Dear Principal Keene,
Over the course of the summer, I was busy finishing my Master’s of Education
degree at OISE. One of the many ideas that I took from this experience was a broader
understanding of literacy.
Prior to my experience at OISE, I, like many teachers,
understood literacy to solely include traditional forms of reading, writing and oral
communication. However, at OISE I was introduced to the concept of multiliteracies.
Multiliteracy instruction replaces traditional notions of literacy with a broader definition,
which includes multiple modes of communication, such as spoken, gestured, visual,
electronic and graphic forms (Rowsell, Kosnik & Beck, 2008).
During my course, I became very excited by the prospect of integrating
multiliteracies into my upcoming Grade 4 class. One of the ways that I would like to do
this is though electronic mind mapping. In this letter, I will highlight why electronic mind
mapping would be a beneficial addition to the Grade 4 program in my class.
What are mind maps?
Mind mapping was first developed by Tony Buzan, who posed it as a technique
for note-taking (Buzan, n.d.). The function of mind maps has since expanded to include:
summarizing ideas, making connections between key concepts, consolidating learning,
and brainstorming. The graphic organization of information on a mind map is formatted
as follows: first, an image representing the main idea is drawn on the center of the paper
(Budd, 2004, p. 35-46). Second, thick branches in varying colours are drawn, which flow
out of the main idea. Then, key words or images that are associated with the central
idea rest on each branch. Since mind maps require students to distill their thinking into
single images or key words, they learn to be concise and succinct. Third, less important
items within each category are depicted on thinner branches, which grow out from the
thicker branches. This format is free-flowing, organized and coherent (Budd, 2004, p.
35-46).
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Why mind maps are effective
Brinkmann (2003) maintains that mind mapping is effective because it
simultaneously employs the left and right sides of the brain. Brinkmann (2003) explains,
The method of mind mapping takes into account that the two halves of the human
brain are performing different tasks. While the left side is mainly responsible for logic,
words, arithmetic, linearity, sequences, analysis, lists, the right side of the brain
mainly performs tasks like multidimensionality, imagination, emotion, colour, rhythm,
shapes, geometry, synthesis (p. 2).
According to Brinkmann (2003), when both sides of the brain work in concert,
productivity, memory retention, organizational skills, and creativity increase.
General benefits of mind mapping
First, mind mapping could act as a vehicle for my Grade 4 students to use their
knowledge to make connections between concepts and ideas. Making these types of
connections is a crucial component of the Grade 4 curriculum. As stated in the Grade 4
Ontario Language Arts Curriculum (2006), students are required to make “connections
within and between various contexts (e.g., between the text and personal knowledge or
experience, other texts, and the world outside the school; between disciplines)” (p. 19).
Mind mapping facilitates students’ abilities to make connections between concepts and
contexts.
Second, mind maps will encourage my students to organize and summarize
information in ways that are meaningful to them. I believe that mind maps are more
student-centered than other visual tools and graphic organizers because they are not
rigidly structured. As a result, my students can organize concepts on a mind map in
ways that are personally meaningful to them, thus increasing their ability to remember
and internalize information.
Third, I believe that mind mapping would foster creativity among my students.
Mind maps utilize two modes, texts and images, which allow students to represent key
concepts creatively.
Brinkmann (2003) describes the creativity involved in mind
mapping as follows: “Artistic arrangements are not only allowed but desired as
advantageous. This leads to a gain in creativity and moreover gives great pleasure” (p.
40).
Brinkmann (2003) argues that since students are able to express themselves
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creatively and openly through mind mapping, their interest in, and attitude towards,
learning increases. Thus, incorporating mind maps should greatly benefit those students
who are visual or kinesthetic learners.
Fourth, mind maps fit into my holistic approach to teaching and learning because
ideas and concepts on mind maps are non-linear and interconnected; rather than
compartmentalized. Brinkmann (2003) explains why mind maps are holistic: “As mind
maps have an open structure, one may just let one's thoughts flow; every produced idea
may be integrated in the mind map by relating it to already recorded ideas” (p. 39). The
interconnectedness of ideas will allow students to see the ‘whole picture’ surrounding a
concept (Budd, 2004, 35-46).
Benefits of electronic mind mapping
As outlined above, there are four key benefits of using mind maps in a
classroom. However, the integration of mind maps with technology would have the most
profound results for student achievement and understanding. Luckily, we live in a time
where this is possible.
When Tony Buzan first introduced mind mapping in late 1960s, he implored
people to use paper, pencils and markers to create their maps (Buzan, n.d.). However,
in our current educational environment, using electronic mind mapping programs such
as Inspiration and MindMeister are even more beneficial for promoting student
engagement and interest. Inspiration is a digital program that is designed for students
ages 9 and up (Inspiration, 2009). MindMeister is similar to Inspiration, except it is webbased (Meisterlabs, 2009).
Computer programs, such as Inspiration and MindMeister, are effective
electronic mind mapping tools because they elaborate on traditional mind maps by
incorporating additional modes of communication.
