S.G. Nosyreva, V.S. Statsenko

Armavir State Pedagogical Academy, Russia

Mind Mapping as a Useful Critical Thinking Technique

In Teaching English

Critical thinking is generally defined as the identification and evaluation of evidence to guide decision making. A critical thinker uses broad in-depth analysis of evidence to make decisions and communicate his/her beliefs clearly and accurately. Educational technology known as Reading and Writing for Critical Thinking (RWCT) which has a three-phase structure, is widely used in various academic disciplines and school subjects such as Social Studies, Information Technology, Geography, Literature, History, etc.

Critical thinking technology, its methods, techniques and strategies have been adequately employed by English teachers and authors of EFL contemporary textbooks. Being an integrated discipline and thus involving teaching reading, writing, speaking, listening, vocabulary, grammar and other aspects, the English language as well as other foreign languages has a greater than any other academic subject capacities for training critical thinking skills. Moreover, discussing and describing numerous topics ranging from family problems to global ecological issues, from personal profiles to space exploration, English teachers and English learners are bound to become critical speakers, listeners, writers, and consequently, critical thinkers. The word ‘critical’ does not necessarily mean something negative, critical thinking is not equal to criticising and denying everything. On the contrary, a critical thinker is an independent, reflective thinker who selects relevant information, raises vital questions, thinks open-mindedly, comes to well-reasoned conclusions and successfully interacts with others solving problems very effectively [1].

At the initial stage which corresponds to the first phase of the RWCT technology known as ‘evocation’, an English learner recollects all the information which is already familiar to him/her and tries to systematize it thinking how this information will help him/her to solve the problem and which information is still needed. There are several critical thinking techniques which can be used at this stage of working with the text. They include Brainstorming, Bloom’s Rose questions, various tables such as Know-Would like to learn-Have learnt, IDEAL strategy, clusters and Mind Maps.

Miles Craven defines Mind Mapping as a useful technique that can be effectively employed with classes of all ages and abilities. It also improves the way that English learners record information, and supports and enhances creative problem solving. Using Mind Maps language learners indentify and comprehend the topic better and much faster as the graphic and verbal images contained in the Mind Maps enable them to see which pieces of information correspond to the topic or fit together. Apart from that, Mind Maps develop mind and train memory, letting the learners remember things quickly, holding the information in their minds in such a format which can be easily recalled and reproduced.

Mind Maps were popularized by Anthony Buzan, an English author and educational consultant. He is a proponent of the techniques of Mind Mapping and mental literacy [2]. Mind Maps can be also considered another variation of a association scheme or a cluster or a table Know-Would like to learn-Have learnt where a learner locates his/her data or ideas on the topic and at the stages of realization of meaning and reflection adds up new information. Mind Maps are more compact than conventional notes, often taking up one side of paper. This helps English learners, in particular, to make associations easily, and generate new ideas. Mind Mapping helps learners to break larger projects or topics into smaller manageable parts, so that they can be properly planned and not forgotten.

For the English language learners good Mind Maps can serve as an invaluable visual aid with the outline and necessary vocabulary, organized in a regular order, for the communication, for defending creative projects, for making reports, for discussing things, etc. Among other benefits of a Mind Map is the fact that it engages much more of the mind in the process of assimilation and connecting information than conventional notes and clusters do. Mind Maps can be effective for: individual and group brainstorming; summarising information, and note taking; consolidating information from different research sources; thinking through complex problems; presenting information in a format that shows the complete structure of the subject; studying and memorising information [2].

A Mind Map starts with the title of the subject in the central circle of the page. For the next subdivisions or subheadings other lines from the central circle should be drawn and labeled. As more and more details occur, more lines are added and labeled. New information should be linked to the Mind Map. A complete Mind Map may have main topic lines radiating in all directions from the centre. Thoughts, information and ideas are organized in such a way to facilitate and optimize the comprehension of a topic or a text and motivate further learning. For example, studying the Lake District there can be such subheading and subtitles as: History, Geology, Tourism, Writers, Artists, etc. The subheading ‘writers’ can be further subdivided into ‘prose’ and ‘poetry’ or ‘literature for children’. The names of William Wordsworth, Samuel Coleridge and Beatrix Potter can be further illustrated by adding ‘biography’, ‘education’, ‘literature’, ‘recognition’, ‘major works’, etc. In the same way a newspaper article can be presented.

Using Mind Maps English learners can develop their critical thinking skills: decision making, problem solving, raising vital questions, etc. Besides, Mind Maps improve thinking skills such as memory, comparison, analysis, synthesis, evaluation, organisation of the material, and what is more, enhance learners’ vocabulary, oral and written communication competence.

References:

1. Paul Richard W., Elder Linda. Critical Thinking: Tools for Taking Charge of Your Professional and Personal Life//Financial Times Prentice Hall. 2002

2. Wikipedia, the free encyclopedia, http://en.wikipedia.org/wiki/Tony_Buzan