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mind Mapping, what is it?

Mind mapping is not a mere diagram

that presents words, ideas, or tasks
arranged around a key concept or a
central idea. However, it is a thinking
strategy that reflects a specific life
style, and thinking strategy.

Mind mapping is a development of

David Ausubel’s (1968) advance
organizer. It is based on the
constructivism movement in which prior
knowledge is a central idea.

In mind mapping, prior knowledge is

elaborated, enriched, and developed to
involve further knowledge. Visualization
is the technique through which a person
can reflect, arrange, imagine, and
construct a new context. This process
is based on radiant ideas, associated
with other disciplines, human heritage,
experiences, and environmental contexts
to predict better future. Hence, there
is positive change that comes out of
visualization.

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 For instance, the”globe”, as a
central concept, can be mapped and
interrelated with endless radiant
concepts and associations.

E ffe ct
W hen Future B etter fu ture for all
V isio n hum ans
H ow

C ulu re
H um an herita ge
P olitic al G lob e P olitics
E c o n o m ic s E x periences
S ocial activities

C ultures
Na tional
P eo p le in d ifferen t ag es R elation s
E a rth Internation al
P roduction A ctivitie s
E nviro m ent
S pace
H um an be ings

Template (1): Globe as a central

concept with possible radiant ideas.

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 Furthermore, mind mapping is not a
haphazard activity. It should mainly
depend on a vision. It is not a mere
none-directed drawing. However, this
radiant thinking is maximized,
according to Buzan(2003).

Vision is also a central issue for

mind mapping because it:
a. Refers to planning as a base line
for learning.
b. Enhances interaction between
radiant concepts and central issues.
c. Clarifies goals, plans,
techniques, and assessment.
d. Informs time management.
e. Specifies systemic organization
of a plan based on a vision.

So, it can be visualized as a mind

mapping process for learning, as in
template (2).
Beliefs
Goals
Concerns
Aims Why Resources
Objectives Change
Vision
Future
Present

Opportunities
Writing a vision What
Positive
Negative
International Assessment
Self/ Others
National Vision
Resources Criteria
Regional
Relevence
Personal

Community
Images
Integration World wide
Utility Opportunities
with
Personal for realization 4 Others
Enviroment
Mind maps
 Template (2): Vision as a central
concept of language learning and
teaching

Vygotsky (1978) has his own

contribution to knowledge, and language
in particular; as the process by which
learners were integrated into a
knowledge community. He did not see the
world only in relation to mind mapping
concepts, “the world simply in color
and shape; but also as a world with
senses, and meaning”. The meaning
created by the learner (Vygotsky, ibid).

Hence prior knowledge, social context

and individual cognitive development

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are central issues for Vygotsky. This
philosophy, Leffew, (the internet
encyclopedia of philosophy)
http://www.utm.edu/research/iep/d/dewey
.htm#lop ).

Mind mapping and language teaching:

Buzan (2003) emphasizes that, "it

is essential to all teachers to
understand that the first lesson that
must be taught to students, is mental
literacy, learning how to learn 'the
mind map', they add as the tool".

The target of the present study is

the English Department student-
teachers. They should have to learn,
identify and practice mind mapping to
build up their own concepts according
to individual prior knowledge.

• What is the foreign language

teaching? (vision)
• What do I expect my students to know
/ perform?

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 • What are my aims/objectives of
language teaching? (aim/objectives)
• What sort of knowledge can be
managed? (content)
• What are the theories/approaches I
can adopt? (theories/approaches)
• What are the teaching/learning
strategies I can select?
(teaching/learning strategies)
• How can I assess my own performance?
• How can I assess my students’
performance?
• Where I stand? (assessment)
• How can I develop my students’
performance? (future development)

This methodological
Vision
context can be
reflected in the following template:
Evaluation

Purpose Foregin language

Learning
teaching
strategies

Content Approaches and

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theories
Template (3): Methodological concept
mind map of foreign language teaching

The ultimate aim of language

teaching and learning is creating
meaning.

