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Doug Peel explores mind maps

Mind maps are a fantastic way of presenting information in a style that reflects the way we naturally connect ideas and experiences in our brains. Head of Department and TagTeacherNet member Doug Peel talks here about his experiences of using mind maps to help plan his own work and those of his pupils.
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Doug Peel
 I became interested in mind maps after reading Tony Buzan's book "Use your Head" in 1992. The concept was intriguing, but it was only until I had to process, sort and remember large amounts of information during my teacher training that I truly became aware of the benefits. Armed with my 12 felt tips and large pad of plain paper, I recorded almost all of my notes taken using mind maps during this time. I did feel a little ridiculous since everyone else took notes in a more traditional style, but I persevered.
I look back at these notes with some enjoyment. They appear more artistic than traditional notes. They are easier to take in at a single glance. They are read from the centre of the diagram outwards. They convey information by triggering associations in the brain using small phrases or keywords. This matter is crucial to their working. By using the brain's own natural mechanism for memory by association they offer students a method of recording information in a more meaningful, creative, and enjoyable way. Thus, they stimulate both sides of the brain, which is obviously beneficial when trying to study, develop or consolidate ideas.

To enlarge this picture, click here.

Although at first glance they appear to be just 'brainstorms' or 'spider diagrams', it is important to note some key differences:

  1. Colour is important in segregating different areas of information.
  2. The use of text is kept to a minimum, using a keyword to associate ideas.
  3. Pictures and symbols are important 'hooks' for the brain to associate with. As your use of mind maps increases you invent your own giving your mind maps a unique style.
  4. The mind map is 'living' document and it is important to add to it or redraft the map if necessary.

Brainstorming, making notes and summarizing are all regular parts of the educational diet of our youngsters. We do not, however, seem to specifically address the area of note taking as a key area of the curriculum. It has become a given. You are supposed to know how to sort out information in an efficient way.

I have used mind maps in the classroom. Their success however, appears to be directly proportional to the time spent discussing, developing and practising the concepts of mind maps. With time a precious commodity, I cannot spend enough time developing these skills. My school's PSHE curriculum seems the perfect place to develop them, but without a common ethos in the school towards studying and note taking, any material would be at best taken up by a handful of individuals who would probably have a high degree of study skills and motivation anyway. If we want to improve study and note-taking habits, we have to teach and address them specifically. Mind maps are a powerful tool and deserve to be integrated into curriculum time. However, until we examine our own studying and note-taking habits I doubt there will be much change. So have a go . . .