Using mind maps to reflect on learning throughout a topic

I am a big fan of using mind maps as a way of tracking learning and understanding. I always use mind maps in Science lessons and we always create a new mind map at the start of each topic. I encourage pupils to use their mind map as a ‘working document’ and to be constantly updating them throughout the topic.

In order to track what they have learnt, we do our mind mapping in stages.

Start of topic:

  • We begin our mind map by adding anything we already know about the topic.
  • We highlight or shade in with pencil crayon anything we have added.
  • In a corner of the page, we write WINK (What I Now Know) and the date.

Research-based lessons:

  • At the end of (or during) a research-based lesson, pupils have the opportunity to add anything new that they have learnt about the topic to their mind map.
  • Again, we highlight or shade in with pencil crayon anything we have added, but in a different colour.
  • In a corner of the page, we write WINK (What I Now Know) and the date.

Throughout the topic:

  • I provide opportunities at the end of lessons to update the mind map.
  • The updating is always in a different colour and I always emphasise the importance of writing the date with WINK.

End of topic:

  • A final opportunity to reflect on their learning throughout the unit or topic takes places (again in a different colour).
  • The result is a somewhat colourful mind map that should be full of key words and essential information that can be added to and used for revision purposes.

Why I like using mind maps throughout topics.

  • It isn’t resource-heavy (just highlighters or colours, a ruler and something to write with and on).
  • It is an easy way to track learning. I can see what has been learnt when.
Advertisements

5-4-3-2-1 Summary

Independence displayThis is a really quick way for pupils to summarise their learning. I tend to use it at the end of a lesson where I have introduced a new concept. At first pupils find it hard, but they soon get the hang of it. I have used it in a range of subjects and find it an effective reflective tool for pupils that requires no additional resources (I have a little sheet to stick in but this isn’t necessary) or much additional time – pupils can do it before they hand in work.

All pupils do is summarise a new concept or a topic in 5 words, then 4, then 3, then 2, then 1. Simple! It makes them think about the key points and what is most important. Hopefully they are then more familiar with it when we revisit it later in the topic or they come across it in another context.