In addition to including text and
images, electronic mind maps introduce the possibility for students to utilize video and
audio information. Tierney, Bond and Bresler (2006) cite the benefits of multimodal
literacies: “multimodal possibilities contribute to learning opportunities in ways that
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support complex and collaborative engagement with problems and issues, projects and
topics, process and product, inquiry and discussion” (p. 3). Clearly, the integration of
multimodalities into electronic mind maps makes them more interactive and engaging for
students.
Another reason why electronic mind mapping is beneficial is because it is
portable. Web-based mind mapping tools, such as MindMeister, allow the class to work
on mind maps on any computer that is connected to the Internet.
Therefore, my
students will be able to work on their mind maps in the classroom, in the school’s
computer lab or at home (Adam & Mowers, 2007, p. 24).
Furthermore, when students create mind maps online through the Internet,
collaboration is easier. For example, several students can work on the same mind map
simultaneously. Adam and Mowers (2007) explain this phenomenon:
Multiple users can access and edit a mind map at the same time. Most applications
provide tools for real-time communication and log the changes made by each user.
Thus, students working in groups can share their ideas without having to wait for their
"turn." Because one document is shared via the Web, users no longer have to worry
about which version is the most current” (p. 24).
MindMeister will provide my students with the opportunity to create mind maps with other
students in different schools and even in different countries!
Importantly, electronic mind mapping is also less time-consuming for students.
Since mind maps are heavily image-based, when students create traditional paper and
pencil mind maps, they often take a very long time. In my previous classes when I
asked my students to create mind maps on paper, I observed many of them becoming
frustrated because they did not feel confident in their drawing abilities and they found
that drawing the icons was time consuming (Abi-El-Mona & Adb-El-Khalick, 2008, p.
298-312). I believe that if my students have the opportunity to use Inspiration, which
allows them to choose icons from an extensive bank of images, they would enjoy the
mind mapping process more thoroughly (Inspiration, 2009).
Integration of electronic mind mapping into subject learning
While the benefits of electronic mind mapping are apparent, this teaching tool
cannot be separated from subject-based learning. Tierney, Bond and Bresler caution
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teachers against presenting new literacies, such as electronic mind mapping, as
separate technical skills. They state,
Oftentimes, these new literacies are framed as discrete skills such as
programming, internet access, or presentation skills rather than as learning tools
with complex palates of possibilities for students to access in a myriad of ways. It is
as if learning with technology is being perceived as ‘learning the technology’ rather
than using a range of multi-modal literacy tools (supported by these technologies)
in the pursuit of learning (p. 2)
I will therefore teach electronic mind mapping by contextualizing and integrating it into
the regular classroom program. For example, in Language Arts, my students could use
electronic mind mapping as a tool for story mapping, for brainstorming ideas, or for
summarizing a novel.
While mind mapping is not a new learning tool, by using electronic programs
such as Inspiration and MindMeister, mind mapping becomes increasingly multi-modal
and relevant to learners in the 21st century. Therefore, I believe that using electronic
mind mapping in my Grade 4 class is imperative to promoting academic success for my
students this upcoming year and throughout their academic careers. I believe that it will
encourage my students to use a rich repertoire of modes, such as text, images, video
and sound recordings, in order to summarize information, organize their thoughts, make
sense of challenging concepts and integrate their understanding of ideas (Abi-El-Mona &
Adb-El-Khalick, 2008, p. 298-312).
Thank you, Principal Keene, for being open to the possibility of electronic mind
mapping. I look forward to discussing this exciting endeavor with you.
Sincerely,
Kathleen Tilly
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(Multimodal) Bibliography
Abi-El-Mona, I. & Adb-El-Khalick, F. (2008, November). The influence of mind
mapping on eight graders’ science achievement. School Science and
Mathematics, 108 (7), 298-312.
Adam, A. & Mowers, H. (2007, September). Get inside their heads with mind
mapping. School Library Journal, 53(9), 24.
Brinkmann, A. (2003, April). Graphical knowledge display – mind mapping and
concept mapping as efficient tools in mathematics education. Mathematics
Education Review, 16.
Budd, J. W. (2004, Winter). Mind maps as classroom exercises. The Journal of
Economic Education, 35(1), 35-46.
Buzan, T. (n.d.). Buzan World: Mind Maps. Retrieved August 1, 2009. Web
site: http://www.buzanworld.com
Buzan, T. (n.d.). Maximize the power of your brain: Tony Buzan Mind Mapping.
Retrieved August 2, 2009. Website:
http://www.youtube.com/watch?v=MlabrWv25qQ
Inspiration Software Inc. (2009). Retrieved July 30, 2009. Website:
www.inspiration.com
Meisterlabs. (2009). Retrieved July 30, 2009. Website:
http://www.mindmeister.com
Ministry of Education (2006), Language: Grades 1-8, Ontario: Queen’s Printer for
Ontario.
Rowsell, J. Kosnik C. & Beck, C. (2008). Fostering multiliteracies pedagogy
through preservice teacher education. Teaching Education, 19(2), 109-122.
Tierney, R. J., Bond, E. & Bresler, J. (2006). Examining literate lives as students
engage with multiple literacies. Theory Into Practice, 45(4), 359-367.
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