Posts Tagged ‘thinking’

In my previous post I showed the first part of my boys’
story mind map, i.e. the mind map we designed together to tell the story they
were creating. We used iMindMap 5 because we wanted eventually to narrate their
story by recording audio comments on branches. That turned out to be a really
effective and creative process. Having the mind map as their main structure for
the story allowed the boys (4 and 6) to not only see the whole picture, but
also to break down the story in little chunks that they could narrate very
easily. In fact, on each branch they could record their voices narrating what
the branches represented. This was telling the story itself and by playing back
each branch’s audio comment they could listen to their story and show Mamma
(Italian for Mum) their creation and impress her!

We couldn’t upload the new version of their mind map (with
audio comments) on Biggerplate, because it is too big, but you can watch a video of their narrated story below.

I believe that this process could be extremely useful in
story writing, as it helps learners to design a coherent story and see how the
whole story unfolds in their mind map, as well as splitting the story into
branches that the learners can narrate. It will then become very easy to
transfer their story from their iMindMap 5 audio maps into paper, or a blog!

Please, leave a comment to my boys mind map, as they will be
very pleased to see others appreciate their work!

Thanks!!!

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Today I had great fun with my four and six year old boys (my two year old was also helping) in creating a story using a mind map. The whole idea came from an inspiration I had earlier from the ThinkBuzan newsletter, which encouraged parents to do fun activities with iMindMap 5, one of them being creating a story. When I read their Blog post I though it was a lovely idea, but with none of my boys being a confident writer I though it wouldn’t really apply to us. Then, I started thinking straight and realised that in mind mapping little words and many images mean greated imaginative and associative power, especially with iMindMap 5, where all you need to do to add your images is Google for what you are looking for, copy and paste into your branch. And that’s exactly what we did!

We started off by thinking of a title for our story and that was a bit of a challenge in itself, because I realised Matteo (6) didn’t really know the meaning of “Title”, but once we got through the idea that it tell what the story is about he came up with a very suitable title for their Star Wars based story (and what else could it be about?). Then, we split our mind map into four main branches; Characters, Places, Weapons and Battles. I was very pleased to find out that Matteo (a very, very reluctant writer) was quite willing to write the words on the branches and that he was quite good too! It brought back to me the power of engagement and active learning… he was excited about writing his own story, about what really interests him, so writing all of a sudden became a pleasure and not a burden 🙂

The rest was easy, because all we had to do was to Google the images the boys were choosing to make their story and paste them in the relevant branches, as you can see from the mind map we created below.

A Mind Map Story by very young learners

With the battles I asked the boys to decide who was fighting who and in what places. Basically they were beginning to storyboard their story using the power of associations that this mind map gave them. We came up with some conventions. The double arrows show who is fighting in our story, but if the arrows are red, it means the villain wins, and if the arrows are blue, the heroes are prevailing 🙂 simple but effective. The battles will take place in the places linked to each battle by the dotted arrows!

As my first attempt to mind map with my little boys I was extremely pleased to see such interest and creativity going on. Mind mapping truly is the “Swiss Knife of the brain” as Tony Buzan often refers to, and I will try to transfer my passion for mind mapping to my children more actively in the future. iMindMap 5 is a really powerful tool for mind mapping, because it allows anyone, even bad Artists like me to create very visual and effective mind maps in very little time.

A feature that we will add in the next few days to our Mind Map Story is a narration of the story following branches and by adding audio comments, another great feature in iMindMap 5. If you want to download my boys’ mind map you can find it on my Biggerplate account.

This sound like a really interesting competition. Get your kids to Rap about Science! Writing poem, rhymes and songs is a really engaging way for students to remember and understand Science concepts more deeply. In fact, writing a song which has certain parameters and with rhymes is a fantastic tool that helps learners to develop not only Literacy skills, but also thinking. A Rapper often uses his/her wit and humour to get their message across with the interesting way they have to play on words. Transferring this skill to Science is really useful, because it can help learners to represent difficult scientific concepts in a more memorable way and think deeply about the meaning of physical, chemical and biological processes as well as building their own models to consolidate understanding.

