEFITS HOW to CAPTURE IT in group mind mapGROUPLEARNER • 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
  10. 10. the teacher as the first “Learner” and LEARNING FACILITATOR
  11. 11. LEARNING FACILITATOR WILL USE Mindmaps BY (HOW) BEFOREthe lessonproper • for diagnosing prior learning of individual learners, and be able to see the real "baseline“ (get them to the same starting point) -- in order to calibrate or adjust the learning tasks/activities for better alignment to acceptable evidences of learning Alternately use the KWHL * diagram and the diagnostic WIKI (What I Know Is) mindmap: • Write the topic in the center of the board and ask the students to identify the facets/general characteristics of that topic (answer what, why, when, where, how based on what they know or think they know)— these are the level 1 nodes or what I want to call the “children” since th central idea or topic is the “mother”. • Ask each one to contribute a node or aspect or bit of knowledge on the topic; to “break it apart” into more details-or maybe a group can name the “children”, next group will put up the “grandchildren” (level 2) and the next shall do the “great grandchildren” (level 3) so there is an immediate attempt to “attack” the problem together. Use your creativit to make it fun, like simulating a shark feeding frenzy or ants swarming an enemy or food prey. • This should be a quick activity or appetizer to gel the groups together; no need for deep analysis, just a casual situationer of the beginning lev of knowledge; it is a warm up that signals the new challenge they will tackle/discover on their own. *KWHL (what do we KNOW about this topic; what do we WANT to know (remember, understand, apply, analyze, evaluate); HOW will we know that we “know”(evidence) and what will be our LEARNing strategy)
  12. 12. LEARNING FACILITATOR WILL USE Mindmaps BY (HOW) BEFOREthe lessonproper • for establishing learning objectives and assessment standards in a participatory manner Use as diagnostic/ WIKI mindmap: • This can begin your SCOPING or focusing on what the class mu really learn together, in class (but they are free to learn more o their own if they want) • Now its good to lock it down into WALT (we are learning to), an agree on the learning objectives based on where the big lesson are going. (big goal; see UbD) • This is also a good opportunity to involve your students into identifying the acceptable evidences/indicators that the objectives are met. This could include new vocabulary, mental images, skills, etc. • Lock down the agreements into the assessment rubric (what everyone will be looking for as evidence of learning) • Proceed with the learning activities/tasks *KWHL (what do we KNOW about this topic; what do we WANT to know (remember, understand, apply, analyze, evaluate); HO will we know that we “know”(evidence) and what will be our LEARNing strategy)
  13. 13. LEARNING FACILITATOR WILL USE Mindmaps BY (HOW)DURING thelesson • for presenting the road map for discovering the lesson in the target dimensions/facets/angles of observation, analysis and evaluation • Remind/focus on what we are trying to learn, how will we learn this and how we will evaluate our learning/knowledge/ skills level achievements or progress… The mindmap now is used by the teacher to process or synthesize and validate what the students are learning through the activities. • note than more than just a handy lecturing tool by the teacher, the mindmap is best done by the students themselves and the teacher can guide them so that the orders are correct; lead questions can help them correct themselves. • Help them distinguish a “mother idea/concept” from a “sibling (brother/sister) and “child/grandchild” 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.; for more lucky ICT enabled classes you can use more tools/apps
  14. 14. LEARNING FACILITATOR WILL USE Mindmaps BY (HOW)DURING thelesson • demonstrate the "ways" or lenses of looking at things (example: what, when, where, why, how or the 2 sides of a node: positive and negative) 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 mind-mapping. • 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.
  15. 15. LEARNING FACILITATOR WILL USE Mindmaps BY (HOW)AFTER thelesson • provides an artifact or evidence of individual and group learning progress that can be included in the class or individual "learning portfolio" Use mindmaps as “Galleries” or exhibits so that the groups can compare, analyze and evaluate; other teachers or classes can also see; the creators 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 Evident by the levels of nodes in the mindmap, the way the ideas are classified and content prioritized.