Mind Maps in Language Teaching - CiteSeerX

Universidad Austral de Chile Facultad de Filosofía y Humanidades

Pedagogía en Comunicación en Lengua Inglesa

Profesor Guía: Eduardo Roldán Yáñez

Mind Maps in Language Teaching

Seminario de Tesis para optar al Título de Profesor en Comunicación en Lengua Inglesa y

al Grado de Licenciado en Educación

Sandra Valeria Bustos Reyes

Pamela Antonieta Vallette Cerda

Valdivia, Chile

2011

ACKNOWLEGMENTS

SANDRA VALERIA BUSTOS REYES

To my beloved family, Manuel, Lina and Natty, who have always supported me to

achieve all the goals in my life. I could have succeeded without them. I want to thank my

grandparents, Chanito and Elbita, whose infinite love and caring made my existence

beautiful.

To my beloved boyfriend Dito for his love, patience and encouragement.

To my aunts Janet and Verito for their unconditional faith and affection.

To my late uncle Patricio who believed in my capacities and was always present

to give me support and caring during my educational development.

To God, who blessed me for giving me the most beautiful family and for sending

me exceptional angels: my friends and extraordinary people who guided me and gave me

advice to be a good person.

To Professor Eduardo Roldán Yañez for his patience, dedication and

immensurable help during this important educational process to become a teacher of

English.

“To accomplish great things, we must not only act, but also dream; not only plan, but also

believe.” (Anatole France)

PAMELA ANTONIETA VALLETTE CERDA

To my dear family, Victor, Andreé, Nicolas and especially to my mom Lucy who

has been my support and inspiration as a teacher in my life and in my process of becoming

her colleague.

To my grandmothers, Olga and Clara for their love and caring.

To Professor Eduardo Roldán Yáñez for his unconditional help during my studies.

To my beloved friends who have encouraged and helped me in everything I do.

TABLE OF CONTENTS

1.  INTRODUCTION ....................................................................................................... 3 

1.1.  Purpose .................................................................................................................... 6 

2.  THEORETICAL BACKGROUND ............................................................................ 7 

2.1.  Definition of Mind Maps ......................................................................................... 7 

2.2.  Mind Maps as a motivational way of learning ........................................................ 8 

2.3.  History of Mind Maps ........................................................................................... 11 

2.4.  Tony Buzan and the Mind Mapping Method ........................................................ 13 

2.5.  Mind Maps and the Radiant Thinking ................................................................... 14 

2.6.  Multiple Intelligences ............................................................................................ 15 

2.7.  Uses of Mind Maps ............................................................................................... 19 

2.8.  How to create Mind Maps ..................................................................................... 24 

2.9.  Mind Maps for Students and Teachers .................................................................. 29 

2.10.  Mind Maps: Advantages and Disadvantages ........................................................ 32 

3.  MIND MAPS FOR TEACHING AND LEARNING ENGLISH ............................. 35 

3.1.  Mind Maps for Grammar ...................................................................................... 36 

3.2.  Utilities of Mind Maps for Productive Skills: Writing, Speaking ......................... 39 

3.3.  Utilities of Mind Maps for Receptive Skills: Listening and Reading ................... 41 

3.4.  Introducing Mind Maps into the Classroom .......................................................... 45 

3.5.  Mind Maps in the Chilean context: Windsor School -Valdivia ............................ 50 

3.6.  Mind Maps for Teaching Children ........................................................................ 52 

3.7.  Mind Maps for Teaching to Teenagers and Adults ............................................... 55 

4.  CONCLUSIONS ....................................................................................................... 57 

5.  APPENDIX: MIND MAPS SOFTWARE ................................................................ 59 

5.1.  Buzan’s iMindMap ................................................................................................ 59 

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5.2.  NovaMind: Mind Mapping Software .................................................................... 61 

References ......................................................................................................................... 66 

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1. INTRODUCTION

In the latest decades the word globalization seems to have exerted a sort of

magnetism over the world. Everything known is connected to globalization;

communications, business and science in general rely significantly on how this

phenomenon proceeds. In this scenario, the English language plays an essential role in

society, due to the fact that English has become a valuable international language tool.

According to David Crystal (2003), English is an international language, but this is not

because it is the most spoken language, but rather because of the growing number of

speakers who are acquiring English as their second language (Mckay, 2003). Nowadays,

English is the target language of many developing countries wanting to apply it as part of

their progress. Chile does not seem to be out of the initiative of incorporating English into

the Chilean context, for that reason in 1998 the Chilean Ministry of Education presented a

curriculum reform which looked for reflecting the role of English in the world today to then

be applied into the Chilean reality to improve its use (Mckay, 2003).

For many years, linguists and psycholinguists have tried to answer the question how

man learns languages and which could be the best way to accomplish it. Regarding

language acquisition, several methods, techniques and approaches have been created with

the objective of understanding the process of language acquisition. In the 19th century, for

instance, The Grammar Translation Method was the first one in attempting to become a

precise method for language teaching. Translating word by word, relying excessively on the

mother tongue (L1) and performing scarce oral production were the main characteristics of

this method. Later, new approaches and methods such as the Direct Method,

Audiolingualism and the Situational Approach arose having had important popularity

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throughout the twentieth century. In the 1970s, there were also alternative approaches and

methods that gained similar acceptance along with the Silent Way, Counseling-Learning,

Suggestopedia, and the Total Physical Response. In addition, more recent alternative

approaches and methods as though Multiple Intelligences, Neurolinguistics Programming,

and the Lexical approach are being currently used (Richards and Rodgers, 2001).

Despite the several methods and approaches previously mentioned, in the 1970s a

new and scarcely studied technique, created by the British psychologist Tony Buzan,

emerged: Mind Maps or also called the Mind Mapping technique. This technique works

closely with the brain in recalling memories and increasing creativity, showing to be a good

way for learning and developing mental skills in language, and a useful tool for organizing

ideas. The appropriate use of Mind Maps would lead to significant reinforcement and

improvement in language teaching processes. Through this method, Tony Buzan makes

allusion to the way the brain can be trained and used for remembering words, phrases, and

associations, essential in language acquisition.

“Your brain is an extraordinary, super-powered processor capable of boundless and interconnected

thoughts; if only you know how to harness it, studying will cease to be a fraught and stressful exercise, and

will be fast, easy and fruitful” (Buzan, 2006).

According to Olivier Serrat (2009), intelligence is potential and thinking is the

operating skill through which it acts upon experience. Outside highly technical matters,

perception is the most important part of thinking. Serrat argues that errors of thinking are

errors of perception—that being colored by emotions and values—thinking as a skill can be

improved by practice and education. Numerous powerful tools encourage creativity and

flexibility, and help optimize different styles of reasoning (including analyzing, integrating,

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planning, and problem solving). These tools are Visual Association Tools (VATs)

brainstorming, lateral thinking, and Mind Maps. The latest, guarantees to be the whole pack

of the tools in one. After it is mastered, the benefits can be invaluable.

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1.1. Purpose

The purpose of this research is to contribute with a literature review on English

Language Teaching through Mind Maps. In the present days it is plausible to count with a

significant variety of methods, strategies and approaches in language teaching which tend

to fulfill current learning shortcomings. However, despite the effort made by educators to

succeed in overcoming weaknesses in language learning, it seems that some methodologies

and approaches do not help students to develop their best in language learning at all. Mind

Maps or the Mind Mapping technique attempt to aid students to learn how to learn, this

way learners can gain knowledge no matter how their schools were or what kind of

education they have received. Nowadays, in the educational field the Mind Mapping

technique is still not very much known and through this work we want to contribute by

transmitting the multiple possibilities which Mind Maps offer in developing the capacity of

learning. The inclusion of Mind Maps would mean a significant tool for students to learn

effectively and for teachers to organize information, brainstorm ideas and all sort of

information wanted to be learned or taught, focusing on the relationships between ideas and

general concepts. Mind maps are more visually stimulating than any other traditional

techniques, this is why Mind Maps are considered to be a significant and revolutionary way

for helping speakers manage information effectively, and increase their potential for

language success.

