Teachers in basic education in developing countries are faced by extreme resource limitations. Thus for both pre-service and in-service training, here is a tool that enables them to engage their learners for faster, deeper learning and lifelong learning.

1. Joel Wayne Ganibe
Dep. Team Leader for Component 2
SESDP/ Int’ Expert for Teacher HRD and Curriculum
Delivery ; ICT4E
Mindmapping

2. A knowledge product for self-learning prepared for

3.  A KEY CHALLENGE for the 21st century
teacher in his/her role as “guide on the
side” (learning facilitator) rather than
“sage on the stage” or the usual
lecturer (teacher-centered) model—
is to be able to engage and effectively
guide students with varying levels of
prior knowledge and natural learning
styles towards authentic evidences of
real learning.

4. One skill that comes to fore to the
teacher as the first “Learner” in the
learner-centered approach, is
MINDMAPPING

5.  Appeals to visual/ spatial
learners (diagrams)
 Appeals to aural/ auditory/
verbal learners (oral explanations)
 Appeals to Kinesthetic/ physical
learners (they touch it/draw it/craft it)

8. THE BENEFITS
HOW to CAPTURE IT in
your mind mapINDIVIDUALLEARNER
• Organize your thoughts clearly (this
means learner practices higher order
thinking skills such as analyzing and
evaluating and synthesizing/creating
new meaning or patterns and
relationships)
• Require a minimum of 3 levels
• Level 1 as general classification or
dimensions of the object lesson
• Understand and remember easily and
recognize patterns/relationships
among diff. ideas/concepts/topics
• Use color/symbols/ pictures/ real
objects
• See it, touch it, listen to the
explanations/
• provide the story behind
• Communicate and present effectively • Listen and Explain
• Address the questions
• Accept the feedback
• Improve

9. THE BENEFITS
HOW to CAPTURE IT
in your mind map
INDIVIDUAL
LEARNER
• Plan and run projects successfully
• See the “forest and the tree”
• Appreciate the
dimensions/facets/characteristics of the
problem and anticipate challenges
• encourages divergent (out of the
box/creative) thinking and use
prior learning in different contexts
or applications
• the first mind map should be fast and
tries to capture thoughts/ideas with or
without clear relationships to the
topic/problem
• 2nd version tries to organize the nodes
more logically
• the final mindmap demonstrates how
one grasps the topic and if the learning
objectives have been achieved
• great for self-learning
• quicker way to take "notes"
• REFLECTIVE learning
Reflection Time: “the new thing I learned
today during mind-mapping is____” (this
may refer to either content or process or
both)

10. THE BENEFITS
HOW to CAPTURE IT
in group mind mapGROUPLEARNER
• Engages everyone to participate and
contribute, collaborate
Assign nodes
(parent/child/sibling/grandchild) to every
member of the group
• appeals to all 3 kinds of learners at
once (visual, aural/audio, kinesthetic)
• Use color/symbols/pictures/ real
objects
• See it, touch it, listen to the
explanations/provide the story behind
(experiential learning)
• In the context of "solving the problem,"
encourages group "discovery" by
friendly exchanges of thoughts,
opinions, beliefs that are instantly
analyzed and evaluated and verified by
group-mates so that everyone has a
chance to find solutions
• Everyone is free to contribute and also
free to modify or change that
contribution within the allotted time
• There must be a clear class’ learning
objective; group learning objective and
individual learning objective
• —so learners are aware of “context”
and that there is always a unique
perspective from every individual that
must be drawn by the group as an asset
that can be used to the current or even

11. THE BENEFITS
HOW to CAPTURE IT
in group mind mapGROUPLEARNER
• learners exercise
communications and
negotiation skills with
each other, especially as
they present their maps to
a bigger audience and
receive feedback
• Learners learn to freely
communicate their
thoughts and react to
both positive and
negative feedback
objectively
• groups can learn from
other groups and the class
learns together faster and
deeper
• Group receives feedback
and evaluation from the
class and does self-
evaluation after their
presentation
• Learners must learn to
“frame” their feedbacks
constructively

