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Step
1: |
Write or draw your main idea in the middle of the page and frame
it. Use colour. |
|
Step
2: |
Draw a branch off your main idea, on it write or draw a main
topic related to your main idea. |
|
Step
3: |
Continue to branch off from your main topic. |
|
Step
4: |
From your main topics, branch off with sub-topics (continue to
use colour). |
|
Step
5: |
From your sub-topics, branch off with supporting details (write
and/or draw). Continue to add more details - you are free to add
more topics, sub-topics or any other items. |
MIND MAPPING
- MAXIMISE YOUR BRAIN'S POTENTIAL
ˇ
Use colour
ˇ Pictures ˇ
Shapes and symbols
ˇ Key words
ˇ Capital letters
ˇ
Eliminates unnecessary words.
ˇ Emphasises links and connections. ˇ Easy recall.
ˇ Clarifies thinking.
ˇ Allows planning before writing. ˇ Focuses on main
ideas. ˇ A huge amount of
information on one page.
ˇ Easy to read over.
ˇ Doesn't
waste time. ˇ Allows
ideas to flow.
ˇ Additions can be made easily.
MIND MAPPING WITH JUNIORS
As a Whole Class
Cut out strips and circles from cardboard. Discuss the main topic, write
on a circle of cardboard and place on the middle of the mat. Each child
gives a main idea about the topic, and goes away and draws this idea on
another circle of cardboard. Each child also writes several words about
their main idea on separate slips of cardboard. As children finish, the
mind map is assembled on the mat with connections being made with the
strips of cardboard. This can be stapled to the wall.
Individually
Each child has a sheet of newsprint, folded in quarters. Discuss the
topic. The children draw or write this in the centre of the paper. One
main idea is discussed and the teacher models by developing one branch
of a mind map. The children go away and in one quadrant, draw their
ideas about this main topic. The class then come together again and
discuss another main idea. This is then drawn on the next quadrant.
Continue until the four quadrants have been completed. Links and
connections do not need to be emphasised although some children will put
them in as a result of the teacher's modeling.
Robyn Boswell
1995
Ministry
of Education, Wellington, New Zealand (First published 1998)
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