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2. THEORETICAL BACKGROUND

2.1. Definition of Mind Maps

A Mind Map is one type of Visual-Association-Tools (VATs), it is a graphic,

networked method of sorting, organizing and prioritizing information, using key or trigger

words and images, each of which will break into specific memories and encourage new

thoughts and ideas1. Each of the memory triggers on Mind Maps is a key to unlocking

facts, ideas and information. The clue to the Mind Map’s effectiveness lies in its dynamic

shape and form, which is drawn alike a brain cell and it is designed to encourage the brain

to work in a way that is fast, efficient, and in the style that it does naturally. (Buzan, 2006)

Mind Maps is a strategy or technique which also increments options for studying, learning

and thinking, and also for adapting to the individual and cooperative knowledge

construction (Ontoria, 2004).

There are other types of Visual-Association-Tools (VATs) that are similar to Mind

Maps in its organizational scheme, but quite different in assisting thinking, learning, and

remembering. These VATs are Spider Diagrams, Bubble Diagrams, Concept Maps,

Conceptual Diagrams, and Visual Metaphor. The difference between a Mind Map and any

other kind of VATs, apart from its branch design, the starting point is a central idea which

triggers into different sub-divisions. In addition, Mind Maps are colorful, drawings are

allowed and only one-word concepts represent a complete idea. (See samples of different

VATs below)

1 Retrieved from www.teachingexpertise.com/articles What is Mind Mapping

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Spider Diagram Concept Map Conceptual Diagram

Visual Metaphore Bubble Diagram Mind Map

2.2. Mind Maps as a motivational way of learning

‘Motivation is, without question, the most complex and challenging issue facing teachers

today.’ (Scheidecker and Freeman 1999:116)

Motivation is related to one of the most basic aspects of the human mind, and most

teachers and researchers would agree that it has a very important role in determining

success or failure in any learning situation. Being motivated means to have a motive that

causes students to act, since, it is the inner state that drives and guides human behavior

(Schaefer and Millman, 1988). Without sufficient motivation, however, even the most

accomplished learners are unlikely to persist long enough to achieve any useful language

(Dörnyei, 2008). In order to promote motivation in students it is important to state goals

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that mean a strong level of interest for students. In most cases, a lack of motivation relates

to a lack of goal (Buzan, 2006). Not having a cause for performing something: studying,

reading, etc. would indicate a backward movement to feel motivated or interested in what is

being done. Once it has been settled the goal to be achieved, the organization to attain it is

essential. In this case, the creation of a Mind Map takes a fundamental role because of its

useful purpose as organizer. Mind Maps would operate as a practical outline to complete

any task that would turn into satisfaction and motivation for future projects.

In fact, there are motivational strategies that could be applied in schools in order to

help students in the learning process. These refer to those motivational influences that are

consciously applied to achieve some systematic and enduring positive effect.

Some factors that contribute to the motivational encouragement when learning are:

Appropriate teacher behaviors and a good relationship with the students;

A pleasant and supportive classroom atmosphere;

A cohesive learner group with appropriate group norms (Dörnyei, 2008:31).

According to Antonio Ontoria, it has been demonstrated that students’ participation

in their own process of learning is a path towards a positive coexistence due to the fact that

responsibility, respect, trust, initiative, creativity, cooperation and solidarity are encouraged

through this practice. Student’s implication on the action of learning is supported by

affection and at the same time by a contribution of ideas and initiatives as a result of self-

esteem reinforcement.

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Following this pattern, the Mind Map represents a personal and individual way to

create study techniques which enclose characteristic that would contribute to students’

construction of their own process of learning, then, it would develop into successful

knowledge. It is well known that the learning process is a boring and tedious chore.

Nevertheless, it does not necessarily have to be like this although in most of the classes it

is. Making learning stimulating and enjoyable for the learner by increasing the

attractiveness of the tasks, it is possible to make an enormous adjust in the way in which

students learn. The inclusion of three factors; attraction, laughter and positive thinking for

creating a Mind Map is essential to encourage motivation.

Attraction: The mind will remember an attractive image more readily than an

unattractive one. The use of the imagination to include attractive, positive images and

associations as part of the memory is indispensable for motivating (Buzan, 2006).

Laughter: the more people laugh, the more they enjoy thinking about what they

want to remember, and the easier it is to summarize information. Using humor and sense of

fun enhances the ability to remember and recall.

Positive thinking: It is easier and more pleasant to recall positive images and

experiences than negative ones. This is because the brain wants to return to things that

make people feel good about life and positive about their experiences, and negative

associations and experiences are more likely to be blocked or modified by the brain.

Thinking positive will allow that imagination and associations could have a positive power

(Buzan, 2006).

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Fig. 1 Diagram of Positive Thinking

2.3. History of Mind Maps

Drawings have been used for ages by psychologists, engineers, educators and

people in general as a tool for learning, organizing, memorizing, for visual thinking and

brainstorming. According to historians, the first examples of mind maps were developed

by Porphyry of Tyros, a noted thinker of the third century and then by Ramón Llull in 13th

century. Later Leonardo Da Vinci, Albert Einstein, Pablo Picasso, Paul Klee and Winston

Churchill also used these structures of Mind Map form.

Many people have used image-centered radial graphic organization techniques in

different areas of science, although the origin of Mind Maps is attributed to the British

psychology author Tony Buzan who developed mind mapping as a technique in the 1970s

(Buzan, 2010). Buzan based his knowledge on the whole brain thinking in order to create

Mind Maps. The origin of Mind Maps came from studies related to memory and the

realization that the association and emphasis are two fundamental factors to retain

memories and to be later evoked (Ontoria, 2004). As humans speak and write in sentences,

their ideas and information should be stored in a linear or list-like manner. However, the

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brain is multi-dimensional, perfectly capable of, and designed for, taking in information,

that is to say non-linear. The brain when listening to a series of spoken sentences does not

absorb information word by word or line by line, it takes information as a whole (Buzan,

2006). For instance, from one image it is likely to evoke different associations that add the

possibility of unleashing a greater range of associations from one central idea (Buzan,

1994). In appearance, Mind Maps echo the shape of brain cells and reflect the way humans

create and connect their thoughts (as shown in figure 2). The radiation of the central idea

which generates multiple relations provoked for any kind of stimuli is the very base for

building Mind Maps (Ontoria, 2004). It is similar to the way neurons unlock and retrieve

memories through triggers or key images that stimulate the mind. Following Buzan’s ideas

Mind Map is a natural thinking tool that draws upon the inspiration and effectiveness of

these natural structures.

(Fig.2)

In 1970s Buzan presented Mind Maps as brainstorming diagrams based on a central

idea or image, typically used to aid in organization, problem solving and decision making.

Mind maps use a non-linear graphical form that allows the users to build an intuitive

framework around a central idea.

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2.4. Tony Buzan and the Mind Mapping Method

Tony Buzan was born in London in 1942. He graduated from the University of

British Columbia in 1964, achieving double Honors in Psychology, English, Mathematics

and the General Sciences. He has published 14 books, 13 of them on brain activity and

learning, and one volume of poetry. Tony Buzan has become an international media star

featuring, presenting and co-producing many satellite broadcasts, television, video and

radio programs at international level, including the record-breaking Use Your Head series

(BBC TV); the Open Mind series (ITV); The Enchanted Loom, a one-hour feature

documentary on the brain; numerous talk shows and many radio programs. His prize-

winning video cassette learning courses (Business Brain) his audio cassette Learning and

Memory and the Tarry town Tape have all been bestsellers. His latest video course

production, The Cornerstone Business Brain Series, for both corporate and family use, is

available throughout the U.S.A. through the Buzan Centers (Buzan, 1988). In addition,

Tony Buzan is an educational consultant, advisor to government departments in England,

multinational organizations, and a regular lecturer to leading international business,

universities and schools. He is the founder of the World Memory Championships, and co-

founder of the Mind Sports Olympiad, the “Mental Olympic Games” (Buzan and Buzan,

1993).

In 1970s Buzan presented Mind Maps as brainstorming diagrams based on a central

idea or image, typically used to aid in organization, problem solving and decision making.

As with a traditional outline, a Mind map is based on organizing information via

hierarchies and categories. But a Mind Map uses a non-linear graphical form that allows the

users to flow out an intuitive framework from an essential idea.

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2.5. Mind Maps and the Radiant Thinking

Knowing in first place the meaning of the radiant thinking is essential to

understand the learning focusing and the strategy for knowledge construction that Mind

Maps represent. Etymologically speaking, the concept radiant comes from the word “to

radiate” which means “to shine brightly” or “to spark”. It makes reference to a focal point

from where multiple luminous rays come out. This radiance gives the idea of the “burst of

thought” and “to spread” or move in directions from a given center (Ontoria, 2004).

