Design Innovation with Rubric Evolution on Mind

Mapping Ideology

Assignment Type: Mind Maps     What is it   Mind mapping is a creative and logical means of note-taking that "maps out" your ideas in free-form. They  are non-linear representations of how you connect ideas and concepts. They are useful for creative thinking  and brainstorming. All mind maps have some things in common. They have a natural organizational  structure that radiates from the center and use lines, symbols, words, color and images according to simple,  brain-friendly concepts. Mind mapping converts a long list of information into a colorful, memorable and  highly organized diagram that works in line with your brain's natural way of doing things. The illustrate  associations between ideas or topics that radiate from a central theme, topic, or concept.     Why use it   Mind mapping assignments can increase student’s achievement and knowledge retention because students  are constructing knowledge. Mind maps help students learn information by forcing them to organize  information and allow them creativity by the addition of color and images. These types of maps have been  shown to lower extrinsic cognitive load because students are creating a two-dimensional space to tie ideas  and concepts together. They allow students to create visual images to make information more meaningful  and allow for deep learning to occur.     How to use it

  Mind maps can be used for a variety of purposes including:

  Note taking

  Brainstorming (individually or in groups)

  Problem solving

  Studying and memorization

  Planning

  Researching and consolidating information from multiple sources

  Presenting information

  Gaining insight on complex subjects

  Jogging your creativity

  Start in the middle of a blank page, writing or drawing the idea you intend to develop. I would  suggest that you use the page in landscape orientation.

  Develop the related subtopics around this central topic, connecting each of them to the center with  a line.

  Repeat the same process for the subtopics, generating lower-level subtopics as you see fit,  connecting each of those to the corresponding subtopic.

  Some more recommendations:

  Use colors, drawings and symbols copiously. Be as visual as you can, and your brain will thank you.  I’ve met many people who don’t even try, with the excuse they’re "not artists". Don’t let that keep  you from trying it out!

Design Innovation with Rubric Evolution on Mind

Mapping Ideology

  Keep the topics labels as short as possible, keeping them to a single word – or, better yet, to only a  picture. Especially in your first mind maps, the temptation to write a complete phrase is enormous,  but always look for opportunities to shorten it to a single word or figure – your mind map will be  much more effective that way.

  Vary text size, color and alignment. Vary the thickness and length of the lines. Provide as many  visual cues as you can to emphasize important points. Every little bit helps engaging your brain.

Considerations   Acknowledge that some students may feel uncomfortable with this type of assignment. Some may fear that  their thought process is inadequate or that they have to be an artist to add creativity to their mind map. In  addition, mind maps may not be an effective learning tool for all students since some may like to create  linear lists. Prepare students well for what is expected of them. You may want to consider creating a  narrated presentation on mind mapping and walk them through your expectations and the steps involved in  creating a mind map. Also consider posting examples of mind maps to further assist students.     Instruction and Assessment   Providing clear instructions on how to create a mind map is essential. There are many concept mapping  programs available. Many programs offer a 30-day free trial, but others are free to download and utilize. In  addition, many have tutorials built into the website to help you get started. A few free programs available  for creating mind maps are

  Edraw Mind Map

  Blumind

The software listed have many embedded features to help you with constructing your mind map and both  available for MAC and PC users.  Students may be apprehensive about using a software package to create their mind map. They can also  create them by-hand and scan the image to submit for feedback and/or grading. Some students may feel it  is easier to construct them by hand because this allows for a free flow of ideas.   Please encourage students to start their mind maps early, since they may have questions as they start  brainstorming.   You may want to consider having students create mind maps on a topic and post to a discussion forum to  generate dialogue on the similarities and differences between the maps.     Level of Bloom’s Taxonomy: Sample Action Verbs   Assignments using mind maps are probably best constructed to work toward accomplishment of learning  outcomes at lower cognitive levels. Here are a few examples of action verbs from the relevant levels of  Bloom’s cognitive domains:

  Remembering: Identify, List, Record, Show

  Understanding: Associate, Characterize, Review

  Applying: Construct, Illustrate, Investigate, Relate

Resources

  Difference Between Concept and Mind Mapping

  This articles explains and provides relevant examples of the differences between concept maps,  mind maps, and argument maps. A table is provided to highlight the differences in purpose,  structure, level of abstraction, nodes, linking devices, linking words, and language that is utilized to  create the three types of mapping activities.

