INFUSING ACTIVE LEARNING
THROUGH THE MIND
MAPPING STRATEGY
Megan Danzl, PT, DPT, PhD, NCS
Liz Ulanowski, PT, DPT, NCS
OBJECTIVES
Describe the concept of mind-mapping as a pedagogical strategy
Discuss the literature to date about mind-mapping
Complete mind-mapping of a topic lead by facilitators
Discuss how mind-mapping could be integrated into his or her course
WHO IS OUR AUDIENCE?
DIFFERENT LEARNING STRATEGIES
Mnemonics
Traditional hierarchical note taking
Concept maps
Mind maps
Two types of maps
Concept Map
Top to bottom
Unicolor
No pictures
Many propositions
Mind Map
Design
Central to peripheral
Multicolor
Multiple pictures
Few or no propositions
Purpose
Promotes critical thinking
by establishing nonlinear
relationships between
concepts
Promotes critical thinking by
establishing nonlinear
relationships between
concepts and enhances
recall of information
through the use of dynamic
colors and pictures
VISUALLY DIFFERENT!
MIND MAP- DEFINE
Visual representation of interrelated contextual processes
Diagrammatic representation of the interrelationships between
certain variables and specific central ideas
Identification of interrelated concepts and relationships between thembroad connections
Visual pictorial non-linear graphic integration of concepts
MIND MAPPING
First developed in the 1970s and is a nontraditional
processing technique that enhances memory recall and
facilitates the learning process (Buzan, 1996)
Multi-sensory tools that use visuospatial orientation to
integrate information, and consequently, help students
organize and retain information (McDermott & Clarke,
1998)
THE FIVE ESSENTIAL CHARACTERISTICS OF MIND
MAPPING:
The main idea, subject or focus is crystallized in a central
image.
The main themes radiate from the central image as
'branches'.
The branches comprise a key image or key word drawn
or printed on its associated line.
Topics of lesser importance are represented as 'twigs' of
the relevant branch.
The branches form a connected nodal structure.
Color increases brand recognition
by up to 80%
90% believe that they
remember presentations
and documents better
when color is used
WHY THINK ABOUT THE USE IN YOUR
CLASSROOM?
Classroom are increasing in number of hours with an increase in the
number, diversity and complexity of courses.
More time is now needed to be spent on critical thinking
Would you agree with this?
CRITICAL THINKING
Is a metacognitive (includes knowledge about when and how to
use particular strategies for learning or for problem solving;
knowledge about cognition, and regulation of cognition),
nonlinear process of purposeful judgment that includes selfdirected learning and self-assessment (Bodner, 1986;Daley et
al 1999)
WHY MIND MAPS AND WHAT DO WE KNOW?
Ferrand et al 2002 investigated whether mind maps are superior to
traditional note taking in the recall of both short and long term factual
information
Found significantly higher factual recall compared to self study
group
A study by Toi (2009)1 shows that Mind Mapping can help children
recall words more effectively than using lists, with improvements in
memory of up to 32%.
WHY MIND MAPS AND WHAT DO WE KNOW?
A study conducted by The National Reading Panel (NRP) in 2000
showed that the use of visual organization tools was one of the 7
most effective ways to improve students retention.
WHY MIND MAPS AND WHAT DO WE KNOW?
The Institute for the Advancement of Research in
Education (IARE) at AEL conducted a research study in
2003 entitled Graphic Organizers: A Review of
Scientifically Based Research. The study concluded that
Graphic organizers:
1. Improve reading comprehension
2. Benefit students achievement levels
3. Enhance thinking and learning skills
4. Increase retention
5. Support cognitive learning theory
WHY MIND MAPS AND WHAT DO WE KNOW?
BOLEY (2013) AND ROSCIANO (2015)
A pilot study for students in a Nursing Program was
conducted
The study concluded that pre-made mind maps:
1. Enhanced simulation learning significantly
2. Positively impacted the learning experience
3. Produced a 12% increase in test scores
RESEARCH- WHAT DO STUDENTS SAY?
Third-year physical therapy students enrolled in a doctoral
neurorehabilitation course
10 out of 14 agreed that the mind map learning
technique enabled them to better organize/integrate
material presented in the course
RADIANT THINKING AND THE USE OF THE MIND
MAP IN NURSE PRACTITIONER EDUCATION
(SPENCER AND ELLIS 2013)
-Use in individual patient
-The concept of radiant thinking enhances diverse aspects
of the brain working in synergy, a natural process, with
thought beginning from a central point. The mind-mapping
technique promotes the use of our natural ability to think in
a radiant manner
WHY MIND MAPS AND WHAT DO WE KNOW?
