Don’t throw the baby out with the bathwater

Posted by Faizel Mohidin on May 2, 2010 in Mind Mapping | 1 comment

There are many websites and resources on Mind Maps and Mind Mapping. Many of them are excellent, including the ones by Tony Buzan, the inventor of the Mind Map.

Why then do I have the audacity to have my own websites on the subject? I’m not a full time Mind Map professional. In other words, ‘I have a day job’.

Well, I’ve been Mind Mapping for over twenty years now and I’ve given a bit of my history on MindMapTutor.com before. Mind Maps have helped me in all walks of life, including studying, learning, writing, reading, presentations, meetings, problem solving, teaching… the list goes on and on.

During the various uses of Mind Maps in my daily life, I’ve exposed many people to Mind Mapping. I’ve given classes and have written extensively on the subject. I’ve shown people the Mind Maps Principles, the Steps in creating a Mind Map and even pointed them to learning by example, exactly as I am doing to you now.

When encountering Mind Mapping for the first time, there is almost a sense of euphoria about how magnificent it is.

Yet, months and years later, most people go back to their old inefficient, boring, linear ways.

Change is simply to difficult!

My solution to the problem is a relatively simple one. Yet I don’t see many of the Mind Map gurus mentioning this; And for very good reason. They have too much invested into Mind Mapping.

While I believe Mind Maps and Mind Mapping knocks the socks off any other method when it comes to using your brain to do anything (which is pretty much everything that you do), I believe that simply throwing away your old linear ways won’t just happen overnight.

It may take years to get proficient at Mind Mapping and trust it for all your notes. You may be scared to ‘let go’ of your linear notes.

My article on the psychomotor domain of Bloom’s taxonomy illustrates what it takes to learn a new skill.

My suggestion is simply this:

Don’t throw away your linear notes! Simply create Mind Map summaries of those notes and use them in conjunction with your linear notes.

You now have the best of both worlds.

Simple?

This may sound too simple to be true, but it works. You may even want to brush up on your linear note taking methods. This may sound like  sacrilege to some Mind Map purists, but don’t worry; It’s ok. You’ll live. In fact, your Mind Mapping may even thrive!

I’ve written about the Cornell Method, a structured linear note taking method, on UsingMindMaps.com. Have a look at it. Try it. And please feel free to comment on this post. I’d like to hear your results.

The Cornell Method enables you to make use of Key Words, Topic Sentences and structure. Cornell Notes translate nicely into Mind Maps and vice-versa. In most cases you will have to produce Linear Notes in an examination. The ability to translate between Mind Maps and Linear Notes seamlessly will give you a better guarantee of excellent results.

By combining structured linear notes and Mind Maps, you naturally combine your logical, analytical brain and your artistic, creative brain. You end up with a holistic method that ensures that your whole brain is used for maximum results.

We’d really like to hear your stories on Using Mind Maps in your daily life. You can post your own article on our Website and we will publish it for you, so that you can also be a part of the World Wide Web.

Bloom’s Taxonomy – The Psychomotor Domain and Mind Mapping

Posted by Faizel Mohidin on Apr 24, 2010 in Mind Mapping, Mind Maps in Education, Personal Mind Maps | 0 comments

I’ve had a few comments about the last few articles being a bit too academic. Words like taxonomy, cognitive, psychomotor, etc. don’t roll easily off the tongue.

I’ve tried to make it as simple as possible and to paraphrase the great Einstein, ‘I’ve tried to make it simple enough, but not too simple‘.

I will nevertheless publish an article summarising all of this next week in one simple to read article. I am putting together a Mind Map of the article at the moment and hope that all the principles of the three domains can be reflected clearly in that article. I have not written the article yet and may be setting myself up for failure, but let’s wait until it’s published…

The Psychomotor Domain explained

The Psychomotor Domain mainly covers the acquiring of a physical skill like manipulating a tool or instrument, but it can be applied to the learning of any skill, including art, music, sport and Mind Mapping.

Bloom did not develop categories in this Domain, as he did in the Associative and Cognitive Domains.

Other academics did however do that.