A good example is the first verse of this poem written by one of my yr 12 pupils last year:

The photoelectric effect is easy

UV light hits the metal causing it to become a little queasy

The metal releases a photoelectron without a fight

More electrons are released when the intensity is increased of the light

You can download the full leaflet about this competition launched by Hands on Science here HOS Rap competition A4

At last I have found some time to check Prezi out, and it’s even better when you can use this time to fit it in with your job. As a Field Officer at NGfL Cymru, I am trying to develop resources that give opportunities to learners and educators to explore the latest technology and its applications in sound Learning and Teaching. So, I could not leave Prezi out, especially after all the feedback I had received before I started using it myself! However, I wanted to find a use that was not just different from another way of presenting (which in my opinion is not the point and certainly not what would make Prezi stand above PowerPoint, because we’ll soon have death by Prezi if we are not careful),  but that would have real educational value and that would be an advantage to anyone using Prezi in this way!

To cut a long story short, I was wondering what it would be like to mind map with Prezi, and by mind mapping I mean following the mind mapping rules set up by Tony Buzan (the creator of Mind Mapping himself). One of the greatest advantages of Prezi in drawing mind maps is the ability to embed videos in your Prezi mind maps, something we haven’t seen before (at least I haven’t in other mind mapping software). Also, assigning a path to your mind map allows you to show and share your thought process very clearly. In this way using a Prezi mind maps could become a very effective presentation tool, but also a revision tool for your students who will need less assistance from the author of the mind map, because the sequence of events and areas of focus is decided by the path set by the author themselves! However, if a learner prefers to go at their own pace and stroll around your mind map their way, they can still do this by zooming in and out with the scroll on your mouse. You can also set the Prezi to be public and with the option to be copied by people who bump into them! So, your students could copy your Prezi mind map in their Prezi accounts and edit it to make it more suitable to their learning style, or simply add to it. Why not starting a template Prezi mind map and let the learners complete it? Then, you could share the contributions from different pupils in the class and complete your draft as a collaborative mind map created with each learner’s contributions, which is a very useful and highly effective mind mapping technique!

Click here, or on the image below to see my first Prezi Mind Map on the Kinetic Theory.

I am writing a series of lessons on refraction of light for National Grid for Learning Cymru (NGfL Cymru) and I needed a place to store the photos for a lesson starter activity in Wallwisher, so I thought I could write a blog about this and share the idea with all my readers. This blog post will also give you a preview of this series of resources and hopefully tickle your interest to follow up on the final product!

The idea is to create a wall on Wallwisher like this one and let the students add comments next to each of the images below to explain how the effect they see is produced. Basically like the famous placemat activity (I have attached a copy of the placemat version in Word at the bottom of this post).

I hope you will enjoy the activity with your classes and let me know how you have used it, the outcomes and any suggestions for improvement!
Download the Placemat activity in Word Refraction placemat (LS)

I have always been excited by the amazing potential of Deep Zoom in Education ever since I was given a demonstration by Stuart Ball (Microsoft Innovative Teachers Network, @innovativeteach on Twitter), when he showed me what the Hard Rock Cafe’ did for it’s Memorabilia. I tried to use the Deep Zoom Composer across the network in my School, but it did not work (apparently it conflicts with our RM network, any suggestions?). So, I was apparently stuck, but I wasn’t ready to give up yet and coming to a unit on Reproduction with my Yr 7 class I came up with a simple solution, which proved the inability to use the composer on individual PCs to be a blessing rather than a curse.

