INFUSING ACTIVE LEARNING THROUGH THE MIND MAPPING STRATEGY Megan Danzl, PT, DPT, PhD, NCS Liz Ulanowski, PT, DPT, NCS.

INFUSING ACTIVE LEARNING THROUGH THE MIND MAPPING STRATEGY

Megan Danzl, PT, DPT, PhD, NCSLiz 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 Mind Map

Design

Top to bottomUnicolorNo picturesMany propositions

Central to peripheralMulticolorMultiple picturesFew 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 them- broad 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 self-directed 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