T3 W2: The efficacy of mind-maps...

Last week, we attended a training on mind-mapping skills. This gave me a sudden inspiration to try it out with my 2N1 science class. We have just finished the topic on Digestion in Human Beings and I thought that it will serve as a good summary to the class.

This is what I came up with on my own- before the lesson. The initial plan was to show this to them at the beginning of the lesson and introducing the laws of mind-mapping to them before making them follow the mind-map while I drew a new one. I also found a very useful video on you-tube which highlights the important laws of making a mind-map: http://www.youtube.com/watch?v=0UCXalYcoko

My students were very thrilled with the idea of doing something new and attractive. They had all brought their colour pens with them. However, the software gave a few problems as it took a long time to load while I was trying to draw it on the screen. In the end, I conveniently showed them my mind-map on the screen while they sort of 'copied' mine to get the hang of it.

As an assignment, I told them to come up with a mind-map on 'Human Digestive System' at home. I showed them mine as an example.

On the whole, the mind-map has provided with an effective way to summarise or build-up a lesson. I find it very useful, especially with the 2NA kids as they are more hands-on people and they prefer to do things instead of just listening to a boring conclusion.

One challenge I find is for students to come up with one on their own, as the students are not able to come up with the proper keywords to put in their mind-map. For one to come up with a mind-map, the student must first do the basic essential thing which is to READ the textbook. This is especially very challenging with students who are not even reading their text...

I also find that not everyone can do mind-maps. There were a handful who just find difficulty drawing the images required in their mind-maps. I had to repeatedly encourage them to be creative and be more imaginative in drawing out their mind-maps. Those who have difficulty are more comfortable 'copying' the mind-map example given to them, and dare not vary much from the original.