Current Theories

The theories below are academic studies of the Pshychomotor Domain. Each of them are divided into categories like Bloom did with the Associative Domain and the Cognitive Domain. The categories and the website link below are included in case you want to explore the subject further.

Simpson (1972)

• Perception
• Set
• Guided Response
• Mechanism
• Complex Overt Response
• Adaptation
• Origination

Dave (1970)

• Imitation
• Manipulation
• Precision
• Articulation
• Naturalization

Harrow (1972)

• Reflex movements
• Basic fundamental movement
• Perceptual
• Physical activities
• Skilled movements
• Non-discursive communication

These theories are nicely summarized on this website: Psychomotor Taxonomy Summary.

After reading many of the theories, I felt that there had to be simpler, practical approach to the subject. Once again, Tony Buzan, the inventor of Mind Maps, came to my rescue. After many hours researching this topic and reading through reams of theories, I’ve decided to use three main sources for this article. The first one is the Mind Map Book of Tony Buzan and the second one is Outliers, by Malcolm Gladwell.

The third one is my understanding based on personal research and use of the theory.

Understanding the Psychomotor Domain using the three A’s

In the Mind Map book, Tony Buzan describes how ancient Eastern masters developed students. They received only three basic instructions: ‘obey’, ‘cooperate’ and ‘diverge’.

The student started with complete submission to the will of the master and obeyed all instructions without questioning. The aim was to imitate the master as accurately as possible, only asking for clarification where necessary.

This was followed by cooperation whereby the student could consolidate and integrate the information by asking appropriate questions. The student would also assist the master in analysis and creation.

Finally, the student will diverge after learning everything the master could teach. The student will then honour the master by continuing the traditional of further development, often leading to new ways of doing things.

When it comes to Mind Mapping, Tony Buzan recommends that you follow the three A’s:

• Accept
• Apply
• Adapt

Accept
Set aside any preconceptions you may have about your mental limitations. Follow the Mind Mapping laws exactly. Imitate the models given as precisely as you can. You can learn to Mind Map by example by looking at the Mind Maps of others. We provide lots of free examples on UsingMindMaps.com.

Apply
After basic Mind Mapping training, Tony Buzan recommends that you do at least 100 Mind Maps based on what you have learned. We recommend that you follow the Mind Map Principles and the Seven Steps in creating a Mind Map. You may even want to put this together in a holistic Learning Management Program.

In the process of doing this, you will start developing your own Mind Mapping style. By experimenting with Mind Maps in your Personal life, at work, in business, or in your learning, you will start realising what works well for you and what doesn’t.

Adapt
After doing 100 pure Mind Maps, you can start experimenting with ways of adapting your Mind Maps. Feel free to experiment, but keep the basic principles in mind. If you break any of the principles, at least know the reasons why. In that way you can rest assured that you will be able to defend your position and use it with confidence.

We are very keen to hear about your Mind Mapping experiences. Let us know your experiences by commenting on our blog or submitting your story on our Website. We will publish your story and give you recognition for the story!

Practice makes perfect

Malcolm Gladwell, in his book ‘Outliers’, tells us of a case study involving violinists. Violinists were evaluated at various stages of their life. All of them were recognised as having above average talent at age five. Yet, by the time they reached twenty, it was very evident who was going on to play professionally and who was just going to do it as a hobby, or teach at a government school.

The difference, he noted, was the amount of hours they spent single mindedly trying to improve their playing. By the time they reached 20, the top performers had put in over 10,000 hours of practice, while the poorer performers only put in about 4,000 hours.

There was very little that differentiated the top from the bottom performers. The main differentiator was the amount of time they spent practising!

You can also become a good Mind Mapper if you start Mind Mapping today and do the recommended 100 Mind Maps. You can also grow your Mind Mapping Skills by looking at good examples, but nothing beats doing it yourself.

Remember that the principle applies to learning any skill. Set aside time on a daily basis to practice the skill that you want to learn. An hour a day for thirty days is better than 5 hours once a week when learning a skill.

Conclusion

While there are many complex academic theories on the Psychomotor Domain, I am suggesting a simple approach of Accept, Apply and Adapt to increase your skills in any field. First find a good mentor, accept what they are saying and then apply it for a sufficiently long period of time.