In this template, each component

does interact with the others.
Components are not added to each other
to form the sum. However, they
represent endless multiplication of
relationships that can be reflected,
so, various methodological contexts are
necessarily produced.

However, in mind mapping, there

is an opportunity to expand, multiply
and, reflect prior knowledge to
establish more interactive relations.

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So, more individual reflections can be
associated with academic contexts.

C re a tin g m e an in g
C o nd u ct i ng
Vi s i o n r e se a rc h
S el e ct in g Co m bi n at i o n
s ol u ti on s A p pl i ca t io n of
Im p ro v em e n t
n e w i de a s
Fr e ew h ee l i ng
R efle cting prior
k no w le dg e
WH AT DO ES I T
Inquiring
ME AN ? Ch a n gi n g
Q u es tionin g S u gg e s t i ng at t i tu d es
s tra te gy In te rac tiv e p ro c e s s a l te r n a t iv e s Ne w te x ts
o f m e a n in g
c o n s tru c tio n
Fu r t h e r Re f le c t i ng o wnFe e li n g s
un d e r s t an d i ng pr i or Id e a s
C om m un i c a t i n g P ur po s e kn o wl e d g e Ex p re s s io n s
w it h o t h e r s
F un c ti o n al us e
E nh an c em e n t s e lf
C o m p r eh e n si o n S el ect in g e s te e m
a n a l y si s Un d e r st a n di n g l ea rni ng C r itic a l th in k in g
C re ating ow n th e t ex t s s tr ate gi es In te ra ctiv e lan gua g e
m e an ing
U s in g te c hn olo gy

Template (4) : Interactive process of

meaning construction

Mind mapping as a language learning

strategy:

In a hierarchical process for

categorization of ideas, Buzan (2003)
suggests the base of ordering ideas

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(BOIs) as key concepts for mind
mapping. This, simply, means that there
is a space left for multiplying ideas
in an interactional process, which is
blending more than one concept. So, the
focus is on the productive aspect of
learning.

In an attempt to apply
visualization and categorization to
language learning, which represents the
“scope”, learners feel the need to read
comprehensively, think strategically,
reflect ideas freely, and progress to
produce further developed ideas
creatively.So, the focus of the
learning process is production.

Furthermore, mind mapping is a

practice done by language learners who
have the freedom of action to specify
concepts/ central ideas. Then,
visualization and logical
categorization provide radiant ideas as
in template (5):

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 Clean and
healthy
enviroment

Vision

Causes
Actions
Air
Water Kinds
Noise
Pollution People
awareness
Integrating efforts
Preventation
Creating awareness

Non govermental Collecting

Solutions
Govermental Efforts Recycling
Individual

Template (5): Landscape for mind

mapping as a language learning strategy

On the other hand, in such diagram

branching, different language arts and
thinking are dealt with as an
interactive practice. For instance,
Note taking is not a memory exercise.
Buzan and Buzan (2003) see that "it has
analytical creative functions and
conversational functions". This
analytical and creative nature are
applied to most of the language
learning practices

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 When reading a text, the learner
actually understands, comprehends,
analyzes, and engages in a conversation
with the author's ideas. Throughout
this analytical process, an initiative
and clear mind map is structured.
Hence, new concepts, relations, and
ideas are elaborated in the learner's
mind. This is reflected in mind maps.

However, at the same time, there is a

continuous critical reflection on the
part of the learner. This is due to the
differences of thought between both
author and readers, because language is
basically a mental activity. This
critical interaction, with other
cognitive activities such as
identification, comprehension, and
organization dominate the visualization
of images. Then, various meaningful,
clearly structured and, categorized
mind maps are taking place.

This deep interactive thinking

process is combined with reading and
writing arts, study skills, as well as
oral interaction contexts. Out of this
cognition, speech can not be a mere

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linear process, in which messages are
exchanged to realize some linguistic
functions. However, "it involves
continual, multi-ordinate, and
innovative learning" (Buzan, 2003).

