em around to create an ordinal outline. It’s a small change. But it can be a very liberating one.
If your students are using pen and paper to build their maps, they would create a second map to organize their ideas, and then use that map as a writing guide. If they are using software, they can simply export the map to a writing program like Microsoft Word, and then just start writing underneath each Main Topic or Subtopic.
As I said at the start, mind maps can be particularly useful when English is not the student’s primary language. Sentence structure, and especially that of the English language, can be confusing. Mind maps bypass this by “chunking” language—using words and short phrases instead of sentences. Experiencing language as individual words and phrases, connected spatially, accompanied by meaning-laden images or icons, can be a lot easier that seeing those same words embedded in sentences and paragraphs.
And building a mind map can be a wonderful collective adventure. Imagine writing a main idea up on the blackboard or projected on a screen. Say the topic is Global Warming. Ask the kids what some of the things are that might contribute to global warming. Maybe ask them for just one word. Each word or phrase is put up on the map. Each student is contributing to the making of something greater than themselves. This can be very exciting. Now ask the kids what could be done to deal with each of these things that cause global warming. More ideas. More engagement. This process alone is tremendously valuable. But there may be some wonderful subtleties going on too.
Mind mapping tends to draw out the more bashful students. They can call out a word or short phrase, and watch as you add it to the map. I have heard time and time again that there is something almost magical when students can see with their own eyes that their ideas are taken seriously and made part of the collective document. They feel listened to. They feel like they are contributing. And because the students are building the mind map together, their understanding grows as the map grows. Since they are part of a process, they become invested in the process. They ask questions; they seek or make clarifications. They are engaged in the process of learning.
Finally, mind maps have been shown to be especially useful for students with dyslexia. Dyslexia can cause problems with reading: Students can get lost in sentences. It can be hard for them to follow the logic and find the meaning of prose. By viewing or using small chunks made up of words or phrases, these students are better able to follow along and to contribute.
Mind mapping is a wonderfully easy-to-learn, easy-to-use, and powerful way to engage students in the process of learning. It can be particularly useful for teachers who are working with students with different language backgrounds. Simply use “mind mapping” as a search term, and you will find ample resources to get you started.
About the author:
Hobie Swan is a professional writer and author who has used mind mapping for the past 15 years. Please feel free to visit his blog CSO: The World of ConceptDraw.