For understanding in a clear way how the radiant thinking works has been made

an analogy between the neuronal functioning of the brain with its radial structure and Mind

Maps. The same way neurons establish multiple branching connections and associations,

the concept “radiant thinking” makes allusion to those associative thinking processes which

come out from a central point similarly to neurons (Buzan, 1996). Every time we receive

information in our brain such as feelings, images, music or different situations, multiple

connections and other stored data are available (Ontoria, 2004). All these links are

radiations that are produced by the necessity of the radiant thinking to associate thoughts

processes that proceed from a central idea (Buzan, 1996:57).

Mind Maps are the external expression of the radiant thinking, every word and

image becomes in itself a sub-center of associations and the process as a whole turns into

an endless chain of branching patterns away from a central idea (Buzan, 1996).

Mind Maps are considered as an idea- organization system due to the fact that

Mind Maps are a graphic resource which integrates the use of the two hemispheres of the

brain, allowing the individual a major capacity for comprehending, learning and

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memorization things. It is for that reason that Mind Maps are believed to be the technique

which adopts better the way how the brain functions, and develops a high intellectual

efficiency and level of comprehension (Ontoria, 2004).

The more you learn/gather new data in an integrated, radiating, organized manner, the easier it is to learn more (Buzan, 1996:56).

Buzan has stipulated that no matter how much data we have already stored in our

brain, and how much associations we have already made, our potential to radiate new

patterns and combinations of ideas exceeds it widely. Specifically, the mind Map is a

resource which canalizes creative thinking, because it utilizes all the skills commonly

associated with creativity, especially imagination, association of ideas and flexibility

(Buzan, 1996). It can turn into the starting point for branches and associations which at the

same time turn into new sub-connection branches, obtaining as a result a big Mind Map of

thoughts. Definitely, Mind Maps are the expression of canalization of creativity because of

their multidimensional reality which encloses space, time, and color. In order to use Mind

Maps it is important to understand that the radiant thinking is the natural and automatic way

the human brain has worked. Learning will be easier if these characteristics in thinking

processes are followed in the learning process due to the fact that new data will be gathered

in an integrated, radiant and organized way (Ontoria, 2004).

2.6. Multiple Intelligences

Multiple intelligences refers to a learner-based philosophy that characterizes

human intelligence as having multiple dimensions that must be acknowledged and

developed in education (Richards and Rodgers, 2001).

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It is of general knowledge that the brain is multi-dimensional, able to design and

take in information that is non-linear, and that is all the time, for example when looking at

photographs, pictures or interpreting the images and environment that are around us

(Buzan, 2003). When referring to multiple intelligences it is essential to mention the brain

functioning in all its process. As it was mentioned above, the brain is physically divided

into two hemispheres; left brain and right brain. (fig.3). It is believe that the left side and

the right side of the brain are mainly responsible for different functions, for instance, the

left side governs the logical, structured, ordered side and the right side governs the artistic,

creative, imaginative side. The use of Mind Maps for learning, naturally appeals to both

artistic, creative, imaginative side, as well as the logical, structured, ordered side. This

factor makes Mind Maps the ideal tool for many purposes (Buzan.1993).

(fig.3) Division of the brain into Left and Rigth hemispheres

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Furthermore, when the information is presented in long texts, or when people are

forced to hear a speech in which they have little interest, they would get bored. In order to

avoid the situation of boredom in the classroom, Mind Maps are effectively useful due to

their structure, color and attractiveness when learning. Since Mind Maps employ various

skills, one or another form of multiple intelligences is fulfilled. It becomes a great

opportunity for individuals to enhance their learning and teaching process.

In the twentieth century, Dr. Howard Gardner tried to understand and later explain

that humans learn in different ways because of our multi-dimensional brain. The theory of

multiple intelligences was developed in 1983 by Dr. Howard Gardner and he basically

demonstrated that there are different types of intelligence as the following ones:

1. Visual Spatial: the ability to visualize relationships between objects or ideas in the

mind.

2. Linguistic: the ability to use words and language. Writing or talking about

something so people understand it.

3. Mathematical: recognizing patterns and number systems.

4. Body - Kinesthetic: athletics and gymnastics. This also combines elements of drama

and dance.

5. Musical-Rhythmic: the ability to recognize audio patterns and sounds, as well as

rhythms and beats.

6. Interpersonal: the capacity for person-to-person communications and relationships.

7. Intrapersonal: the spiritual, inner states of being, self-reflection, and awareness.

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8. Naturalist: understanding the natural world and using this ability (for example in

hunting, farming or biological science) (Troy, M. 2010).

Being the Visual Spatial one of the most significant of the multiple intelligences

for this work, it is necessary to explain it in detail.

Visual Spatial Intelligence is defined by Gardener as ‘the ability to perceive the

visual world accurately, to perform transformations and modifications upon ones initial

perceptions, and to be able to re-create aspects of one’s visual experience, even in the

absence of relevant physical stimuli’ (Gardner, 1993).

Those who have high spatial intelligences are often referred to as visual learners,

and they often possess photographic memories, retaining images more easily than words.

They think in pictures and prefer to have video accompaniment to any verbal instruction

(Burkot, 2003).

As we have seen, the Mind Mapping technique is perfectly connected with the

visual spatial intelligence. Cognitive thinking is absolutely involved in this process of using

Mind Maps, and at the same time are the best ways in which cognitive thinking and

multiple intelligences can be put into practice by learners. When an individual tackles

certain things with which they are not much comfortable, they generally do not respond

well. In this case it is better to appeal to learners’ needs or strengths. Here is where Mind

Maps, which are the best way in which their senses can be excited, helps to encourage the

needs and strength of students. This is what multiple intelligences are all about. For that

reason, Mind Maps in the classroom are most beneficial to those students who have visual

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intelligence as well as those who have mathematical or logical intelligence (Troy, M.

2010).

Mind maps can be used in many different ways and they differ from individual to

individual. The main aim of Mind Maps is to simplify different thought processes and

support in the learning, this way it becomes easier and complexities are reduced. Mind

Maps that make use of personal approaches would mean a bigger opportunity for individual

success in what is wanted to be achieved. Especially for learners who can develop their

thinking from the concrete to the more abstract by creating maps. It is known that people

learn in different ways and because of this Mind Maps are individual and personal, they

bring the learning materials into what is most comfortable for students. Students are able to

use color, icons, symbols, graphics and their own personal words to make sure they

understand it well and recall information in an easier way (Buzan, 2006). Students can also

develop metacognition assessing what they know and how they are developing their

thoughts by using mind map applications to organize their ideas. One of the multiples

reasons why Mind Maps works well is because they engage the visual intelligence and

provide a way to navigate a much larger space of ideas in a smaller visual field (Troy, M.

2010).

2.7. Uses of Mind Maps

As mentioned before, the nature of Mind Maps is intimately connected with the

function of the mind, and they can be used in nearly every activity where thought, recall or

planning activities are involved (Buzan, 1984). The nature of Mind Maps can facilitate

richer and broader associations and, hence, better learning (Buzan and Buzan, 1993). The

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main and useful uses of Mind Maps are directed especially for teaching and learning

purposes such as note taking, essays, examinations and group study.

1. - Note Taking: and effective note-taking is not about obediently reproducing

everything that has been said, to be precise, it is more a selective process. Note taking

should not be a time-consuming and ineffective technique; on the contrary, it must be

entertaining and capable of gaining time and creativity. A Mind Map fulfils all these

criteria by minimizing the amount of words written down and maximizing the amount of

information recalled.

A valid note-taking method must incorporate

1. Planning, focus and preview.

2. Clear recognition, assimilation and comprehension of facts.

3. A reflection of existing levels of knowledge.

4. A way of retaining information.

5. Easy of recall.

6. An easy form of communicating the information.

Some of the benefits of using Mind Maps in note-taking are:

1. Mind Maps enable people to keep the whole knowledge, as in a picture, in view

all the time. In this way, it is given to the person a more balanced and comprehensive

understanding of the subject in its total.

2. They take up far less space than linear notes.

3. They give the brain a central focus and structure within which to integrate the

knowledge of any subject.

4. They increase the brain’s willingness to get knowledge.

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5. They allow to relate the own thoughts and ideas to those expressed in books,

lectures or presentations.