Moreover, this deep creative process

do contain linear thinking, because in
listing , sub-mental activities may
clarify their logical sequence, or
their chronological order, however,
they can not establish such interactive
multidimensional relationships taking
place in mind mapping. Further, mind
maps clarify a whole panoramic
visualization that reflects clear
images of a concept or a central idea.

Mind mapping and multiple intelligences

Mind mapping is one of the current

dynamic ways of thinking. "In mind
mapping the brain creates patterns,"
(Christison, 2002).

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 Learners actually create "a set of
themes" (Hunt and Buzan ,1999). They
add, "we all think with the same
apparatus", the apparatus works in the
same manner, and we use our thinking
machines similarly. However, while the
processing is identical, the focus for
those processes is entirely
individual". I dare say, right from the
very first moment of awareness, each
individual mind tends to have specific
styles of creating relationships
between the same given inputs.

This sheds light on multiple

intelligences. Mind mapping, combined
with, artistic intelligence, in
particular , contributes to the
visualization that takes place in the
first moment of exposure to a given
life item or a concept.

In language learning, when learners

are exposed to a text, a picture, or
any other stimulating variable,
visualization starts a comprehension
process that creates interactive
relationships between the components of
that item in an image. The learners

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have the freedom of action to relate
linguistic items to any suggested
images.

V is i o n
E x p e c t e d p r o d u c t io n

L in g u i s t ic it e m
P u r p o s e o f t e a c h in g

S u g g e s t e d t y p e s ox 3 f
in t e llg e n c e s
C o n te n t

Template (6): Relationships created

out of visualization of a linguistic
item

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 Shapes, colors, painting, and
drawing are such words that
characterize the visualization of a
diagram. So, there is a strong
relationship between dynamic mind
mapping and artistic intelligence.

Furthermore, natural intelligence is

also a common feature that supports
mind mapping categorization. Since
language is mainly one of the life
skills, learners tend to visualize,
categorize, and create language
concepts and ideas they anticipate in
relation to some authentic variables
they experience. Again, a sort of
familiarity makes it easy to learners'
visualization of language components.
Senses play a vital role in this
context. They strengthen the
relationship between, senses, mind and
nature.

Finally, mind mapping is not a

haphazard diagram. It has a common
background with mathematical
intelligence. Categorization is based
on logical sequence of ideas.
Mathematical relationships multiply
numbers. This creates endless outputs.

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In my conviction, this is more or
less , a divergent thinking process
that embraces logical and mathematical
thinking.

In my point of view; "technological

intelligence", with a special reference
to the age of knowledge, is one of the
areas that can not be ignored as a
prerequisite of this age. Activating
learners’ brains potential should be
considered by educators. More
opportunities, with even the lowest
facilities should have the priority to
utilize the learners’ technological
intelligence. Hypertexts and online
courses represent a good opportunity
for further positive construction of
new ideas. This can be easily practiced
by young learners.

Visualization, categorization, and

reconstruction of concepts and central
ideas could be interactive procedures
by e-groups' members. Thus endless
outputs can be resulted in. It is
something like "vocabulary network"
(http://anglais.facile.com/map.html).

Mind mapping and motivation:

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 When language learning is based on
practicing thinking through individual
preferences, it becomes enjoyable and
fruitful. Learning will also be related
to life, as it leads to life skills
manipulation, i.e. "deep rather than
surface learning" (Buzan, 2003). In the
early childhood, children think and
anticipate technological actions. This
feature should have priority in
language learning. Learners can be
motivated to further visualize
individual images, and thus, arrive at
self realization.

Mind mapping and SWOT analysis:

Systems diagrams, cash flow, for

casting, and risk analysis are good
techniques that incorporate to
successful mind mapping.

SWOT analysis is a powerful technique

for identifying strengths and weakness
faces. Assessment can be enhanced
through SWOT analysis.

