Mind Mapping Techniques for Accelerated Learning

Kimberly Contreras has been a freelance writer since 2005. She has written for several websites on women's issues relating to self sufficiency, single parenthood, small business and marketing. Contreras attended the University of Maryland where she studied English and journalism. By Kim Contreras, eHow Contributor
updated May 20, 2011

Mind mapping improves study skills by linking ideas and concepts.
An accelerated learning environment reinforces natural learning processes through fundamental elements modeled for active learning. These elements are based on principles engaging the whole brain to learn, retain, recall and apply knowledge effectively. Mind mapping is an essential sensory element applied in accelerated learning to aid in the effective organization and comprehension of information. Mind mapping techniques suited to individual learning and processing styles cue the brain to recall information by linking and connecting associations with sensory stimulation.

Preparation
Creating a desire to reach a goal and a belief to achieve it will motivate the mind for learning. Thinking positively promotes learning and the retention of information. Understanding your learning style and information processing type will help in structuring and enhancing mind maps to learn effectively with the whole brain. Speed reading, through material beforehand, provides an outline and structure for note taking. In addition to the material outline, include existing knowledge or questions pertaining to the topic. Central idea(s) or titles should be prominently placed in the center of the page and circled. Main subheadings branch out from the central idea like a tree branch. Subheadings branch out into additional facts or ideas.
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Learning

o Application Implementing the enhanced mind mapping techniques based on individual learning styles will increase the effectiveness of study skills. with only a glance at a page. making it easier to remember and connect ideas.com/info_8457037_mind-mapping-techniques-acceleratedlearning. Graphics. The visual cues introduced are connected to individual perceptions and connections. linking ideas and concepts to the outline as cues. Used effectively. speed reading and comprehension. Symbolic link nodes expand and support branched key phrases with files and additional notes. effectively triggering the memory. assists with the ability to retain while organizing and recalling information due to the similar sound pattern within the brain. Auditory cues from mnemonics and patterned sounds further contribute to information retention. through examinations and discussions. particularly Baroque. Information and notes are incorporated into the mind map. Exhibiting knowledge. o Read more: Mind Mapping Techniques for Accelerated Learning | eHow. Branch tips contain additional subheadings that list brief summaries and answers. allows for analysis of thorough comprehension and mind mapping technique success.html#ixzz1Oc7IaMEd How to Draw Concept Maps Draw Concept Maps Draw concept maps to help teach your students. images and colors separate and emphasize ideas and confirm understanding of information. Building the mind map foundation with visual symbols cues the mind to link keywords or phrases with ideas and concepts.ehow. Boundaries identify and segment information without interlinked relationships. Listening to music. Introducing the mind maps for review at regular intervals increases the probability of retaining the knowledge for rapid recall in the brain's long-term storage memory. o Retention Retaining information requires an understanding or a relationship.com http://www. will improve learning skills. Concept maps help tie ideas together into a hierarchy and reveal the way the student thinks about the concept and envisions the connections between prior knowledge and the information in the textbook.Speed reading teaches the mind to receive information in clumps. o Recall Mind mapping develops the brain's ability for photographic recall. .

o 3 Tell the student to look for words with more lines coming to them and have her circle these words because they are more central. o 4 Instruct the student to rewrite the chart with the circled words and lines reorganized into a flowchart/tree to make the associations neater and more obvious. Have him choose the strongest associations (lines) and retrace those lines with pen to make them darker. The student may wish to go beyond the text by including ideas and examples that come from her own thoughts generated by the reading.Things You'll Need • • • • 2 pieces of paper Pencil Pen Text to read/interpret/analyze 1. he should start to notice a pattern emerging that creates a hierarchy based on the way he sees the list and ideas in the list. o 2 Tell the student to draw lines linking the various concepts. Those central ideas focus on an idea that is even more central. Arrows are added to lines drawn between ideas to show lineage as the ideas descend from the central idea. based on his experience synthesized with the new information. This process may include ideas that are up to three or four ideas deep. The most centralized idea becomes the main idea to which the circled ideas link. o 5 . o 1 Instruct the student to make notes of the main ideas in the readings along with the concepts and anything else she learns from the textbook. As the student does this. These notes are written on paper together in no particular order.

Examine and discuss the differences in the charts among students to see their reasoning and highlight charts that model the concepts in different ways and still demonstrate higher-level thinking (according to Bloom's taxonomy). Feel free to try this method using vocabulary from a textbook chapter to make it more interesting and tie together or review concepts in light of student prior knowledge .

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