Only once you’ve done this, should you adapt the principles to suit your needs.

We provide you the Mind Map mentorship you need on UsingMindMaps.com. The site is still young and growing. So bookmark it, subscribe to our RSS feed, or sign up for our monthly newsletter to grow your Mind Mapping skills. We’ll even throw in some free offers!

Bloom’s Taxonomy – Mind Map of the Cognitive Domain

Posted by Faizel Mohidin on Apr 18, 2010 in Mind Mapping, Mind Maps in Education | 0 comments

Bloom’s Taxonomy is the most well-known for the work done in the Cognitive Domain. This is second domain covered in the four part Bloom’s Taxonomy series. The first domain, the Affective Domain, was covered last week and next week I will be covering the Psychomotor Domain.

Skills in the cognitive domain revolve around knowledge, comprehension, and critical thinking of a particular topic. Traditional education tends to emphasize the skills in this domain, particularly the lower-order objectives.

According to Wikipedia, the online Encyclopedia, a great mythology has grown around the Taxonomy. I hope this article will take away some of the mysticism around the topic by reducing the principles to simple examples and seeing them holistically in a Mind Map.

The categories in the Cognitive Domain go from the lowest order to the highest order of human thinking. Many believe that each step must be mastered before you can move on to the next step. The jury is still out on this one.

I believe that by Using Mind Maps you naturally explore and apply each of the categories in this domain.

I will also tie each of the levels into Mind Mapping by using the Mind Map Principles  and the seven steps in creating a Mind Map as a case study.

1. Knowledge

The knowledge category simply applies to the ability to recall what has been learned. The recall of dates, information, facts and even concepts is seen as a lower order skill.

Traditional education has mostly focused on the ability to recall information, but in recent years most countries’ education systems have moved to something that resembles Bloom’s taxonomy of the Cognitive Domain.

What must not be forgotten when ‘moving up the ladder’ is that the ability to recall information is the foundation upon which the other categories are built. A common error is to move onto the higher levels without first mastering the ability to recall information. This is particularly dangerous if this step is skipped in the formative years of a child’s life.

Example:
List the Mind Map Principles and the seven steps in creating a Mind Map.

2. Comprehension

You should be able to demonstrate your understanding of the subject matter. This is best done by explaining in your own words, or comparing to something else.

Example:
Explain the Mind Mapping Principles in your own words. Compare the Mind Mapping principles to the Seven Steps in creating a Mind Map.

3. Application

Applying what you have learnt in a new situation or in solving a problem.

Example:
Create a Mind Map summary of a book, or chapter of a book, using the Mind Map Principles and the Seven Steps in creating a Mind Map.

4. Analyze

Breaking up the information into parts, comparing, questioning and analyzing. Distinguish between facts and inferences.

Example:
Rank the Mind Map principles in order of importance with reasons, based on the relative benefit of each principle. Which benefits are absolutely necessary and why? Which are not necessary and why not?

5. Synthesis

Combining the elements learned and perhaps forming a new pattern, new meaning or new structure.

Example:
Use the Seven Steps in creating a Mind Map to combine various sources into one cohesive Mind Map, while blending the thoughts of the original authors with that of your own.

6. Evaluation

Judge the value of what you have learned, defend the principles and choose the best option when applying the principles. Evaluate whether you should use the new found knowledge in a situation, or whether you old know would suffice.

Example:
Decide which steps or principles your are going to use or discard when creating a Mind Map. Introduce your own principles where necessary. Combine linear notes with Mind Maps when taking notes.

Conclusion

Mind Maps naturally allow you use each of these thinking skills when learning or thinking. A Mind Map enables you to see the big picture as well as the individual parts. The branches naturally allow you to easily compare one branch to another. You can easily combine your own thoughts with that of the original author and you can easily generate new thoughts or solve problems by using Mind Maps.

We have put together a Learning Management Program that utilizes Mind Maps and therefore Bloom’s taxonomy in the delivery of the material and your practical application of the material. You first learn the knowledge and skills and then you apply it before you adapt it to your own needs.

I hope that this brief introduction to the Cognitive Domain encourages you to read further on the subject.

