Mind-mapping in the EFL classroom

perceivers (left brain) take in information through analysis, observation and thinking. Active processors (right brain) make sense of an experience by immediately using the new information. Reflective processors (left brain) make sense of an experience by contemplating and thinking about it. Traditional schooling favours abstract perceiving and reflective processing. Other kinds of learning are not reflected in the curriculum and assessment nearly as much. The different learning styles show that how much individuals learn depends more on whether the educational experience fits their learning style than whether or not they are smart. Mind-mapping and multiple intelligence are both teaching techniques which try to identify with both right and left brain learning styles and they go together well. § 3.2 Multiple intelligence The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. It suggests that the Mind-mapping in the foreign language classroom, Carolien Hofland Fontys Teacher Training College Sittard 26 traditional notion of intelligence, based on I.Q. testing, is far too limited. Dr. Gardner originally proposed eight different intelligences. However, the latest research has uncovered the fact that there are 10 intelligences23: The creative and emotional intelligences 1. Creative intelligence Creativity was once thought to be a 'magic gift' possessed by only the few. Thanks to easy to use creative thinking techniques like mind-mapping and many others, we now know that it is a magic gift possessed by everyone. 2. Personal intelligence This involves your 'Satisfaction-With-Yourself' IQ. It is possible to rank very highly in certain intelligences, but still to be unhappy within yourself. By exploring the nature of Personal Intelligence your brain can become its own best friend. 3. Social intelligence Your 'Communication' IQ. Social Intelligence refers to your ability to use all your other intelligences to relate in a positive way to those most complex of all creatures – other human beings! 4. Spiritual intelligence 23 Buzan, T. Head first Mind-mapping in the foreign language classroom, Carolien Hofland Fontys Teacher Training College Sittard 27 Spiritual Intelligence is concerned with being part of the bigger scheme of things. It involves seeing the 'big picture'. Spiritually Intelligent people are motivated by personal values that involve reaching beyond their own interests to those of the community at large. The bodily intelligences 5. Physical intelligence Physical Intelligence is the remarkable coordination of intention, muscle, motor and perception systems. A healthy body equals a healthy mind. 6. Sensual intelligence It was once thought that your five senses were static and unchanging receptors of information from the world around you. State-of-the-art science now shows us that each sense is a fabulously dynamic, sophisticated and adaptable system. Each one can be developed to your advantage. Our senses adapt to various situations and can either be dulled or heightened. For example a person who becomes blind increasingly relies on his or her other senses such as smell, touch and even sixth sense. 7. Sexual intelligence Sexual Intelligence is a 'Super Intelligence'. It is a combination and manifestation of all your other Intelligences. It is not, as has been commonly supposed, a genital-led lust; it is a great driving energy which marshals all your intellectual and physical resources to ensure your survival, your family's survival, and not to mention the survival of the human race. The traditional intelligences 8. Numerical intelligence Mind-mapping in the foreign language classroom, Carolien Hofland Fontys Teacher Training College Sittard 28 This intelligence involves your knowledge of the alphabet of numbers but also the ability to explore patterns, categories and relationships by manipulating objects or symbols, and to experiment in a controlled, orderly way. 9. Spatial intelligence Spatial Intelligence is your ability to see the relationships of shapes to each other, and to see the relationship of things in space. This intelligence also includes the ability of your body to negotiate successfully the environment and the world around you. 10. Verbal intelligence This intelligence forms a major part of standard IQ testing, and consists of your vocabulary and your ability to see relationships between words and their concepts. It is vital to general levels of success in life and can be easily improved. § 3.2 Preferred ways of learning According to dr. Gardner, schools focus most of their attention on linguistic and logical-mathematical intelligence. Children who have other intelligences do not receive much stimulation in schools. Many of these children are labelled underachievers while their unique ways of thinking and learning are not addressed in a heavily linguistic or mathematical classroom. Howard Gardner suggests that teachers should present their lessons in a wide variety of ways using music, cooperative learning, art activities, role play, multimedia, field trips, inner reflection, and much more24. This way, children with different kind of intelligences are able to develop to their highest potential because they learn through their own most preferred 24 Thomas Armstrong, Multiple Intelligences in the Classroom. Alexandria, VA: Association for Supervision and Curriculum Development, 1994. Mind-mapping in the foreign language classroom, Carolien Hofland Fontys Teacher Training College Sittard 29 method. In an ideal situation there is something for each kind of intelligence in every lesson. § 3.3 Multiple intelligence & mind maps In the English language classroom, the focus is mainly on verbal/linguistic intelligence. Using mind-maps is a way to address other intelligences as well. It is possible to match and stretch. Matching involves using particular activities to adapt to well developed intelligences. For example, a word-grid activity for a pupil who has a strongly developed numerical intelligence. The exercise fits the pupil’s intelligence. Stretching involves stimulating less developed intelligences by using particular activities. For example, a roleplay activity for a pupil who has a strongly developed personal intelligence but whose social intelligence is less developed. The exercise is used to improve the pupil’s less developed intelligence. Making a mind map is a great matching activity for pupils who have a highly developed spatial intelligence. By expressing their insights on a particular subject visually, they discover how related ideas can be connected to the main subject. Pupils with highly developed personal intelligence also benefit from making a mind-map. They usually enjoy the process of exploring their own inner thoughts and experiences. Because they are consciously connected to their own thoughts and feelings, it is easy for them to use associations to remember. It is also a way to stretch pupils’ creative, spatial or personal intelligence. By using colours and shapes and using their fantasies to find associations pupils are stimulated to break their usual thinking patterns find new connections and ideas. Mind-mapping in the foreign language classroom, Carolien Hofland Fontys Teacher Training College Sittard 30 Chapter 4 Advantages and disadvantages of mind-mapping § 4.1 Advantages Through my research I have discovered that mind-maps have many advantages over classical note-taking techniques. As I mentioned in the previous chapters, the main benefit is that you use both halves of the brain which makes it easier to remember. Moreover, making a mind-map is fun. It is a creative process and a natural way to organize your thoughts. Most pupils like it because it is not boring. Making mind-maps saves time. If you would like your pupils to use this technique in class, you will first have to invest some time in teaching them the technique and practising it. However when they have mastered the technique you will see that it saves a lot of time because you only use key words and so do not have to write a lot. It will also save time because pupils will memorize the subject material much faster so it will take less time to teach it to them. Mind-maps make revision easier and faster because they are compact and brain-friendly. When you use a mind-map to revise, cramming for a test takes less time. In general it takes about two to three minutes to revise a previously made mind-map. It only takes a glance to see what the main theme is, to grasp the structure and to realize what is most important. The branches immediately give insight in what is related. A mind map makes it possible to look over and think over the different relations between key topics. This is very useful when writing an essay or developing or working out an idea. When new information is given, it is easy to add it to the mind-map. Just add a new branch. Written notes usually don’t allow you to squirt in new information. Mind-mapping in the foreign language classroom, Carolien Hofland Fontys Teacher Training College Sittard 31 § 4.2 Disadvantages Unfortunately I found that there are also some disadvantages to mindmapping. When you first start using the technique, it can be a bit awkward to make one. I discovered this when I used mind-mapping in a lesson for the first time. The third form I used it with thought it was a bit childish and started giggling and laughing about it. They thought is was weird and didn’t really see the point until I told them that mind-mapping is a technique frequently used by Microsoft’s Bill Gates25 and other multinationals. This impressed them and after that they were much more serious about it and wanted to learn the technique. Now I always use ‘the Bill Gates story’ in my introduction. Mind-mapping can also be quite time-consuming in the beginning. There is only one solution to this; practice makes perfect. The more you use the tech