1. Year 11 PSHE Mind mapping Why is it so good? How can it be used for effective revision?

2. Learning  PSHE sessions this year are designed to enable you to develop useful study skills an also to help you through some of life’s tricky problems  Today the focus is on revision

3. By the end of the lesson you should be able to…  Know what a mind map is  Discuss why this technique is better than some other revision strategies  Understand how to make a good mind map  Understand how it is a useful tool for learning and revision  Consider how you will use mind mapping for different subject areas

4. An example of how to do it  Look at the next few slides carefully  An 8 year old was asked to write a list about something he liked doing – an ideas dump  Then he turned this list into a mind map

7. What do you think?  Which version looks better?  Which version is easier to understand?  Notice that the main themes come out from the central title and that more detailed explanations come out of the “nodes”  Also the idea is to provide brief trigger words not whole sentences

8. Technical bit  Experts tell us that mapping the information is the best way for our brains to learn  Why? Because the brain is organised just like a gigantic mind map  Although mapping is harder than some other learning techniques you will soon pick it up.  Why? Because you are all clever people

9. Now you try doing this  Pair up with someone  Choose a hobby, interest, subject, film, member of the family, anything!  Ideas dump first – 5 minutes  Then try mind mapping your ideas but do not show your partner – about 10 minutes  Use A3 paper (landscape) and write on the lines

10. Explain to a partner  Using your finger trace along the lines and explain your topic to your partner  Have a pen ready in case you want to make additions – then go back to your finger  The “listener” should not interrupt but can ask questions for clarification – try to take an interest!

11. Discussion  How did you find this?  Did you follow your partner’s explanations closely and easily?  Do you remember more by doing this than you would have done by just having a chat?  Could you draw out a lot of their map from memory?

12. If there is time  Have a go at drawing out your partners map from memory  Then compare with the original version

13. Review Discussion and conclusion  What do you think of mapping?  Will you use it for revision?  Discuss with a partner or the whole class which subjects and topics you will use it for.