Bloom’s Taxonomy – Mind Map of the Affective Domain

Posted by Faizel Mohidin on Apr 10, 2010 in Mind Mapping, Mind Maps in Education | 4 comments

As stated in the previous article on Bloom’s Taxonomy, the acronym KSA (Knowledge, Skill, Attitude) is often used to remember Bloom’s Taxonomy. The affective domain is represented by ‘attitude‘ in the acronym. This is not entirely true, as it involves far more than just attitude.

I believe that affective domain is the foundation on which learning is based and I am therefore covering it first.

The affective domain can be divided into five categories, each building on the previous one. The characteristics are also arranged from the most simplest to the most complex.

Receiving

Receiving can be summarized by the key words awareness, listening and paying attention.

It starts with being aware of the fact that you have to ‘receive‘ the information in order to learn it. You must be willing to listen and pay selective attention to what is being learned.

Without this, you cannot even embark on the learning process. All learning comes to a standstill. It is therefore the foundation for all learning.

The willingness of a learner to receive knowledge is largely governed by attitude. This is probably why attitude often becomes the overriding Key Word of this learning domain.

Once you are aware of the fact that you must learn, you must still listen and pay attention if you are being taught by someone.

If you are doing self study, you have to motivate yourself to pay attention when receiving the information, which may be the reading of the subject matter.

Examples:

• Listen to others with respect.
• Listen for and remember the name of newly introduced people.
• Read with with intent.

Responding

The next step in the learning process is responding by active participation. Learning cannot be a static one way process. If you simply sit in the class and listen passively, minimum learning will take place.

You have to react to what the teacher, lecturer, or writer is saying and start applying and practising the new principles.

Examples:

• Participate in class discussions.
• Give a presentation.
• Questions new ideals, concepts, models, etc. in order to fully understand them.
• Know the safety rules and practices them.

Valuing

This is the worth or value that you attach to what you are learning. It starts by simple acceptance of the fact and ends with the more complex state of commitment.

If you have internalized what you have learnt based on your own set of values, deeper learning would have taken place.

This will become evident in your behaviour and is often identifiable by others.

You can then use this new found learning to solve problems and propose solutions. You will feel strongly about the subject and therefore apply your knowledge with commitment.

If, for example, you’ve become sensitive to cultural diversity during your learning. You become a spokesperson in your company to promote cultural diversity. You start influencing company and policy procedures regarding cultural diversity, etc., etc.

Examples:

• Demonstrating belief in the democratic process.
• Valuing diversity.
• Showing the ability to solve problems.
• Proposing a plan for social improvement and following through with commitment.
• Informing management on matters that you feel strongly about.

Organizing

This is evident by contrasting different values, solving conflict between them and creating your own unique value system.

It is based on comparing, relating and synthesizing these values.

You will have to prioritize the values based on practicality and your desire.

Examples:

• Recognizing the need for balance between freedom and responsible behaviour.
• Accepting responsibility for your own behaviour.
• Explaining the role of systematic planning in solving problems.
• Accepting professional ethical standards.
• Creating a life plan in harmony with abilities, interests, and beliefs.
• Prioritizing time effectively to meet the needs of the organization, family, and self.

Characterizing

This is when your value system controls your behaviour. Your character is guided by your value system. Your behaviour becomes consistent and predictable. It becomes characteristic of you as a person and determines how you react personally, socially and emotionally.

Examples:

• Show self-reliance when working independently.
• Cooperate in group activities.
• Displays good teamwork.
• Uses an objective approach when solving problems.
• Display a professional commitment to ethical practice on a daily basis.
• Revise judgements and change behaviour in light of new evidence.
• Value people for what they are, not how they look.

Conclusion

The affective domain of Bloom’s taxonomy is the foundation for the cognitive and psychomotor domains. It enables you to take your learning from basic passive reception to internalised characterization.

I believe that Mind Maps naturally allow you to do this. By simply constructing a Mind Map of any topic, you naturally incorporate these principles, but by knowing the principles and applying them when doing your Mind Map notes, you can wilfully apply the different levels of learning in your learning process.

Continue to explore the different uses of Mind Maps in your everyday life. This will ensure that the depth and width of your knowledge naturally increases.

