First Mind Map for Project-Based Learning
Reflections
As Grave (2000) indicated, the way teachers who are organizing courses conceptualize content and set goals and objectives depends on their educational beliefs and their past experiences as a teacher and a learner. Most importantly, in conceptualizing content, teachers need to know who the students are, what their needs are, and how they will learn it. One very efficient way to conceptualize content is using mind maps, which I have never used in a planning stage of course design. I have mostly used the grid form so far; thus, I did not seem to fully utilize the non-linear way of thinking of mind maps this time. Nevertheless, completing an initial mind map for future assignment of course design provided me with insight into the flexible feature of mind maps as an effective tool for demonstrating the relationship among various elements of the syllabus. “A mind map enables one to see the course as a whole, the component parts, and the multiple relationships among the parts” (Graves, 2000, p. 57). One area I have not given much thought at this stage is developing materials that can embody the goals I established. As designing a course is a recursive work, I expect that I will have more concrete ideas of what kind of materials I will use and how I utilize them through revision. Above all, the whole process of designing a syllabus requires careful and resourceful decision making in every step of the process to meet the needs of students.
The mind mapping techniques can be successfully applied for planning and preparing the lessons and curriculum. Even it can be used to assess the student's performance. I also use the mind map for my classes, but all of them were very simple and were not too much considered for classes. Your mind map above is well organized. It contains main considerations that students have to be thought and taught in class.
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