The objectives of the project:

–  To develop interdependence through a collaborative project in which all learners had to take into account the needs and objectives of other groups

–  To encourage collaboration between different groups by getting my pupils to develop and peer teach different aspects of Reproduction

–  To enhance Communication Skills through the creative and collaborative use of Deep Zoom, Community Clips and Movie Maker

–  To develop Thinking Skills by developing the project using the TASC Framework

The management of the project:

In the first lesson the groups were introduced to the project and were given an area of Reproduction to develop. All the work undertaken by the groups was their independent work and research and was carried out using the TASC Framework (see the TASC section below). In the second lesson one member of each group could use a PC to research appropriate images and diagrams to use in the whole class Deep Zoom composition, while the other members of the group continued the preparation of their displays and presentations. In the third lesson each group took it in turn to add their pictures to the Deep Zoom composition while the other groups worked on the scripts for their presentations. This was a very important part of the project, because, in composing a whole class Deep Zoom, each group had to take into account the contributions of other groups and make sure that their interventions would not affect negatively the work of others. This approach developed interdependence, creativity, flexibility and adaptability skills, and of course ICT skills, as every learner could use Deep Zoom Composer. In the last lesson each group used the Deep Zoom Composition made by the efforts of the entire class and zoomed in and out the relevant parts while they were explaining their topic to the class. They also recorded their presentations using Community Clips, but at this stage we became aware of a challenge. When they zoomed in or out Community Clips would skip a short bit of the narration, so when we played back the first clip, we realized we needed to pause between each zooming action. That has slowed down the narration a bit and it doesn’t sound as fluent as it could have been, but the results were still very good. The groups’ presentations could then be edited in Movie Maker to minimize the pauses introduced because of the above problem.

The impact on my students:

During the project I could witness a maturity I had not noticed before in my pupils. The class I run the project with behaved in a more responsible way than they had previously done in other projects not involving Reproduction and they were genuinely interested in discovering how their body works. I also noticed much improved behavior compared to the classes I taught Reproduction to in the past and I believe this is due to the collaborative nature of the project and the ownership the learners had not only on the format (as they could choose and collate their own photos in Deep Zoom), but also on the content, as they conducted all the research and produced all the resources they needed themselves (all I gave each group was a topic to develop). This proved to be successful, because many groups found interesting information that the usual text books did not have and that was a curiosity or a concern for some members of the group. In that my pupils were not only consuming knowledge, but became creators of a knowledge that better suited their needs and those of their peers. In addition, retention of these concepts was much higher than in the past and pupils from different groups could recall many aspects of the topics not developed by themselves, or their group.

Hi,

This is my first blog ever, so I thought it’s just fair to have as a subject the person that introduced me to Web Logging, my 10 year old nephew. As an Educator with a passion for new technologies, I enjoy watching the behavious of my nephew as he uses technology in his personal life and how much positive impact this is having in his development.

For example, last year he needed to find out how to hatch a Dragonage (at least I think that’s how you spell it) egg, so he got to his computer and searched the net to find what he needed. It was just amazing to watch him reading and selecting the information he needed. He could quickly distinguish between links that would lead him to a dead end from useful sites and in a matter of few minutes he found a detailed explanation of the procedure, applied it to his “Viva Pignata” game on his X-Box 360 and got the desired outcome. In this exercise, which he enjoyed thouroughly, he displayed and developed very useful skills, e.g. he developed his reading and comprehension skills, analysis and synthesis, etc.

Today, he was showing me WordPress and he subscribed me to it. Then he showed me how to create a blog and how he uses his blogs. Then, he needed a code from another domain in his computer, so he logged off and logged into the other partition, found the code, opened his browser, emailed the code to himself, logged in to his other domain and used the code from his email. Some of my Yr 11 pupils would not know how to do that. What was impressive wasn’t the fact he can use online email services, but the way he made technology work for him and how he solved quite a complex problem for his age.

By the way here is his blog:

aaronwyn.wordpress.com

So, has technology made him a genius? Probably not. He has always been a bright boy and has an enquiring mind, but I am sure technology has had and still has a very positive impact on his development!

Alessio