By having a learning management program, you can also ensure that your learning is well structured and well managed.

Next article: Bloom’s Taxonomy – Mind Map of the Cognitive Domain.

Mind Mapping and Bloom’s Taxonomy

Posted by Faizel Mohidin on Apr 4, 2010 in Mind Mapping | 3 comments

Taxonomy

Strangely, the first question I get when talking about Bloom’s taxonomy is: ‘What is a taxonomy?’ This is typical of Bloom’s studies. It was an academic exercise, done by academics in Higher Education. The words used are therefore not those used in everyday vocabulary.

This article aims to make things a bit easier for you, as there is great benefit in knowing the different levels of human thinking so that you can incorporate it in your learning. There is also great merit in knowing how Mind Maps naturally allow you to apply the principles of Bloom’s Taxonomy.

Oh yes, before I continue:  Simply put, taxonomy is the practice and science of classification.

And Bloom’s taxonomy is the classification of learning objectives within education. The title of this article could therefore have been: ‘Mind Mapping and Bloom’s classification of learning objectives within education.’

While it was actually a group of academics that developed the taxonomy, it has become synonymous with Bloom, who was the group leader.

To apply Bloom’s Taxonomy, you first have to get an idea what the taxonomy is all about.

The domains (Categories)

I started out this article by trying to cover the whole taxonomy with detail, but soon realised that it was asking to much from you, the reader, to digest in one session. It will therefore be covered in a few articles. This one, an overview of the taxonomy, followed by an article on each one of the three learning categories.

Bloom classified learning into three categories:

• Affective: growth in feelings or emotional areas (Attitude)
• Cognitive: mental skills
  (Knowledge)
• Psychomotor: manual or physical skills (Skills)

I’ve noticed that many documents and writings on Bloom’s taxonomy cover the six levels of cognitive learning. This is natural, as it is naturally applies to the classroom situation, which traditionally focuses on the acquiring of (cognitive) knowledge. Also, Bloom’s main focus was the cognitive domain.

While this goes a long way in improving the learning process, it is a very narrow view. Mind Maps can actually help you incorporate all three categories into your learning and therefore provides you with a more holistic learning process. There is as much value in the process as there is in the outcome.

Before we dive into the details of the three categories, you need to first understand the three categories and the role they play in your learning process.

1. Affective skills (Attitude)

This is often nicknamed ‘attitude’ in summaries of Bloom’s taxonomy (probably due to the popular acronym ‘KSA’, knowledge, skills and attitude, used for Bloom’s taxonomy.)

Attitude is just one component of affective skills. To describe this category more accurately:

Skills in the affective domain describe the way people react emotionally and their ability to feel another living thing’s pain or joy.

Affective objectives typically target the awareness and growth in attitudes, emotion, and feelings.

There are five levels in the affective domain, which can be ranked from in order of complexity:

Receiving
This is the lowest level. The student passively pays attentions. Bloom believed that without this, no learning can occur.

Responding
The learner actively participates in the learning process. Not only does the learner receive the stimulus, she also reacts in some way.

Valuing
The student attaches a value to an object, phenomenon, or piece of information.

Organizing
The student can put together different values, information, and ideas and combine this with their own ideas.

Characterizing
The student holds a particular value or belief that now exerts influence on his/her own behaviour. It is internalized so that it becomes a characteristic.

2. Cognitive skills (Knowledge)

Skills in the cognitive domain revolve around knowledge, comprehension, and critical thinking of a particular topic. Traditional education tends to emphasize the skills in this domain, particularly the lower-order objectives.

There are six levels in the cognitive taxonomy. These are the ones most commonly associated with Bloom.

Moving through the lowest order processes to the highest:

Knowledge
Exhibit memory of previously-learned materials by recalling facts, terms, basic concepts and answers.

Comprehension
Demonstrate understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions, and stating main ideas.

Application
Using new knowledge. Solve problems to new situations by applying acquired knowledge, facts, techniques and rules in a different way.

Analysis
Examine and break information into parts by identifying motives or causes. Make inferences and find evidence to support generalizations.

Synthesis
Compile information together in a different way by combining elements in a new pattern or proposing alternative solutions.

