1. Making Thinking and
Learning Visible
Nick Burnett
Managing Director
i-for-k

2. Making Thinking and Learning
Visible

3. Objectives

4. Practical Uses
 Leadership
 Learning
 Teaching

5. Milnathort Paradox

6. Why Map?

7. Schema
 Construction of our
understanding
 Not mirrors of reality but means
of understanding it

8. Information
 Linear
 Process in non-linear
 Maps
 non linear
 relationships between sections
 Management

9. Makes understanding
 concrete
 visual

10. Allows students to
 analyse and make connections
 become better thinkers
 learn meaningfully
 think flexibly
 communicate effectively
 make thinking more explicit

11. Key learning skills
 create interest
 sustain concentration
 organise information
 shape memory

12. Key thinking skills
 analyse and make connections
 use knowledge effectively
 solve problems
 be creative

13. Accelerated Learning
 Learning how to learn
 Big Picture
 Parts that make up the whole
 Maximising student capacity for
learning
 What do we do when we learn?
 Loop System
 Conversation
 Flow of information
 Active learning

14. Activities

15. Key words
 Is there a group of words that
this word is part of?
 What words would I associate
under this?
 Is this the best word to use, or is
there another word that contains
this one in it?

16. Producing a map
 Purpose and context
 Main organising principles
 Information within the headings
 Add sub-headings as they come
to you

17. Producing a map
 Maximum of 7 ideas from centre
 Single words where possible

18. Producing a map
 Developing maps
 colour
 size
 Symbols
 effective
 space efficient
 icons
 diagrams
 pictures

19. Producing a map
 Methods
 DOM
 Book
 Literal

20. DOM
 Dump it
 Think of main theme
 Then brainstorm 15 – 20 associated
words/thoughts
 Organise it
 Look for words that go together and
then decide of a word to describe the
group
 Map it
 Using the information from D and O
 Use this method to describe yourself
to someone you have never met
before

21. Book
 Title
 Chapter
 Main sub-sections
 Use this method to describe
your house

22. Literal
 Draw a picture or icon to represent
the subject of your map
 Decide on main categories of
information – between 5 and 9
 Put each keyword onto a separate
branch
 Concentrate on a keyword and add
sub categories
 Repeat for all keywords

23. Literal
 Add any links between
keywords and/or sub-categories
 Re-visit map to check
appropriate key words etc. are
in place
 Choose your own topic to
complete this method

24. Polebridging
 Wim Wenger
 VAK

25. Sharing maps
 Share your 3 maps with the
person sat next to you
 Remember to polebridge!
 Discuss the 3 methods and
personal preference
 Share with the group

26. Maps in leadership

27. Why?
 Makes schema public
 Big picture
 Information and links

31. Maps in the classroom

32. Teacher
 Questions to consider
 Do you seek to establish what
your students know about a topic
before teaching it?
 Do your students ask you
questions when they do not
understand?
 Do you constantly try to establish
what they have or have not
understood?

33. A Teachers Story
Carol Hariram teaches students who have
severe learning difficulties, at Woodlands
School in Chelmsford.
 She tells of the difference model maps
make to her story telling: "I had two groups
on the same day.
 With the first group I did not have the story
mapped in the background. I used props
and gave a 'lively' presentation of the story
but at the end of the story when I asked
questions none of the children could link
events or any of the characters together.
 With the second group we mapped the
story as we went along. The difference in
terms of their willingness and ability to
participate in discussion afterwards was
amazing."

38. Relevance
 Discuss in small groups the
following areas:
 Relevance at a personal level
 Relevance at a professional level:
 Teaching
 Leadership
 Other
 Relevance to students

39. References
 Mapwise – Oliver Caviglioli and
Ian Harris
 The Mindmap Book – Tony
Buzan
 Mind Power – Edward De Bono
 Closing the Learning Gap – M.
Hughes
 How to Increase Your
Intelligence – Wim Wenger

40. Contact Details
 Nick Burnett
 www.i-for-k.com.au
 nick@i-for-k.com.au
 0405 411 871
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