Group Mind Map

Creating a mind map prior to reading a text is another way to help learners consider what they already know about a topic and prepare for reading. A mind map is a graphic representation of information about a topic. In this activity, the mind map is used to help learners think about what information is already known or what one thinks they know about a topic, then referred to as one reads and checks what is addressed, what is different, and what is new. This activity could be done individually as well, but in pairs or groups, students will be able to start sharing knowledge on the topic.

Preparation

The instructor may wish to prepare a mind map on the reading to be used ahead of time to help walk students through and help guide them.

Procedure

1. The first time doing a mind map with students, guide them through the format and emphasize the different ways to approach making a mind map. a. Brainstorming what is known about a topic b. Predicting what a reading or talk will be about based on the title, abstract, or any other information c. Taking notes on a talk or reading 2. Give students the title or topic of the reading to be used for the activity. Place the topic in the middle. Each branch can be any subheading about the topic. The easiest way to start might be to use a wh- word for each branch (What, When, Where, Why,

Who, How).

When to Use It

• To promote prediction and schema setting • To give students practice in preparing to read • To give students a chance to share information on a topic • To appeal to visual learners • To help learners see how information can be grouped to show relationship

Level

Skills

Practice

Materials

Paper

Preparation Time

10 minutes

Activity Time

5–10 minutes

Topic

3. Have students work in pairs or groups to brainstorm together what they know about a topic. They should create one mind map together. 4. Once students have been exposed to the concept of a mind map, they should be able to draw one on a blank page based on the topic or title with little prompting and name the branches appropriate to their thinking. 5. Learners should then refer to the mind map as they are reading to see what items on their mind map are in the reading, correct any inaccuracies, and add any new information.

Variations

1. Have learners make individual mind maps (on the same or different readings) and have them swap their mind maps with a partner. Each learner will look at the prediction mind map and see how it compares to the reading as they are reading. 2. Have students read different articles on the same topic and see how they can join the information in the two mind maps to reflect the points in both readings.