Other options for mind-mapping:
- a pencil (you'll be erasing!) and a blank
(non-lined) big piece of paper
- a blackboard and (colored) chalk
- "post-it" notes
Write down the most important word
or short phrase
or symbol for the center.
Think about it; circle it.
Post other important concepts
and their words outside the circle
Edit this first phase
Think about the relation of outside
items to the center item
Erase, edit, and/or shorten words to key ideas
Relocate important items closer to each other
for better organization
If possible, use color to organize information
Link concepts with words to clarify their
relationships
Continue working outward
Freely and quickly add other key
words and ideas (you can always erase!)
Think weird: combine concepts to expand your map
or; break boundaries
Develop in directions the topic takes you--not
limited by how you are doing the map
As you expand your map, tend to become more
specific or detailed
Set the map aside
Later, continue development and revision
Stop and think about relationships you
are developing
Expand the map over time (right up to an exam if
necessary!)
This map is your
personal learning document
It combines what you knew with what you
are learning
and what you may need to complete your "picture"
Note the descriptive
links for the arrows
for "evapotranspiration" and "condensation"
Concept maps have
their origin in the work of David Ausubel
(advanced organizers).
The technique of concept mapping was developed by
Joseph D Novak at Cornell. "Concept maps have
their origin in the learning movement called
constructivism. In particular, constructivists
hold that prior knowledge is used as a framework
to learn new knowledge. In essence, how we think
influences how and what we learn. Concept maps
identify the way we think, the way we see
relationships between knowledge." Grayson H.
Walker, Concept Mapping and Curriculum Design,
Teaching Resource Center, The University of
Tennessee at Chattanooga
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