12. the teacher as the first “Learner” and
LEARNING FACILITATOR

13. LEARNING
FACILITATOR WILL
USE Mindmaps
BY (HOW)
BEFOREthe
lessonproper
• for diagnosing prior
learning of individual
learners, and be able to
see the real "baseline“
(get them to the same
starting point) -- in order
to calibrate or adjust the
learning tasks/activities
for better alignment to
acceptable evidences of
learning
Alternately use the KWHL * diagram and the
diagnostic WIKI (What I Know Is) mindmap:
• Write the topic in the center of the board and ask the students to
identify the facets/general characteristics of that topic (answer what,
why, when, where, how based on what they know or think they know)—
these are the level 1 nodes or what I want to call the “children” since th
central idea or topic is the “mother”.
• Ask each one to contribute a node or aspect or bit of knowledge on the
topic; to “break it apart” into more details-or maybe a group can name
the “children”, next group will put up the “grandchildren” (level 2) and
the next shall do the “great grandchildren” (level 3) so there is an
immediate attempt to “attack” the problem together. Use your creativit
to make it fun, like simulating a shark feeding frenzy or ants swarming
an enemy or food prey.
• This should be a quick activity or appetizer to gel the groups together;
no need for deep analysis, just a casual situationer of the beginning lev
of knowledge; it is a warm up that signals the new challenge they will
tackle/discover on their own.
*KWHL (what do we KNOW about this topic; what do we WANT to know (remember, understand, apply, analyze, evaluate); HOW
will we know that we “know”(evidence) and what will be our LEARNing strategy)

14. LEARNING
FACILITATOR
WILL USE
Mindmaps
BY (HOW)
BEFOREthe
lessonproper
• for
establishing
learning
objectives and
assessment
standards in a
participatory
manner
Use as diagnostic/ WIKI mindmap:
• This can begin your SCOPING or focusing on what the class mu
really learn together, in class (but they are free to learn more o
their own if they want)
• Now its good to lock it down into WALT (we are learning to), an
agree on the learning objectives based on where the big lesson
are going. (big goal; see UbD)
• This is also a good opportunity to involve your students into
identifying the acceptable evidences/indicators that the
objectives are met. This could include new vocabulary, mental
images, skills, etc.
• Lock down the agreements into the assessment rubric (what
everyone will be looking for as evidence of learning)
• Proceed with the learning activities/tasks
*KWHL (what do we KNOW about this topic; what do we WANT to know (remember, understand, apply, analyze, evaluate); HO
will we know that we “know”(evidence) and what will be our LEARNing strategy)

15. LEARNING FACILITATOR
WILL USE Mindmaps
BY (HOW)DURING
thelesson
• for presenting the road map for
discovering the lesson in the
target dimensions/facets/angles
of observation, analysis and
evaluation
• Remind/focus on what we are
trying to learn, how will we
learn this and how we will
evaluate our
learning/knowledge/ skills level
achievements or progress…
The mindmap now is used by the teacher
to process or synthesize and validate what
the students are learning through the
activities.
• note than more than just a handy
lecturing tool by the teacher, the
mindmap is best done by the students
themselves and the teacher can guide
them so that the orders are correct;
lead questions can help them correct
themselves.
• Help them distinguish a “mother
idea/concept” from a “sibling
(brother/sister) and “child/grandchild”
Does not need powerpoint, can use the blackboard or big sheets of paper or white board, or even the ground
and a stick and different available objects.; for more lucky ICT enabled classes you can use more tools/apps

16. LEARNING FACILITATOR
WILL USE Mindmaps
BY (HOW)DURING
thelesson
• demonstrate the "ways" or lenses
of looking at things (example: what,
when, where, why, how or the 2
sides of a node: positive and
negative)
These are the level 1 nodes of the mindmap;
let the class proceed with level 2 and 3 on their
own
• Provides a formative assessment
opportunity during supervision of
individual or group mind-mapping.
• Facilitator can "see" individual and group
thinking processes as they construct their
mindmaps using all available references and
can provide more clues or encouragement
to the learners as they "LEARN FOR
THEMSELVES"
• Can clearly communicate that
LEARNER’s are responsible for
gaining the most out of the
learning activities and for them to
purposely make proper use of time,
available resources and group
dynamics (leadership, listening with
respect to each other, participation
but at the same time, focus on the
learning goals and objectives)
• Instead of reading to the class and merely
telling them what they can read themselves
from the textbook, allow them to construct
their mindmaps using all available resources
they can find; especially real
objects/samples/situations;
• Clarify that they must learn to ask good
questions and strategize how best they can
DISCOVER the best configuration for their
mindmaps.

17. LEARNING FACILITATOR
WILL USE Mindmaps
BY (HOW)AFTER
thelesson
• provides an artifact or evidence
of individual and group learning
progress that can be included in
the class or individual "learning
portfolio"
Use mindmaps as “Galleries” or exhibits so
that the groups can compare, analyze and
evaluate; other teachers or classes can
also see; the creators can be proud and
more confident; even parents can come
and visit and appreciate the works.
• provides a fair, grounded
summative evidence of learning
in terms of group processes/
dynamics; individual's
participation, leadership, and
actual subject matter
competence
Refer to RUBRICS; include in final score the
feedback of group-mates, other groups so
they know their feedback really counts
and are important.
• can measure not just what the
learners remember, understand
and apply (lower order thinking
skills) but also how they can
Evident by the levels of nodes in the
mindmap, the way the ideas are classified
and content prioritized.