MOTIVATION (FARRAND ET AL 2014)
Concluded that mind maps work best as an effective study technique
when learners are motivated
WHEN WILL WE USE THIS?
1. Complex patients
2. Teaching complex students or ideas
3. Coming up with innovative and complex ideas
Others…
WHOLE BRAIN THINKING
Mind Mapping brings together your left brain (words, logic, numbers,
linearity) and right brain (curves, color, creativity, images, space)
which dramatically increases your mind power. By using both cortical
sides simultaneously you are maximizing your brain’s potential.
WE NEED TO PREPARE NON-LINEAR THINKERS
It's a very intuitive way to organize your
thoughts, since mind maps mimic the way our
brains think—bouncing ideas off of each
other, rather than thinking linearly.
TIPS
Different branches= different colors
Enjoy making mind maps
Making it artistic will embed it in your memory
Graphics can always represent words: feel free to draw pictures instead of
writing= makes more memorable
No censorship is allowed in this type of invention- BEWARE OF TOO MUCH!
Don't get stuck in one area, keep your ideas flowing
Do not be discouraged if some of your branches prove unpromising: not seen as
too much of a problem so far
Just start at the central idea and work your way out again
Attach more paper if necessary. Break the "on the page mentality." Record what
you are thinking by speaking out loud.
STUDENT EXAMPLES
STUDENT EXAMPLES: BIG PICTURES
STUDENT EXAMPLES: LIMITED PICTURES
STUDENT FEEDBACK (BU DPT STUDENTS)
Mind mapping encouraged us to read and outline the chapters
Forced me to read the chapter thoroughly
It helped organized information and good to outline
Made me actually go through the chapters and keep up on my reading
I liked the fact that it made me open up the neuro book and truly examine the chapter in a
timely efficient manner
Mind mapping is not my learning style
I don’t think it helped with retention of material : wish we did it at the end of chapter or
sections.
Next year got: Whish we would have done whole chapter I feel like the mind mapping would
be more beneficial.
Not my type of learning, but I’m sure it would help if I spent more time on them
They were too unorganized for me
WHAT WE NOTICED!!!
Improved students preparation for class
Increased in class discussion and meaningful lab time
PAPER OR ON I PAD
Mindmeister- Past 3 years!
Popplet (http://popplet.com/)
Popplet Lite iPad app
My thoughts
Imindmap
Simplemind+
http://lifehacker.com/five-best-mind-mapping-tools-476534555
LETS BUILD A MIND MAP:
AVOIDING OVERLOAD: MAKING TIME
Be efficient – know your boundaries, digitize everything you can,
interact with students with intention. Have centralized location for
files
Express your values in how you use your time- identify areas of
your life, assign time and give weight- do the math! Family,
friends, scholarship, service and teaching
Don’t hoard responsibility – Share it with whom? Husband and
secretary
Be short with many so you can be long with a few- Teach your
students your communication style/do not provide immediate
access to you. Clear office hours and answering e-mail at certain
times
Refer to other helpers when possible- don’t be a counselor. Clear
boundaries
HOW CAN YOU USE THIS IN YOUR CLASSROOM?
1. From what you have heard today- can you
take this back to your classes?
2. How would this look in your area of
teaching?
3. Can you use it for future coursework?
4. What are needs in your classroom that
mind-mapping can fulfill?
5. Was this useful and can you see yourself
using it?
RESOURCES
http://www.teachthought.com/technology/25-top-concept-mapping-tools-for-visual-learning/
Farrand, Hussain, & Hennessy, 2002
Buzan & Buzan, 1993
Anthony V. D'Antoni, RELATIONSHIP BETWEEN THE MIND MAP LEARNING STRATEGY AND CRITICAL
THINKING IN MEDICAL STUDENTS, Seton Hall University; 2009
Journal of College Teaching & Learning – March/April 2009 Volume 6, Number 2 59 Mind Maps:
Useful Schematic Tool For Organizing And Integrating Concepts Of Complex Patient Care In The
Clinic And Classroom ;Genevieve Pinto Zipp, Seton Hall University, Cathy Maher, Seton Hall
University,Anthony V. D’Antoni,
Farrand P, Hussain F, Hennessy E. The efficacy of the ‘mind map’ study technique. Med Educ.
2002;36(5):426-431.
Toi, H (2009), “ Research on how mind maps improve memory” paper presents at international
conference on thinking, Kuala Lumpur, 22nd, to 26th June 2009
https://www.youtube.com/watch?v=tAUsZ9eiorY: to give to
students on tutorial for mindmappimg