Session+10

__**10.1 Opener **__ //The ways I already use mind-mapping in my classroom: // Although I don't necessarily use the term "mind-mapping" I do use several brainstorming strategies in the classroom. I use TEA, word bubbles, character diagrams, word trees, above the line/below the line. Most of these techniques have to do with the 'pre-writing' stage of compositions.

//The potential benefits of using mind-mapping as a tool: // The benefits of using such mapping strategies really target visual learners. It helps to to visually see the interrelationships among the parts while offering a bit more creativity in the process.

__**10.2 Bubbl.us **__ media type="custom" key="10255999" width="120" height="120"

__Reflection:__ //What went well and what was challenging? // I am a fan of using colors to color code in my classroom. So, obviously, I had a lot of fun playing around with size and text color to illustrate the different categories and skills. However, I can see how students would get caught up in the making of a mind-map rather than the actual content. I think because I used pen to paper to originally group and classify, it made the actual making of the map easier. A minor challenge that I faced was when I went to embed the map, the color and spacing were off a bit...but, no matter, I think the overall purpose is clear. This was a great activity to remind me of all that we have covered--nice review!

//How might you use this in your classroom? // I am not sure that I would use this for all writing assignments--it takes some time and pre-planning, so that may be counteractive for mapping ideas. I do think, however, that this is a great tool to use for larger writing assignment (AP assignments & CP research paper) to offer students a plan, on a single page, that keeps them on-task. I have noticed that when I use a traditional MLA outline, it tends to be more than one page, and some student get side tracked but paragraph 4 or 5 and lose focus. This would definitely help solve that problem!

__**10.3 Mindomo **__