6. They are far more effective and efficient for review purposes.

7. They enhance the memory and understanding of textbooks, study guides,

lectures and coursework, enabling to excel in any course of study.

One additional advantage of mind maps, especially in note taking and

communications, is that the individual is kept continually and actively involved in the

complete structure of what is going on, rather than being concerned exclusively with

getting back to the last point made. This more complete involvement will lead to a much

greater critical and analytical facility, and much greater integration, a much greater ability

to recall and a much greater overall understanding (Buzan, 2006).

2. - Essays: in this situation, Mind Maps are a good tool as a note-taking system.

Mind Maps are meant to replace the linear (list-like) notes that most people write as draft

before actually writing their essays. From a text book, article or lecture, note-taking

consists of taking the main and essential elements from a linear material to generate a Mind

Map. Continuing on a different vein, note making for an essay means first to identify the

essential elements of the subject in a mind map and then use the mind map notes to build a

linear structure. One of the main steps for note taking and note making are to start the

Mind Map from a central image and select the appropriate order. Mind Mapping is an

individual system of note taking and making. Thus, there is not limit to add points of

information and to the number of branches and sub-branches that radiate from one central

idea.

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A well organized Mind Map should provide:

All the main sub-divisions of the essay

The key points to be mentioned in each.

The way those points relate to each other.

3. - Examinations: when giving or taking examinations could be a stressful and

disappointing experience if the knowledge to be tested is not translated into a good

performance. In order to create a Mind Map for examinations there are some useful steps

to be followed. The first step is to read the test paper fully before starting answering.

Noting in mini mind maps any thoughts that spring to mind on reading the questions is a

good way to start an exam.

After that, it is important to decide in what order the questions will be answered

and how much time will be devoted to each. Doing quick Mind Maps outbursts on all the

questions intended to be answered. It will enable the mind to explore throughout the

examination, the ramifications of all the questions regardless of the particular question at

any given time. Regarding Mind Maps, there could be simple and complex schemes in

terms of complexity. The following figures (Fig. 4 and 5) depict time management though a

Mind Map seemed to be as a complex and one which depicts Buzan’s Mind Map as simple.

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(Fig. 4) Example of a complex Mind Map

(Fig. 5) Example of a simple Mind Map

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This approach is especially rewarding in highly competitive academic situation,

where the brain needs constant training to excel under demanding examination conditions.

4. - Group study: studying can be an individual revision exercise as well as a

group experience. Mind Maps are ideal to work in small groups especially for groups

looking for increasing their studying efficiency. If Mind Maps notes are well organized,

the content of a whole book or any piece of information can be transmitted or

communicated to the group members in a short period of time. The advantage of a group

Mind Map study is that it is possible to gain time by having all the main points of a book or

any piece of information Mind Mapped.

2.8. How to create Mind Maps

As with a traditional outline, a Mind Map is based on organizing information via

hierarchies and categories (Budd, 2004). In order to create a Mind Map, only a sheet of

paper, colors, the brain and imagination are needed. The same as the main engines which

turn on our brain: imagination and association (Buzan, 2004). To start drawing a Mind Map

it is essential to follow basic steps, which will be explained in detail below.

Following Buzan’s rules taking from the book The Buzan Study Skills Handbook

(2006), these are the steps to follow in order to create a Mind Map:

1. To use emphasis

Always use a central image. The central point in the Mind Map must always be an

image because the brain is drawn to an image more than to a word (Buzan and Buzan,

1993). An appealing image automatically focuses our eyes and brain to draw attention. An

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image can trigger several associations and help memory to perform highly. However, if a

word rather than a picture is used as a central image, it can be made visually attractive by

adding shade and color.

Use images throughout the Mind Map. As it was stipulated above, the use of

images in the Mind Map will add more focus and make it more attractive, stimulating both

the left brain and the right brain in the process. The use of colors in the central image will

stimulate memory and creativity since they wake up the brain. The use of dimension both in

images and around words is recommended to make things easy to remember.

Use variations of printing, line and image. Varying the size of the type will

introduce hierarchy and give a clear message regarding the relative importance of the items

listed in the Mind Map. (Fig. 6)

(Fig. 6)

Use organized spacing. The organization of the branches on the page will aid the

communication between hierarchy and categorization of ideas. It will make the Mind Map

easier to read and more attractive to look at. See figure 7.

(Fig. 7)

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2. To use associations

Use arrows. Use arrows to make connections within and across the branches. It

will guide eyes in a way that will mechanically join things together. In addition, arrows can

point in one or several directions at once, and they can be of all shapes and sizes.

Use colors. Colors are a powerful tool for enhancing memory and creativity.

Choosing specific colors for coding purposes will give learner faster access to the

information contained in the Mind Map, and will help to be easily remembered.

Use codes. The use of codes could mean to save a lot of time due to the fact that

they enable learners to make immediate connections between different parts of the Mind

Map. These codes may take the form of ticks, crosses, circles, triangles or underlining.

3. To be clear

Use only one Key Word per line. Each word will conjure thousands of its own

possible connotations and associations. Placing one word per line, it will allow the learner

to have maximum opportunity to make associations for each word. Using only one Key

Word per lines gives that Key Word, and consequently the mind, freedom to radiate out in

all possible directions. According to Buzan, this rule is the opposite of a restriction. If you

can use it well, it sets your mind to be free to explore its creative potential.

Print all words. Using printed words, which are defined in shape, are easier for the

mind to retain. All the extra time implemented in printing a word is more than well gained

by the advantages it creates of increased speed of association and recall.

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Print Key Words on lines. The lines on a Mind Map are important since they

connect the individual Key Words together. The Key Words have to be connected to the

lines to help the brain make connections with the rest of the mind Map.

Make line length equal to word length. Making the lines of equal length will look

more attractive and will connect more easily to the words on either side of them. Moreover,

the space saved through this way will allow learners to add more information to their Mind

Map. See figure 8.

( Fig.8)

Make the central lines thicker and keep them curved. Thicker lines will send the

message to the brain that they are the most important; as a result, the central lines must be

thickened up. See figure 9.

(Fig. 9)

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4. To use hierarchy

Inside a Mind Map, the way it is laid out and structured will have an enormous

impact on learners.

5. To use numerical order

In mind Maps, the order of thoughts in is needed, whether chronologically or in

order of importance. To do this, the branches must be numbered in the desired order of

action or priority. Other levels of detail, such as dates, can be added if wanted. Letters of

the alphabet could also be used, instead of numbers.

6. To develop a personal style

A Mind Map created by the same individual who is going to use it will have more

probability to easily remember it.

Given the main technical recommendations for elaborating a Mind Map, again we

want to provide a brief instruction with the seven essential rules for drawing a Mind Map

according to the article Mind Maps for Children in Any Grade: Teach Kids Mind Mapping

Skills to Organize, Brainstorm and Remember.

1. Place a drawing or picture of a main topic in the middle of a blank sheet of

paper that is landscape style.

2. Make branches coming away from the centre topic. Start with four branches

and use a different color for each branch.

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3. Adopt an open, creative attitude.

4. Make smaller branches coming from the large branches. The color of the small

tributaries will be the same as their main branch.

5. Brainstorm main ideas around the topic. Draw or put keywords above the

branches.

6. Think of smaller sub-topics that relate to the branch keywords. An example of

smaller topics around the sub-topic vehicles might be buses, fire trucks, cars and trains.

Add the drawings and words to the Mind Map. Then all together in one diagram the facts or

ideas about cities are presented.

7. Continue until all the ideas are represented on the Mind Map.

2.9. Mind Maps for Students and Teachers

For students

By actively inspiring students through a brain-friendly, interactive approach to

learning, Mind Maps encourage them to be more receptive and co-operative in the

classroom.

Mind Maps can,

Improve memory recall of facts, words and images

Generate ideas and find inspired solutions

Create essay plans

Present concepts and diagrams

Analyze findings or events

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Structure coursework and revision

Summarize information

Focus on key points without losing sight of the big picture

Forge connections and associations between ideas

Adapt work to their own learning style

Improve confidence as tasks seem more manageable

Mind Maps can be used to add active and collaborative learning to different subjects,

but more specifically in language subjects, in which a lot of memory and organization is

needed. Students are engaged in active learning as they endeavor with ideas, associations,

and categories. In creating a Mind Map students are creating their own Mind Map, not

simply looking at one created by the teacher.