Evaluation
Present and defend opinions by making judgments about information, validity of ideas or quality of work based on a set of criteria.

3. Psychomotor (Skills)

Skills in the psychomotor domain describe the ability to physically manipulate a tool or instrument like a hand or a hammer.

Psychomotor objectives usually focus on changing and developing behavior and skills.

Bloom and his colleagues never created subcategories for skills in the psychomotor domain, but since then other educators have created their own psychomotor taxonomies. I will cover them in the Psychomotor article.

Conclusion

This article just serves to introduce you to the domains, or categories, in Bloom’s taxonomy.  I will cover each of these domains over the next few weeks and also show you how Mind Maps can help you develop each of the domains in your own life.

You will see that by simply creating Mind Map notes of the subject you are learning, you naturally incorporate the domains in the learning process.

Yet again, it is another demonstration that Mind Maps naturally complement the way the brain works.

Mind Mapping is for everyone

Posted by Faizel Mohidin on Mar 27, 2010 in Mind Mapping, Mind Maps in Education, Personal Mind Maps | 1 comment

I often get told that Mind Mapping is only for ‘clever people’.

Nothing is further from the truth!

When you look at the life of Tony Buzan, the inventor of the Mind Map, you will quickly see that the man is a genius. And that was BEFORE he even invented Mind Mapping.

He was the editor of the International journal of MENSA from 1968-1971. In case you don’t know it, MENSA is the ‘Hight IQ Society’.

From the Mensa website:

‘…Membership of Mensa is open to persons who have attained a score within the upper two percent of the general population on an approved intelligence test that has been properly administered and supervised…’

He has also authored, or co-authored, more than 95 books on the brain.

He has founded the Mind Sports Olympiad, the ‘brain Olympics’.

He is a consultant to multinational companies, academic institutions and governments.

Looking at his credentials inspired me to get involved in Mind Mapping. It naturally inspired and motivated me to not only use it everywhere in my daily life, it also inspired me to talk and write about Mind Mapping.

Yet I find it to be doing the exact opposite for many. His genius is a ‘put off’ for people, who see themselves as ordinary people, and who may even view themselves as underachievers.

It is in response to this that I started to write and speak about Mind Mapping.

I left high school with a pretty average result. I am not a member of Mensa. I do not consult to international multinationals, academic institutions, or governments, (yet).

Yet, I believe that Mind Mapping has helped me become successful and reach my full potential.

It has helped me to get a Postgraduate Education, plan and set up websites, write about Mind Maps, learning and the brain, teach using Mind Maps, Project Manage, speak in forums, design systems, manage people, solve problems and much more…

I’ve started another website, UsingMindMaps.com, which I envisage to grow into an authoritative Mind Mapping resource that is easy to navigate and understand. You can even leave your own experiences of Mind Mapping on the website. Go ahead, let the world know of your experiences with Mind Maps. Don’t be afraid of whether you can write well or not. We will even edit your story, while ensuring that you still get the credit and that it remains your idea.

The crazy thing about all of this, is that my love for Mind Mapping soon became my favourite hobby. I can even go a step further, and state that my hobby is the wonderful brain.

I started writing this article at 5:30 am. on a Saturday morning. (Perhaps I’ve become a bit obsessive!)

I could not do this, if Mind Mapping did not give me an abundance of benefits, untold competitive advantages and lots of pleasure.

There seems to be a need for an ‘ordinary’ person like myself promoting Mind Mapping. There are many geniuses out there promoting Mind Mapping. I am not one of them, yet I hope you can learn as much (or maybe more) from me, as you can from them.

You too can benefit from Mind Mapping, whether you are an overachiever, an underachiever or just an average achiever.

Mind Maps will help you achieve your full potential, because you will be using the full cortical skills of your brain. By combining both your linear, logical brain and your creative, artistic brain, you will soon start to perform on the same level as many geniuses.

Your achievements could quite easily match those with High IQ’s.

In other words, the genius can be awakened in you.

If you haven’t used Mind Mapping before, I suggest you explore the articles on UsingMindMaps.com where can get access to lots of free articles, enrol for the newsletter, get access to some free training and even publish your own story on using Mind Maps in your daily life.