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Accelerated

Description of the Good Pr

Accelerated Learning: Mind

and ICT competences. It als

meet the needs of the lea

teaching to support learning.

This example teaches the

mapping to assist young p

and use their own creativity

problems, the technique crea

user and improves the memo

This resource is a book1 on

Entry Level to Masters Degre

1Accelerated Learning in Practi

Ltd

Students get really

they get familiarunderstand the prin

mind mapping

1

learning in practice - Mind mappin

ctice

appingallows the learner to a develop ra

allows the teacher to

ner, provide effective

technique of mind

ople to think globally

to solve and evaluate

tes logical links for the

y of the activity.

how to implement mind mapping into the

.

ce ISBN 1 855 39 048 5- Alister Smith, Network Ed

xcited once

with it andciple behind

g

nge of Creative

curricula, from

ucational Press

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Target group used for piloti

The characteristics of the be

vision of an activity (dyslexi

those who have attention/me

Testing was conducted at W

they felt it a useful method p

knowledge and experience,

useful to give them the key

Another teacher felt it provid

life experience with the them

Other testing was done by A

technique often used in th

learning given the fact that m

put the information, provided

Competences that can be d

Mind mapping is adaptable

target groups. The selectors i

and demonstration of a range

WBK felt Mind mapping supp

It motivates and engages al

learners is promoted. Learn

towards their learning goals

WBK made some recommen

first step think(try to do it alo

second step (bring your ide

This gives students a fine o

skills and to be sensitive to t

members in a group.

2

ng & testing

eficiaries are as follows: those who bene

), those who have difficulty with literacy

ory difficulties.

BK by teachers of a range of subjects. In

articularly with students who are not able

s it brings out what they know. One teac

ords so that it is easier for them to fin

s a bridge for disadvantaged youngsters

s of the curriculum.

rcus College on different target groups as

ir institution. The testing revealed that

ind mapping offers a certain framework in

hey exercise filling a mind map several tim

eveloped

to any learning situation and can be us

dentified that mind mapping can support t

of competences.

orts development of independent learning

l learners. Cooperation, teamwork and s

ers see and understand how well they

ations for the use of Mind mapping as follo

ne)

s together)

pportunity to train cooperative

e ideas and opinions of other

Students e

given the

mapping o

ramewor

can put th

provided t

filling a mi

times

it from a global

/language, and

their feedback

o express their

her said it was

d their points.

o connect their

it represents a

students enjoy

which they can

s.

d with various

e development

nd study skills.

pport between

re progressing

ws:

njoy learning

act that Mind

fers a certain

in which they

information,

ey exercise

nd map several

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Teaching methods used

The use of mind mapping pro

be aware of the fact that the

participants. Furthermore, Te

the info on the mind map sh

starting to fill in the mindma

using Smart Board, one to o

placed at the centre of the

branches of a tree. You can u

Facilitate individual productio

of the box. Use of colour, tex

Mind mapping makes it possi

for other associations. In this

images both parts of the br

everything more efficient.

More information on this good

For further use and reference

Organization: DONCASTER

3

motes a simple way of processing informati

rinciple of mind mapping should firstly ma

chers/instructors should make clear to wh

ould be. These constraints should be ma

e.g.whole group interactive demonstrati

e discussions use of worksheets. The

ap. All aspects are placed around this

se numbers, arrows, colours e.g. to order.

n of a simple mind map, encourage stude

ure, drawings etc. to maximise understandi

ble to follow the side paths. Each new ide

manner the mind map grows. By using s

in process the information. This helps u

practice is available via www.don.ac.uk

please contact: Carole Colvin

OLLEGE, UK

on. One should

de very clear to

t level of detail

e clear before

n of examples

entral theme is

ubject like the

ts to think out

ng.

creates space

mbols, colours,

s to remember