MIND MAPPING

CHALLENGE

During my last year of high school, I was asked to give several classes about political  geography to my first-year classmates, because I had the best grades in that subject, and  the group I was going to teach had low performance. The first class was a failed attempt  because I made use of slides with a lot of information and some images, but only a few  students understood, the rest didn't understand and didn't keep their attention on the subject.

SELECTION

I decided to implement another tool in my class, the mind map because in addition to being  very creative, it is more visually appealing, intuitive, and attractive. It's a representation of  the topic, but in a more didactic way, it's based on patterns and ideas, and gives them an  order of understanding, thus improving the comprehension of the topic.

APPLICATION

In the first 10 minutes of the second class, I used the information slides and as in the  previous occasion, the students lost interest. At that moment I stopped and presented them  a mental map of the topic, they seemed surprised by the sudden change so they paid a lot  of attention to the map and I could see the understanding in their eyes. I explained my map  and I didn't stop there when I finished explaining I left them an activity, which consisted of  working in small groups and making a mental map of their own. So that they wouldn't only  listen to me, but also stimulate their understanding and creativity by making a map with the  same information, but with their own design.  When they finished, I was able to review their  work and I had no doubt, they had understood effectively.

In the following classes, I taught in the same way, with mind maps, to which the group  seemed to respond effectively. At the end of my lessons, a test was given and everyone had  passing grades.

INSIGHT

I was able to understand that the use of didactic tools enhances the perception of a topic,  both the creation and interpretation of mind maps facilitate understanding. I was able to meet  the challenge effectively because of this tool.  It wasn't just that my students understood  better, but that I was able to better convey what I wanted to teach them.

APPROACH

For my challenge I couldn't have used visualization or storytelling, because what I wanted  to transmit were facts, theoretical knowledge, for this reason, it wasn't viable to launch  learning, it wasn't really possible to experiment. Of course, if it had been science classes,  the best thing would have been the launch learning, even mixing it with maps. The best tool  I used and would use again is mind maps because of their dynamism, ease of use, and  visual stimulation.


MIND MAPPING CHALLENGE During my last year of high school , I was asked to give several classes about political geography to my first - year classmates , because I had the best grades in that subject , and the group I was going to teach had low performance . The first class was a failed attempt because I made use of slides with a lot of information and some images , but only a few students understood , the rest did n't understand and did n't keep their attention on the subject . SELECTION I decided to implement another tool in my class , the mind map because in addition to being very creative , it is more visually appealing , intuitive , and attractive . It 's a representation of the topic , but in a more didactic way , it 's based on patterns and ideas , and gives them an order of understanding , thus improving the comprehension of the topic . APPLICATION In the first 10 minutes of the second class , I used the information slides and as in the previous occasion , the students lost interest . At that moment I stopped and presented them a mental map of the topic , they seemed surprised by the sudden change so they paid a lot of attention to the map and I could see the understanding in their eyes . I explained my map and I did n't stop there when I finished explaining I left them an activity , which consisted of working in small groups and making a mental map of their own . So that they would n't only listen to me , but also stimulate their understanding and creativity by making a map with the same information , but with their own design . When they finished , I was able to review their work and I had no doubt , they had understood effectively . In the following classes , I taught in the same way , with mind maps , to which the group seemed to respond effectively . At the end of my lessons , a test was given and everyone had passing grades . INSIGHT I was able to understand that the use of didactic tools enhances the perception of a topic , both the creation and interpretation of mind maps facilitate understanding . I was able to meet the challenge effectively because of this tool . It was n't just that my students understood better , but that I was able to better convey what I wanted to teach them . APPROACH For my challenge I could n't have used visualization or storytelling , because what I wanted to transmit were facts , theoretical knowledge , for this reason , it was n't viable to launch learning , it was n't really possible to experiment . Of course , if it had been science classes , the best thing would have been the launch learning , even mixing it with maps . The best tool I used and would use again is mind maps because of their dynamism , ease of use , and visual stimulation .