For teachers

Teaching is arguably one of the most important professions in our society because

teachers are responsible for the most treasured of all resources, the human intellect. Given

that the brain operates synergetically building gigantic structures on the basis of knowledge

it already possesses, the role of the teacher becomes even more important. If the knowledge

base is false or weak then the more the student builds on it the more likely it is that the

entire structure will eventually collapse. Sadly, in such cases, increasing effort results in

ever more unsatisfactory performance. It is therefore essential that all teachers understand

that the first lesson that must be taught to students is Mental Literacy, Learning How to

Learn (Buzan, 1996).

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By using Mind Maps, the teacher can gain a new level of control over his/her

lessons and see a vast improvement in the progress of students. The Mind Mapping

technique can significantly increase efficiency and organization in:

Lesson planning and preparation: The volume of teacher’s notes used can be

noticeably reduced into clear and concise plans that are easy to follow.

Lesson delivery: Mind Maps are ideal for presenting concepts in the classroom as

they provide a useful focus for students.

Encourage participation: Mind Maps allow the teacher to harness the input of a

group in a dynamic and creative way.

Track progress: Mind Maps are an excellent tool for goal setting and monitoring.

Curriculum planning: Save hours of time and plan the year efficiently

Creating handouts: An ideal way to provide subject overviews without reams of

paper, and in an effective, interactive format so students can add their own notes

and ideas.

Student assessment: Pre and post learning assessment of knowledge.

The following Mind Map (fig. 10) depicts some of the uses of Mind Mapping technique

for teachers.

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(Fig. 10) Uses of Mind Maps

2.10. Mind Maps: Advantages and Disadvantages

Mind Maps are creative and easy to use, boasting a visual flexibility and brain

friendliness that makes them an invaluable tool for teaching and learning. They are

designed to work with the associative, organic nature of the brain and draw upon the

untapped 99% of its creative capabilities.

Mind Maps are easy to learn and apply, encourage creativity and self-expression.

This method also provides a concise hierarchic overview and it is easy to extend and add

further content of the things wanted to be organized or developed.

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The use of Mind Maps in schools, colleges or universities can engage students of all

ages to creative thinking, organizing and problem solving. The flexibility of Mind Maps or

also called Mind Mapping technique makes it suitable for any subject or theme; it can be

used in a whole class, group or individual situation. In addition, Mind Maps can be

especially used for language subjects since they require a great portion of memory.

In teaching, some teachers usually identify the main topics which are quite close

and related to a core topic, Mind maps can help to relate the two. This is said to be

advantageous for the teacher and the learning, as teaching as well as learning takes a brief

and a more defined form. Students would not be confused with the new information or

content, and the teacher also would remain focused on the main ideas or curriculum to be

taught. A mind map at the curriculum design level is a powerful tool for a teacher.

The advantages of Mind Maps in learning and teaching are uncountable attributable

to the multiples uses and applications for gathering and organizing information. Every

subject or area of knowledge wanted to learn means the operation of the brain; the Mind

Map functioning works the same as the brain evokes memories from a determined image

that then recalls what we want to see or remember. Mind Maps look for catching

information or contents that can be easily recalled through associations with significance

for the learner. At the moment students are learning, it is crucial to bear in mind that the

brain when listening to a sequence of spoken sentences, does not absorb information word

by word, line by line; it takes in the information as a whole (Buzan, 2006). It is not

necessary to hear the entire range of sentences before forming a response. As memory is a

naturally associative, not linear. Any idea probably has thousands of links in the mind. In

this way Mind Maps allow associations and links to be recorded and reinforced the same as

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the mind remembers key words and images, and not sentences.(Russell,1979) In addition

to the multiples advantages of Mind Maps uses, other important characteristic of Mind

Maps is that they are easy to review. Regular review reinforces memory, and the regular

reinforce of memory allows students to learn better (Russell, 1979).

From these characteristics of Mind Maps others advantages emerge by using them,

for instance, self-esteem development and high learning performance. The good

management of Mind Maps will create a thriving chain of knowledge process since Mind

Mapping allows students to understand what they need to learn creating a state of comfort

as well as an increase of their self-esteem. Thus, students with an expanded self-confidence

produced by self-esteem will encourage them to learn more.

Finally, few disadvantages of using Mind Maps can emerge. For example, the

idiosyncratic and hard to read structures could be difficult to understand for others, due to

the several divisions and subdivisions that come out from Mind Maps. It could become

overly complex and loss the main initial idea. This kind of VAT represents mostly

hierarchic relationships and could be inconsistent in some cases. There is a vague

possibility that Mind Maps might not be accepted as a learning strategy. Some learners

could manifest strangeness and skepticism about the utilities of Mind Maps as a study

technique since it is a new and unknown way of learning.

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3. MIND MAPS FOR TEACHING AND LEARNING ENGLISH

Mind maps can be particularly useful when learning and teaching English:

sentence structure, and especially in English can be confusing for students. However, Mind

maps try to avoid confusion by applying “chunking” language, which can be retained

easily, using words and short phrases instead of long sentences as most of learners are used

to. Experiencing language as individual words and phrases, connected spatially,

accompanied by meaningful images or symbols, can be much easier than seeing words

embedded in subjective sentences and paragraphs. Regarding this aspect of meaningful

characters in learning, David Ausubel (1968) proposes that meaningful learning is a

characteristic process in which meaning is a product or outcome of learning rather than an

attribute to the content of what is to be learned (Ausubel, 1968). Any material or content

which can be learned meaningfully is learned much more rapidly than arbitrary content.

Mind Maps definitely enclose all these features above declared, since the base of Mind

Mapping is to start the learning process from meaningful key images and associations.

Additionally, the understanding of relationships reduces the complete volume of what has

to be remembered by depicting the details of the learning task built from memory of the

principle itself. The burden on memory is less if one needs only remember the core of a

connected and meaningful scheme than if one must remember arbitrary content (Ausubel,

1986). Following this idea of meaningful learning, Mind Maps help learners in their

process of significant learning.

The Mind Mapping technique is a very versatile tool in education which can be

used in different ways to enhance the learning process. One of the most effective ways is to

invoke construction of Mind Maps reflecting internal thoughts on different topics. Mind

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Maps are an ideal tool for self-expression, communication and collaboration, and thus are

very efficient tools for collaborative learning.

Moreover, Mind Maps are a wonderful, easy and powerful way to engage students

in their process of learning. It can be particularly useful for teachers who are working with

students with different language backgrounds and levels of English.

3.1. Mind Maps for Grammar

Nowadays, the awareness of the need for more active involvement in learning has come

about with the greater understanding of how the brain works, and the accompanying

recognition that people vary considerably in their learning styles. In addition, the

importance of teaching to the whole brain through multisensory activities cannot be over-

emphasized (Dykes, 2007).

Mind Maps and their attractive way to organize and recall information are ideal to

teach and learn vocabulary. Moreover, Mind Maps are also a useful tool for students to

learn grammar. Through branches and key images spread out from a central idea, it is

possible for language learners to internalize, organize and brainstorm the grammatical rules

of a target language, as shown in the following example. See figure 11.

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(Fig. 11)

In the figure 11 below, we can see that from a central image, that in this case is a

dinosaur that represents the Past Simple tense, five branches come out. Every branch makes

allusion to the positive, negative and question forms of the Past Simple. Subsequently, the

branches have different sub-branches which represent forms, order, adverbs, among others.

This Mind Map is ideal for kids because it is visually attractive in colors and drawings,

making the process of learning the past tense funnier and easier. Another example is giving

advice using the modals should or ought to. In order to check the learners’ understanding a

good exercise with Mind Maps could be like this: You should see a doctor

Is this an obligation? – No

Is this a recommendation? – Yes

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By answering these two questions, learners might have a notion when to use should. See

figure 12.

(Fig. 12) Should

Using a Mind Map to explain the modal Should would help learners to visualize,

memorize and retain the information given in a faster way.

The figure 13 below shows a Mind Map illustrating the Present Simple tense with its uses

and forms.

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(Fig.13)

When teaching English Grammar it is important to start with general information

and then drill into the details. This is possible by showing an overview of the grammatical

structures to be learned. A Mind Map will not only facilitate understanding, but also

memory. By remembering the rules and how they are related will store knowledge into a

long term memory. Students will then be able to recall the rules better when they need

to apply them.