  Reference: Davies, M. (2011). Concept mapping, mind mapping and argument mapping: what are  the differences and do they matter?

Design Innovation with Rubric Evolution on Mind

Mapping Ideology

Mind Mapping Website

  The website provides information regarding the theory behind mind maps, uses of mind  maps, and software tips and reviews. The website contains numerous links to relevant  mind mapping websites to further help you provide examples and instructions on how to  create one.

     The Mind Map Book: How to Use Radiant Thinking to Maximize Your Brain's Untapped  Potential

  A comprehensive text on mind mapping divided into five sections natural architecture,  foundations, structure, synthesis, and uses. The text is rich with information, examples, and  exercises to help you understand mind maps. It offers exciting new ways of using and  improving memory, concentration, and creativity in planning and structuring thought on all  levels, in order to accelerate the ability to learn, remember, and record information.

Rubric Grading Evolution:                  On the left side, the criteria describe the key elements of a student work or product. At the top,  the rating scale identifies levels of performance. Under each section of the rating scale, the indicators  provide examples or concrete descriptors for each level of performance.

Rating Scale For Performance Levels

4  3  2  1

Criteria

that

describes

the

product

Criterion 1

Criterion 2

Criterion 2

Indicators for each performance level & Criterion

List all the possible criteria you might want students to demonstrate in the assignment. Include criteria for  the process of creating the product and the quality of the product.

Decide which of those criteria are “non-negotiable.” Ideally, your rubric will have three to five performance  criteria. If you’re having a hard time deciding, prioritize the criteria by asking:

a. What are the learning outcomes of this unit?

b. Which learning outcomes will be listed in the rubric?

c. Which skills are essential at competent or proficiency levels for the task or assignment to be complete? d.  How important is the overall completion of the task or project?