This elaborative experience can be

shared by more than one learner. Even
visions can be shared, modified, or

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integrated. However, in mind mapping,
it should be noted that consensus is
not necessarily the group aim, but rich
experiences and attempts that develop
language abilities are more important.
So, SWOT analysis can be either
individual or collaborative problem-
solving practice.
Strengths Weakness

SWOT

Opportunities Threats

Template (7): SWOT analysis mind

mapping

The following template represents one

of the crucial issues in language
learning. Advantages and disadvantages,
opportunities and threats concerning
this issue are visualized.

Further meaning
understanding T ra d itio n a l c o n v ic tio n s
M o r e f l u e Sn tt r oe rn agl t h s W e a k n e Tse sa ec hs e r s ' i n a b i l i t y
written use of to manage with
language Impl icit gramm ae mr b e d e d s t r u c t u r e s
A u t h e n t i c p r a c t c i e ts e a c h i n g Community refusal
Self expression
Opportunities T h r e aL ta cs k o f
supervisiors'
Letter market training
performance 19
Template (8): SWOT analysis mind
mapping and the issue of implicit
grammar teaching

Mind mapping and problem solving:

Mind mapping as a learning strategy

integrates with other constructivist
strategies such as, problem solving,

Systemic approach, brain storming,

KWL….etc.

When developing language abilities,

traditionally, learners follow linear
steps to solve the problem. However, in
mind mapping problem-solving, there is
much more personal reflection of prior
knowledge, integrative with authentic,
academic, cognitive, linguistic, and

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artistic factors. So, main and minor
relations are established.

This results different alternatives

that, more or less, represents the
person’s concepts. Then more individual
reflections can be blended to formulate
collaborative ideas suggested by groups
to create alternatives for solving
linguistic and authentic problems.

Vision
Definition
Dimensions W hat
Predictng Structuring scene
Causes
difficults Expected results

Alternative 1
Alternatives
Alternative 2
How M ind m apping
Authenticity
problem -solving
Suggested steps

Personal skills
Place Priorities
Steps M y plans
Tim e
Layout

Template (9): Mind mapping problem

solving.

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Mind mapping and computer assistance:

There are hundreds of e-programs that

provide assistance for mind mapping.
However, still, they are expensive . so
,free programs such as smart draw ,
mind genius and mind mappers could be
utilized for some time by the student
teachers in visualizing their images of
various concepts and central issues in
methodology.

Applications:

The following templates are some of

the student teachers' production as a
result of applying the idea of mind
mapping to the methodology course:

Observing own
Items
performence Reconceptualaization Attitudes
Self-initiating
C hecklists
C oncepts

Identification
Self-assessment
Showing evidence Assessment

Drawing
Others' Showing evidence Diagrams
Observation
Own performence Writing reports
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Assessment as a methodological concept

D a rk a n d da m a ge d C a re fu l a nd s lo w
roa ds d riv in g
S o lu tio n s
H igh s pe e d R easons A w a re n e s s of tra ffic
rule s
A b s e nc e of tra ffic
a w a re n e s s

R o a d a c c id e n ts
D e a th
B re a k ing-dow n of
C a rs
R e s u lts s tre e ts
B us e s K in d s C a rs ' de s tru c tio n
T ra ins

Fruits
Animals
Text material
Sea Resources Kinds
Vegitables

Land Seeds
Roots

Saturated fats Growth

Unhealthy food Food Benefits
Junk food Health

Cholesterol Snacks

Diabetes Diseases Dinner

Meals
Cancer Lunch

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Text material

Priorities
Increasing number of
population with no Definition C hanging Attitudes
services
C oncepts

Idolence

illiteracy
R easons
Low awareness of
O ver population Living in new cities
social problems problem More health care
Solutions New types of jobs
More qualifications for
young people

Health care
Education
Less opportunities in Features Over crowed
Human rights
Effects Less privacy
J obs
Bad infera structure

Text material

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