Mind Mapping

	Text Citation or Link	Rationale for Choosing	Text Frame(s)	Strategies Used and Resource
Engagement Example	Young Blood: Elixir of Youth	This article covers the ideas behind the scientific method while describing the research. The article contains vocabulary words that challenge the students and exposes students to a narrower field of science.	Concept/ definition  Vocabulary/ definition	Mind mapping (Buehl)

Mind mapping is a visual tool to help students navigate texts and to help students make connections with key ideas or concepts. It is particularly effective when used as an introduction for new material. This strategy requires preparation by the teacher beforehand. The first step to using this strategy is the teacher analyzes the reading for key ideas and vocabulary that is important. Next the teacher organizes these ideas and vocabulary into a mind map creating the connections between them all.

Before the students read the text, they are to examine the mind map and keep it in mind while reading. At this point, the teacher can also spark discussion by asking students questions about the mind map contents. The students should refer back to the mind map before, during, and after they read. While reading, students should continue adding any new ideas or vocabulary that they find important for the mind map. The mind maps are not just limited to the text either, the students can also add connections they make based on personal experiences or prior knowledge.

Mind maps can be extended or modified based upon your preference or your student’s strong suits. For example, if you or your students like visuals and colors you can color code certain connections such as vocabulary is green while main ideas are red and supporting details are yellow. If students all have different texts they are reading, the teacher can have students introduce the articles to each other my using these mind maps.

This strategy is useful because it provides a visual representation of the connecting ideas and paints the whole picture. Mind maps are also similar to outlines, but represented in a more visual manner that guides students as they explore new ideas and vocabulary while taking into account prior knowledge. Mind maps can be referred back to throughout the unit which can be helpful for students to see where we are trying to go with the big picture while we are looking at the details.

I would use this strategy in a lesson by first creating a class mind map of everything they know about scientific knowledge. Afterwards I will provide the students with the mind map I created specifically for this article where we will compare what we put on the class mind map for general ideas versus the article specific mind map. The mind map will have the big picture idea being the scientific method with the larger branches being the different steps. Included in each of these branch steps would be examples taken from the text to outline how research in the real world also follows the scientific method. The students will then go read the article and add anything they wish to the article mind map either from the article or their prior knowledge/experiences. Once everyone has finished we will discuss as a class what people put down and do a combined class mind map on a large poster. Throughout the unit I will leave the large poster up and students can come add/change any ideas that they put on the mind map as we progress through and learn more. This strategy acts as more of a jumping off point rather than a comprehensive learning strategy.

Some concerns regarding this strategy may be that having the mind map created already for the students is that it makes things less challenging. However, like many other teaching strategies, mind mapping can be modified to be more or less challenging for students. Instead of the teacher giving the students the mind map already, the teacher can just give the students a blank mind map with only the main idea in the center filled out so that the students fill it out on their own. This modification can be more above grade level students who can work independently like that whereas the normal method of mind mapping can be used for lower level students who need that extra help and support.

References

Buehl, D., (2014) Classroom Strategies for Interactive Learning, 4^th ed. International Reading Association.

Cain, M. (n.d.). Using mind-maps to raise standards in literacy, improve confidence and encourage positive attitudes towards learning. National Teacher Research Panel. Retrieved from http://www.ntrp.org.uk/sites/all/documents/Cain.pdf

Ornes, Stephen (2014). Young Blood: The Elixir of Youth. Science News for Students. Retrieved from https://student.societyforscience.org/article/young-blood-elixir-youth

Safar, A. H., Jafer, Y. J., & Alqadiri, M. A. (2014). Mind Maps as Facilitative Tools in Science Education. College Student Journal, 48(4), 629-647.