3.2. Utilities of Mind Maps for Productive Skills: Writing, Speaking

Mind Maps are considered as a prewriting planning strategy which can be taught and

applied to enhance students’ writing and speaking skills.

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Zamel (1982:15) states that ‘writing is a process through which meaning is

created.’ The importance of composition instruction or training is as important as

generating, formulating and refining writing.

In the last few hundred years it has been popularly thought that man’s mind works

linearly that is to say in a list-like manner. Initially, this belief was held because of the

increasing dependence on our two main methods of communication, speech and writing

(Buzan, 1984). It has been stated that in speech humans are restricted to speak and hear

only one word at a time. Speech was consequently seen as a linear process among people.

Figure 14 shows the linear process.

(Fig. 14) Speech has traditionally been seen as a list-like affair.

In addition, writing was seen even more linear, because it is a series of lines or

rows. This linear emphasis overflowed into normal writing or note taking procedures

(Buzan, 1984). For years the method of taking notes in sentences or vertical lists has been

used in schools, which is settled and taken as the only way of writing. However, many

studies show that the brain is more multidimensional and pattern making rather than linear.

This fact suggests that there must be some errors in the way students have been trained in

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writing or speaking. Buzan argues that it is easy to indicate that when words travel from

one person to another they necessarily do so in a line, but this is not really the point. A

Mind Map has a number of advantages over the linear form of note taking: In the first place

the centre or main idea is more clearly defined the same as the relative importance of each

idea. Secondly, the more important ideas will be nearer the centre and less important ideas

will be near the edge. Thirdly, the links between the key concepts will be immediately

recognizable because of their proximity and connection. As a result of this, recall and

review will be both more effective and quicker. Finally, each map will look and be different

from another map, which will aid recall. It is important to bear in mind that the more

creative areas in note making, as essay preparations. The open-ended nature of the map will

enable the brain to make new connections far more readily (Buzan 1984).

At the beginning, Mind Maps may look confusing for some learners due to the

multiple connections that can emerge from them; however, they are a structured way of

note taking and note making. At the same time as Mind Maps are well structured, they are

also creative tool for brainstorming which helps considerably when writing. Structure and

creativity are habitually looked at as two opposing and contradicting forces. With Mind

Maps, these two powerful forces work together in a manner that is hard to reproduce in any

other way.

3.3. Utilities of Mind Maps for Receptive Skills: Listening and Reading

Tony Buzan states that normal sentences are the best way to store and recall verbal

images and ideas. In fact, over 90 per cent of written notes taken by students are

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unnecessary because our brain naturally prefers key words or trigger words that represent

what we want to picture or remember. This means that:

Time is wasted recording words that have no bearing on memory.

Time is wasted re-reading unnecessary words.

Time is wasted searching for key words that have not been highlighted in any way

and therefore blend in with the whole.

Time is wasted when the connections between key words are slowed down by

extraneous connecting words.

Distance weakens associations between key words. The further apart they are, the

weaker the associations (Buzan, 2006).

Larry Vandergrift (1999) in his paper Facilitating Second Language Listening

Comprehension: Acquiring Successful Strategies states that listening comprehension is

anything but a passive activity due to its complex, active process in which the listener must

discriminate between sounds, understand vocabulary and grammatical structures, and

interpret stress and intonation. Above all, listening comprehension plays a key role in

facilitating language learning. Bearing in mind the importance of a successful

understanding for the learning process, the implementation of pre-listening activities might

be crucial for improving the skill. Teachers must prepare students for what they will hear

and what they are expected to do. Students need to be aware of their knowledge of the topic

and of their knowledge of how information is organized. The main goals for listening must

be established so that students know the specific information they need to listen.

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Using all the available information, students can make predictions to anticipate what they

might hear (Vandergrift, 1999). Following these patterns in pre-listening activities, the

elaboration of Mind Maps to organize the already obtained and the upcoming information

will make learners’ listening performance more effective and successful.

Below there is an example of a possible Mind Map for organizing listening information.

See figure 15.

(Fig.15) Pre-listening organizer Mind Map

This Mind Map shows a possible scheme for a pre-listening activity. The listener

must determine firstly the main points of the listening which subsequently will flow

towards the details and extra information that comes up. This kind of activity before

listening is a good strategy for preparing students in their gathering of information. It could

take no more than 5 minutes of elaboration but it will guarantee organization of ideas and

listening achievement.

Alternatively, as Mind Maps can be used for listening purposes, they can be adaptive for

reading as well. It is now of common knowledge that Mind Maps are particularly useful for

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revising, note-taking and planning for exams efficiently. Moreover, Mind Maps are helpful

for gathering and ordering information, and for identifying the key trigger words and facts

from books, textbooks, lectures, tutorials, course notes, and research material (Buzan,

1971). In addition, it has been mentioned that those students who use Mind Maps usually

feel a sense of confidence and that they can achieve their reading goals by using this Mind

Mapping technique (Buzan, 2006). Buzan in his book Speed Reading states that reading is a

seven-part process which comprises the following steps:

Recognition: The knowledge of the alphabetic symbols. This step takes place

the instant before physical reading begins.

Assimilation: The physical process by which light is reflected from the

world; is received by the eye; then transmitted, via the optic nerve, to the brain.

Intra-Integration: The equivalent of basic comprehension, referring to

linking all parts of the information, and begin to read all other appropriate parts.

Extra-integration: The process in which it is possible to bring all of

previous knowledge to what is been read, making appropriate connections,

analyzing, criticizing, appreciating, selecting and rejecting.

Retention: The basic storage of information. Storage is not enough; it must

be accompanied by recall.

Communication: The use to which the information is immediately or eventually put.

Communication includes written or spoken, as well as representational, including

art, dance and other forms of creative expression (Buzan, 1971).

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An important issue to consider when reading is the memory loss occurred after learning.

Buzan expresses that after one hour learning period, there is a short rise in the recall of

information as the brain integrates the new data. This is followed by a decline in which,

after 24 hours as much as 80 per cent of detail is lost (Buzan, 1971). The creation of Mind

Map immediately after the book is read will avoid this memory lost.

By Using Mind Maps it is possible to get the student used to read key words and key

phrases, which speeds up the reading process. Besides, it is also important to mention that

if Mind Maps are used correctly, fast readers and slow readers can normally follow at the

same speed.

3.4. Introducing Mind Maps into the Classroom

By adopting Mind Maps in the learning development, the whole brain will be involved

in this process and it will be possible to perceive a vast improvement in the learning

approach (Doug Buehl, 2008).

The Mind Mapping technique is considered as one of the most successful ways for

organizing and clarifying ideas. Moreover, Mind Mapping provides a useful tool for

teachers to be able to prepare lessons and carry them out effectively. It has also been

demonstrated that using Mind Maps in teaching allows teachers to get through students in a

way that they can understand contents easily. In the present days, some teachers and

academic people are adapting the use of Mind Maps to their common lives as innovative

handouts, to create classroom presentations and as a valuable tool which means an

important impact on the students’ learning process. As it was previously mentioned Mind

Maps and their use in teaching, they can be effectively used as a warm-up activity. Before

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the class starts, it will take a few minutes to Mind Map the topics and subjects to be

covered, it is also said that a lesson needs the help of visual aids with the use of various

kinds of colored keyboards as well as images. Consequently, when this method is used, the

student's interest in the subject is also improved due to its multiple characteristics. It is well

known that students usually find the visuals more appealing and easier than only notes.

A Mind Map is the ideal teaching aid, as it can naturally take the learner from

unknown content to known content, which means a fundamental principle in the learning

process. In this technique the teacher is a facilitator who gives students the tools to create

and develop their own Mind Maps. Furthermore, the same Mind Map can then be used by

faster and slower students. In all this process the learner is at the centre of the learning

process.

Buzan (1996:122) states some recommendations for creating Mind Maps

Break mental blocks: add blank lines, ask questions, add images and maintain awareness of

our associational capacity.

Prepare the mental attitude: develop a positive mental attitude, copy images around, trust

that the Mind Map will work, commit to the absurd and make a Mind Map as beautiful as

possible.

Prepare the materials: paper, pens, colors and highlighters.

Prepare the workspace/environment: ensure that the temperature in the room is moderate,

use natural light where possible, ensure that there is plenty of fresh air, furnish the

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classroom appropriately, create pleasing surroundings, and play appropriate music, or work

in silence if it is preferred.

