Next, the student draws main branches with key words extending from this central image.
The branches represent different categories which the student perceives as being relevant to the content of the key concept of the mind map.
Many students suggest that using the mind map strategy supported their ability to effectively explore and integrate the diverse areas of their research topic and create flow and linkage amongst ideas when writing their research proposal or integrated paper.
So while many are investigating the use of mind maps as a teaching and learning tool to foster critical thinking and clinical reasoning in students, it can be utilized as a tool to promote student engagement as demonstrated in the assignments above.
A key question which needs to be further investigated with these online programs is, “do they limit the creator’s creativity in developing the mind map because of software limitations?
” While several investigators are exploring the scientific merits of mind mapping as a tool to develop critical thinking one practical way we have begun to use mind mapping to promote student engagement in the classroom is via two different class assignments. For students in our graduate physical therapy program the challenge always exists between balancing the volume of information they must know with the need to practice the application of their craft — the “hands on” aspect of the profession.
Students begin by drawing an image in the center of the paper that reflects the central theme, or topic, of the mind map which is to be created.
By placing this central image in the center of the paper it allows the student 360 degrees of freedom to develop their mind map.
As a result, you will be better prepared to deal with the problems, challenges, and obstacles that are impeding your progress as you make your way towards the attainment of your goals and objectives.
Our discussion today will delve into the mind of an outstanding critical thinker.