Design Innovation with Rubric Evolution on Mind Mapping Ideology Assignment Type : Mind Maps What is it Mind mapping is a creative and logical means of note - taking that " maps out " your ideas in free - form . They are non - linear representations of how you connect ideas and concepts . They are useful for creative thinking and brainstorming . All mind maps have some things in common . They have a natural organizational structure that radiates from the center and use lines , symbols , words , color and images according to simple , brain - friendly concepts . Mind mapping converts a long list of information into a colorful , memorable and highly organized diagram that works in line with your brain 's natural way of doing things . The illustrate associations between ideas or topics that radiate from a central theme , topic , or concept . Why use it Mind mapping assignments can increase student ’s achievement and knowledge retention because students are constructing knowledge . Mind maps help students learn information by forcing them to organize information and allow them creativity by the addition of color and images . These types of maps have been shown to lower extrinsic cognitive load because students are creating a two - dimensional space to tie ideas and concepts together . They allow students to create visual images to make information more meaningful and allow for deep learning to occur . How to use it  Mind maps can be used for a variety of purposes including :  Note taking  Brainstorming ( individually or in groups )  Problem solving  Studying and memorization  Planning  Researching and consolidating information from multiple sources  Presenting information  Gaining insight on complex subjects  Jogging your creativity  Start in the middle of a blank page , writing or drawing the idea you intend to develop . I would suggest that you use the page in landscape orientation .  Develop the related subtopics around this central topic , connecting each of them to the center with a line .  Repeat the same process for the subtopics , generating lower - level subtopics as you see fit , connecting each of those to the corresponding subtopic .  Some more recommendations :  Use colors , drawings and symbols copiously . Be as visual as you can , and your brain will thank you . I ’ve met many people who do n’t even try , with the excuse they ’re " not artists " . Do n’t let that keep you from trying it out ! Design Innovation with Rubric Evolution on Mind Mapping Ideology  Keep the topics labels as short as possible , keeping them to a single word – or , better yet , to only a picture . Especially in your first mind maps , the temptation to write a complete phrase is enormous , but always look for opportunities to shorten it to a single word or figure – your mind map will be much more effective that way .  Vary text size , color and alignment . Vary the thickness and length of the lines . Provide as many visual cues as you can to emphasize important points . Every little bit helps engaging your brain . Considerations Acknowledge that some students may feel uncomfortable with this type of assignment . Some may fear that their thought process is inadequate or that they have to be an artist to add creativity to their mind map . In addition , mind maps may not be an effective learning tool for all students since some may like to create linear lists . Prepare students well for what is expected of them . You may want to consider creating a narrated presentation on mind mapping and walk them through your expectations and the steps involved in creating a mind map . Also consider posting examples of mind maps to further assist students . Instruction and Assessment Providing clear instructions on how to create a mind map is essential . There are many concept mapping programs available . Many programs offer a 30 - day free trial , but others are free to download and utilize . In addition , many have tutorials built into the website to help you get started . A few free programs available for creating mind maps are  Edraw Mind Map  Blumind The software listed have many embedded features to help you with constructing your mind map and both available for MAC and PC users . Students may be apprehensive about using a software package to create their mind map . They can also create them by - hand and scan the image to submit for feedback and/or grading . Some students may feel it is easier to construct them by hand because this allows for a free flow of ideas . Please encourage students to start their mind maps early , since they may have questions as they start brainstorming . You may want to consider having students create mind maps on a topic and post to a discussion forum to generate dialogue on the similarities and differences between the maps . Level of Bloom ’s Taxonomy : Sample Action Verbs Assignments using mind maps are probably best constructed to work toward accomplishment of learning outcomes at lower cognitive levels . Here are a few examples of action verbs from the relevant levels of Bloom ’s cognitive domains :  Remembering : Identify , List , Record , Show  Understanding : Associate , Characterize , Review  Applying : Construct , Illustrate , Investigate , Relate Resources  Difference Between Concept and Mind Mapping  This articles explains and provides relevant examples of the differences between concept maps , mind maps , and argument maps . A table is provided to highlight the differences in purpose , structure , level of abstraction , nodes , linking devices , linking words , and language that is utilized to create the three types of mapping activities .  Reference : Davies , M. ( 2011 ) . Concept mapping , mind mapping and argument mapping : what are the differences and do they matter ? Design Innovation with Rubric Evolution on Mind Mapping Ideology Mind Mapping Website  The website provides information regarding the theory behind mind maps , uses of mind maps , and software tips and reviews . The website contains numerous links to relevant mind mapping websites to further help you provide examples and instructions on how to create one .   The Mind Map Book : How to Use Radiant Thinking to Maximize Your Brain 's Untapped Potential  A comprehensive text on mind mapping divided into five sections natural architecture , foundations , structure , synthesis , and uses . The text is rich with information , examples , and exercises to help you understand mind maps . It offers exciting new ways of using and improving memory , concentration , and creativity in planning and structuring thought on all levels , in order to accelerate the ability to learn , remember , and record information . Rubric Grading Evolution : On the left side , the criteria describe the key elements of a student work or product . At the top , the rating scale identifies levels of performance . Under each section of the rating scale , the indicators provide examples or concrete descriptors for each level of performance . Rating Scale For Performance Levels 4 3 2 1 Criteria that describes the product Criterion 1 Criterion 2 Criterion 2 Indicators for each performance level & Criterion List all the possible criteria you might want students to demonstrate in the assignment . Include criteria for the process of creating the product and the quality of the product . Decide which of those criteria are “ non - negotiable . ” Ideally , your rubric will have three to five performance criteria . If you ’re having a hard time deciding , prioritize the criteria by asking : a. What are the learning outcomes of this unit ? b. Which learning outcomes will be listed in the rubric ? c. Which skills are essential at competent or proficiency levels for the task or assignment to be complete ? d. How important is the overall completion of the task or project ?