According to Ontoria (2004), in order to successfully introduce Mind Maps into

the classroom it is necessary to elaborate four main stages of Mind Maps: a) a simple mini-

Mind Map, b) a mini- Mind Map with a relatively long text, c) a Mind Map about ideas

taken from a topic and d) a personalized Mind Map.

a) Mini Mind Map with words and Images. To start, it is recommended to choose

an important word or central idea. In this stage students can work in groups and they are

asked to think in ideas that come to their minds; as a brainstorming activity. The idea of

this activity is that every student can contribute with their own ideas, no matter how absurd

or extravagant they could be. The objective of working in groups is to collect the major

number of ideas and words as possible. After this stage, students choose the ten main words

related to the central idea and start drawing the mini Mind Map.

From the central idea, ten words are spread out. Here we present the following

example. See figure 16.

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(Fig.16)

Regarding the drawing above, the Mind Map has a key-word in the center which

is the main idea. The branches coming out from the key-word diminish in intensity. As an

alternative activity, students can be encouraged to add colors, images and letters with

different sizes to represent the level of importance in the Mind Map.

A second step in the elaboration of a mini Mind Map is the increase of relations

and connections (secondary branches). Now the Mind Map will have new lines (branches)

with origin in the main branches that subsequently come out from the central idea.

b) Mini Mind Map with a brief text. This situation makes reference to the

elaboration of a Mind Map with a brief text as an introduction for practical use in the

classroom. The steps are the following:

Select several lines of a topic about any subject, being careful of choosing a

simple and easy text to be understood.

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In order to work properly with the text, the teacher must choose the suitable

environment for students. The teacher could write it on the board, project it

through a data show or even share it through photocopies.

Ten reasons why students should use mind mapping as part of their study system.

1. Mind mapping provides a visual format for learners to identify and remember

relevant information.

2. Mind mapping is a faster, smarter and more intuitive way to manage and process

large amounts of information.

3. Mind mapping is a scientifically proven method of stimulating understanding and

unlocking memory.

4. Learners can manage small or large projects and assignments with mind mapping.

5. Mind maps enable learners to produce impressive presentations with very little

effort.

6. It is much easier to absorb new information and understand its relevance and

context with mind mapping.

7. Mind mapping leverages productivity and allows saving more time when studying

giving students a real advantage over other students.

8. Mind mapping helps students to avoid spending time filtering information which is

ultimately irrelevant and which is rarely remembered.

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9. Mind mapping enhances students’ ability to understand new and complex ideas.

10. Mind mapping helps learners to avoid getting lost in endless text book

reading.

3.5. Mind Maps in the Chilean context: Windsor School -Valdivia

We observed some classes at Windsor School in Valdivia related to vocabulary,

grammar, listening and reading comprehension throughout Mind Maps. Windsor teachers

have used the Mind Mapping technique in their classrooms. In a seventh grade ESL class

we observed 18 students using Mind Maps for reading and listening comprehension. Before

starting the lesson, students already knew the rules (seven Buzan’s principals) for making a

Mind Map. According to the teacher, students needed at least three lessons to learn how to

put the Mind Mapping technique into practice. First, students read and listened to Agatha

Christie’ comic Death on the Nile audio book for 15 minutes. Then, the teacher provided a

list of characters and settings and subsequently she asked students comprehension

questions. Furthermore, they continued listening to the audio book for 15 more minutes and

students started making their Mind Maps to reflect what they understood about the reading-

listening activity. In 40 minutes, students created different individual free style Mind

Maps, displaying and evoking all their creativity. Throughout the observation, students

seemed to enjoy drawing and coloring their Mind Maps, arguing that this way was easier

for them to remember and retain new information. At the same time, the teacher pointed out

that through the Mind Mapping technique students keep busy and focus on what they are

learning.

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In a second observation, a fifth grade class with fifteen students used Mind Maps

for learning vocabulary. As in the seventh grade class, the students already knew the rules

and the seven principals for making a Mind Map. Before starting making their Mind Maps

the teacher gave feedback of their previous unit, called “Camping Trip”. Afterwards,

students did some brainstorming with words related to the unit and put the words into

context. The teacher asked students to invent a little story in which the main topic was “My

Camping Trip” they had 20 minutes to do it. Having invented the story, students were ready

to start making their Mind Maps, working individually and having 40 minutes to finish it.

By observing students we realized that they seemed to enjoy making their Mind

Maps, and it was easier for them to remember vocabulary using the Mind Mapping

technique. One of the reasons why students prefer to use this technique is that they can

draw and include whatever they want into their Mind Maps in order to make the learning

process easier and funnier. By drawing, students can study and learn in a entertaining way

and put words and drawings in context. Additionally, the class atmosphere was amusing;

everybody was in a good mood and enjoyed the activity.

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3.6. Mind Maps for Teaching Children

Mind Maps are an ideal tool to use as a memory improvement tool. A list of

boring information can be turned into colorful, highly organized diagrams that reflect the

brain natural way of thinking and encourages synergetic thinking. Imagination and

association are the two main principles that make Mind Mapping so effective and ideal for

children to display their skills and natural expression (Buzan, 1986). Figure 17 shows the

Mind Mapping technique with colors, images and associations.

(Fig. 17)

When Mind Mapping is used to teach to children, teachers are able to use Mind

Maps as tools to link different ideas and lessons as well as connect all of them together to

form diagrams and charts. Once, ideas, thoughts and concepts are perfectly linked and

connected, students are able to work on them and learn from the illustrative examples

without any difficulty. Furthermore, those students who have certain artistic inclination can

use this technique without problem. With the help of graphics and colors, making

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information more animate and much more functional, they are able to work and improve

their knowledge even more. Whereas, there are teachers that use the Mind Mapping

Technique as a way to reinforce previous knowledge, improve memory or as a simple tool

to make the learning process more attractive to students, there are many classroom teachers

that use Mind Maps with their students as an activity for brainstorming.

Mind Maps can be elaborated before a lesson as a brainstorm activity, during the

class development as a stuffing organizer or even after as a way of evaluating the contents

studied. Colors, key images and one-word concepts make them attractive and especially

accessible for children. Even children who cannot read could interpret the message of a

Mind Map just by associating the images.

Antonio Ontoria (2004) in his book Learning with Mind Maps recommends to

introduce the Mind Mapping technique to children by giving them incomplete Mind Maps

previously made by the teacher so that students can complete them and add their own ideas

and style to it. Although this activity differs from the initial idea of Mind Maps as an

individual way of learning, it helps students to familiarize themselves with Mind Maps and

their rules by copying Mind Maps from others. It is essential the inclusion of color and

images with significance for students learning and motivation.

Ontoria also suggests introducing Mind Maps to children by making the analogy of

the ‘tree’. The teacher could start talking about the tree and its parts as introduction for the

mind mapping technique; the trunk makes allusion to the main element of a tree which

represents the main idea or topic of a Mind Map, the branches symbolize the subdivisions

and secondary elements which might also turn into more associations and so on and so

forth. See the figure 18 below. The idea of the tree as an example of Mind Maps provides a

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significant process of identification since a tree is a common object for children to relate

with (Ontoria, 2004).

(Fig. 18)

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3.7. Mind Maps for Teaching to Teenagers and Adults

Ontoria (2004) argues that teaching teenagers and adults coincides with a learner’s

period of physical, emotional and social changes. Mind Maps could help learners to find

their appropriate system of learning and study since Mind Maps work based on the

elaboration of personal and individual ideas. Teenagers and adults are free to create and

address their learning process in a way that best suits them.

Similarly to Mind Maps for children, teenagers and adults can create a Mind Map

as a brainstorm activity. For instance, a determined topic is given to the class (e.g. the word

‘journey’) and from that concept students spread out different ideas to make all the

associations possible. The idea of this activity is to encourage students to write all the

words they can come up, no matter how ridiculous the words could. Students do not have to

think in detail about a word, but think in quick associations.

Another activity that can be done by students is to read comprehensibly a book or

text given to look for the main and secondary ideas. This activity is can be used as a sort of

evaluation of the reading comprehension. Later, the principal and secondary ideas can be

written on the board for an eventually discussion. Every student might come up with

diverse ideas and opinions but every point of view means a contribution to the elaboration

of Mind Maps. The ideas can be related with others and the contents distributed according

to the level of importance. Once the most important ideas are settled, the elaboration of the

Mind Map can begin. The teacher introduces symbols or key images that aid the rapid

assimilation of contents. Ontoria (2004) suggests that some geometrical symbols can help

in case the teacher does not have drawing skills. Figure 19 shows an example of a possible

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Mind Map that can be result in a class which depicts the concept ‘health’ and the different

sub-ideas that emerge from that.

(Fig. 19) Example of an ideal Mind Map for teenagers and adults

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4. CONCLUSIONS

The Mind Mapping technique created by Tony Buzan in the 70’s represents a

mental tool for people to organize, process and recall information. The Mind Mapping

technique is considered as a visual association tool (VAT) which main characteristic is to

recall information through triggers as word or image. In fact, the Mind Mapping technique

imitates the natural process of neurons in the transportation of information and association

making.

According to the information retrieved concerning Mind Maps in language teaching,

there is enough evidence that demonstrates that Mind Maps mean a relevant aid for

learning/teaching the English language. Due to the essence of Mind Maps, based on the

radiant thinking action, every word or image that enters in our mind becomes a sub-center

of associations that subsequently turns into more significant associations for the learner.

Taking in consideration this characteristic the Mind Mapping technique can be applied

successfully for learning/teaching purposes.

Mind Maps can be applied for learning/teaching grammar, vocabulary and even

receptive skills as listening and reading the same as productive skills as writing and

speaking. The good management of Mind Maps in language teaching definitely offers a

significant and successful way of achieving educational goals. Mind Maps can be used by

teachers and students in any area that implies the use of the mind. Furthermore, it improves

students and teachers’ creativity, organization and production of language.

The inclusion of Mind Maps in the language class has also demonstrated advantages

since Mind Maps contribute with an attractive and easy way of acquiring new information,

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especially vocabulary and grammar rule information thanks to an association system.

Through this work we wanted to introduce the use of Mind Maps to learners and teachers

so as to improve and reinforce in a thorough way their learning/teaching process. Making

use of the Mind Mapping technique will make students’ study system easier and important

because they will be the main protagonists in their process of gathering and learning

information.

It is widely recognized that students do not learn in the same way hence their

learning capacity as well as their styles cannot be the same. Some students are fast learners,

while others are slow, and it is impossible to apply the same teaching techniques or

methods for them to perform appropriately. From this idea it is important that teachers need

to find new ways to keep the interest of students in the lessons by making them interested

in learning difficult things in an easy way. Regarding this fact, the technique of Mind

Mapping represents an excellent alternative to teach any student.

Mind Maps might be an easy and amusing strategy which could be applied as a

classroom activity. Moreover, Mind Mapping can be used as a tool to modify the styles of

teaching and provide an opportunity for teachers to make learning easy for all students.

The Mind Mapping technique changes the traditional ways of teaching, and is considered to

be one of the smartest concepts to be used in teaching. This technique is applied and

modified to teach children bringing a pleasant change from obsolete ways of teaching,

which have been carried on for many years. Additionally, the Mind Mapping technique has

several tools which can be well used by all teachers to make lessons easier for their

students. In this way, this amusing technique provides not only students but teachers a

perfect tool, which works perfectly well for both, teachers and students.

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5. APPENDIX: MIND MAPS SOFTWARE

This chapter will focus on softwares as tools for elaborating Mind Maps that

represent an important support in language teaching and learning: iMindMap and

NovaMind, besides their applications in language teaching and learning.

Information and communication technology (ICT) has become, in a short period of

time, one of the basic building blocks of modern society. Many countries are interested in

understanding ICT and mastering the basic skills and concepts of ICT as part of the core of

education, alongside reading, writing and numeracy (UNESCO, 2002). New information

and communication technologies represent a number of processes and products that come

up from tools and informatics supports related to processing and broadcast information.

Some of the tools that result from ICTs are softwares and there are of many types which

cover different areas; business, health, science, education, among others.

5.1. Buzan’s iMindMap

Tony Buzan, creator of the Mind Mapping technique, also created the iMindMap

software which has been around since 1960’s. On his web page, Mr. Buzan states that the

graphic nature of the Mind Map will "unlock the potential of the brain." Making a colorful

diagram will help students brainstorm new ideas, organize those thoughts and be able to

recall the information more easily in the future. This software has in particular colorful

images and graphic system that makes easy the creation of exclusive Mind Maps for users.

Creating Mind Maps through this software is not that difficult since it offer a relatively

wide number of images to set the central idea and the Mind Map in general. See figure 20.

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(Fig. 20)

Once the central image is chosen, we can type the name of our Mind Map.

Automatically, the central image appears and from a red dot in the center we can spread out

the branches for creating the Mind Map. See figure 21.

(Fig. 21)

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From the principal branches, many other sub-branches can emerge. The software

provides all the options possible to do that. In order to make significant and visual attractive

Mind Maps, iMindMap contains an image gallery and the user can take different images

according his exigencies. The user can see his Mind Map as a presentation action if it is

wanted, which makes it even more attractive especially for children. Figure 22 shows the

tool bar and the different options for making Mind Maps.

(Fig. 22)

5.2. NovaMind: Mind Mapping Software

NovaMind is one of the most famous Mind Mapping softwares. This software in

particular helps in gathering and representing information that not only it is helpful in

expanding capabilities, but also in helping to recognize thoughts. The NovaMind software

can be used in various fields and it is especially useful in the educational field. Since Mind

Maps are good in organizing, processing and recalling information, they can contribute

successfully in the teaching/learning areas. Furthermore, it can be used by students and

teachers to make the studying processes easier. In fact, it is possible to make the learning

process interesting by using Mind Map softwares. (NovaMind)

Some few tips that can help when studying with Mind Mapping:

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1. Learning can be an intimidating task to some people. Although, it is possible to

make it interesting by writing the main topic wanted in the center and then connect the

other categories and sub-categories that are related to the main topic.

2. It is possible to use symbols, codes and pictures. This will not only make the

learning process interesting, it will also make the concept clear on the subject.

3. This Mind mapping technique helps in the learning process by simplifying the

subject. It also reinforces understanding with the help of graphics, animations and

presentations. This systematic study program can be used with any subject, no matter how

complicated and complex it is. Later on, remembering the information will also be easier as

the topic is understood.

NovaMind is a convenient tool to use when making Mind Maps: its function is

creative, flexible and produces eye-catching products of high quality. In the image library it

is possible to find representations and icons that help users in elaborating Mind Maps that

represent what they need. NovaMind Mind Maps are famous as the most elegant available

over all operating systems, as well as the software.

Additionally, NovaMind includes the Branch Proposal System (BPS), which helps

users by suggesting words and phrases which are related conceptually or linguistically to

the selected branch, but are likely to make think of new ideas or directions. NovaMind has

been considerately designed to include features such as outline view, outline numbering,

easy branch grafting and reordering, rainbow coloring, text attachments, simple click and

drag branch reordering and a Preferences Panel where it is possible to customize all of the

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Mind Map attributes (www.novamind.com). In the following figure (fig. 23) can be seen

the graphic and icons available for creating Mind Maps.

(Fig. 23) Example of Mind Map created with NovaMind software

NovaMind software: a brief summary of the main characteristics.

• Multiple Mind Maps can be elaborated in a single document.

• A rainbow coloring mode or specified colors are available.

• It contains line, oval, rectangle, rounded-rectangle branch shapes.

• There are link lines to indicate related branches.

• There is a Rapid Fire branch especially created for brainstorming.

• There are hyperlinks to web sites, email, NovaMind and other documents in order to

provide assistance to users.

• It is possible to attach text boxes, shapes and pictures to branches.

• The software contains a set background color for Mind Maps.

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• And finally, formatted text including multiple fonts and text colors can be applied on a

single branch. See figure 24.

(Fig.24) Image of Nova Mind software

Another important utility of this software is that NovaMind allows to brainstorm

new ideas, and to bring everything together in a coherent way that students understand

easily. They can then create their Mind Maps in their own learning style so that they

remember it better. The following figure (fig.25) depicts the NovaMind tool bar.

(Fig.25) Example of the NovaMind tool bar

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NovaMind Software Pty Ltd, 12 Ways Mind Mapping Helps with Self-Improvement

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NovaMind. (2011). NovaMind Platinum (version 4.6.2) [Computer Software] available from http://www.movamind.com

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