Mind Mapping
Mind Mapping is a popular brainstorming tool and learning technique involving visually arranging ideas and their interconnections. It is a very visual tool and therefore may not suit all clients, particularly those who are not visual thinkers.
How to mind map
Mind maps can be used to graphically arrange the linkages of a central concept or issue with other issues and concepts thereby enabling clients to explore linkages and relationships.
A mind map always starts from a problem or issue which is positioned in the centre: typically it contains words and phrases which are connected to the central issue or problem.
More detailed guidelines on mind mapping are provided below:
Step | Explanation |
1. Take a blank piece of paper, A4 or larger
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Blank paper allows 360º of freedom to express the full range of your skills, whereas pre-drawn lines restrict the natural flow of your thoughts |
2. Use the paper in landscape orientation
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Words and images have more space in the direction we write, so they don’t bump into margins as quickly |
3. Start in the centre | Thoughts start in the centre of our mental world. The mind map page reflects this! |
4. Make a central image that represents the topic:
· Use at least three colours · Keep the height and width of the central image to approx. 2’’ or 5 cm (proportionately larger for bigger paper) · Allow the image to create its own shape (do not use a frame)
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A picture is worth a thousand words. It opens up associations, focuses the thoughts, is fun and results in better recall:· Colours stimulate the imagination as well as capturing and holding attention· This size gives plenty of space for the rest of your mind map, while making it large enough to be the clear focus of the topic · The unique shape makes it more memorable and enjoyable. A frame makes the centre a monotony of shape and disconnects the branches |
Step | Explanation |
5. The main themes around the central image are like the chapter headings of a book:
· Print these words in CAPITALS or draw an image · Place on a line of the same length · The central lines should be thick, curved and organic like your arm joining your body, or the branch of a tree to the trunk · · Connect these lines directly to the central image |
The main themes, connected to the central image on the main branches, allow their relative importance to be seen. These are the Basic Ordering Ideas (BOIs) and aggregate and focus the rest of the mind map:
· Printing in capitals allows the brain to photograph the image making it easier to read and recall quickly · Word length equals line length. An extra line disconnects thoughts, length accentuates the connection · Curved lines give visual rhythm and variety and so are easier to remember, more pleasant to draw and less boring to look at. Thicker central lines show relative importance · Connected to the image because the brain works by association not separated, disconnected lines |
6. Start to add a second level of thought. These words or images are linked to the main branch that triggered them.
· Remember: · Connecting lines are thinner · Words are still printed but may be lower case |
Your initial words and images stimulate associations. Attach whatever word or image is triggered. Allow the random movement of your thought; you do not have to ‘finish’ one branch before moving on:
· Connected lines create relationships and a structure. They also demonstrate the level of importance, as from a branch to a twig · The size and style of the letters provide additional data about the importance and meaning of the word/image |
Step | Explanation |
7. Add a third or fourth level of data as thoughts come to you:
· Use images as much as you can, instead of, or in addition to the words · Allow your thoughts to come freely, meaning you ‘jump about’ the mind map as the links and associations occur to you |
Your brain is like a multi-handed thought-ball catcher. The mind map allows you to catch and keep whatever ‘thought ball’ is thrown by your brain |
8. Add a new dimension to your mind map. Boxes add depth around the word or image | To make some important points stand out |
9. Sometimes enclose branches of a mind map with outlines in colour:
· Enclose the shape of the branch and hug the shape tightly · Use different colours and styles
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The outlines will create unique shapes like clouds and will aid your memory:
· These provide immediate visual linking. They can also encourage follow-up and remind you of action you need to take · They can also show connection between branches by using the same colour outline |
10. Make each mind map beautiful, artistic, colourful, imaginative and dimensional | Your eyes and brain will be attracted to your mind map:
· It will be easier to remember · It will be more attractive to you |
11. Have fun! Add a little humour, exaggeration or absurdity wherever you can | Your brain will delight in getting the maximum use and enjoyment from this process and so will learn faster, recall more effectively and think more clearly |
Coaches can use mind maps to help clients identify issues, contributory factors and problems, potential solutions and options and even to develop plans and strategies.
Mastering Critical Thinking
Coaches need to develop their own critical thinking skills as well as developing their clients’ critical thinking skills.
· Are you OPEN MINDED about other people’s views?
· Are you HONEST with yourself (and others) when you are wrong? · Do you have the COURAGE and PASSION to take the initiative · Do you CONFRONT problems and challenges? · Do you welcome FEEDBACK and CRITICISM from others? · Do you have INDEPENDANT opinions and are not afraid to disagree? |
Developing Critical Thinking
Developing the quality of an individual’s critical thinking skills and abilities is a developmental process. Although they are by no means fixed and non-over-lapping, the following five stages are representative of the journey from little or no use of critical thinking to it being regularly used or to a point where it becomes an almost unconscious ability.
The Stages of Critical Thinking
Stage 1: The ‘Unreflective’ Thinker
Unreflective thinkers often fail to recognise thinking as involving the specific sub-categories of concepts, assumptions, inferences, implications and points of view. Unreflective thinkers are often unaware of the need to think with clarity, accuracy, precision, relevance and logic. They may have fixed perspectives and opinions and often find it difficult to grasp other peoples’ ideas and perspectives.
Stage 2: The ‘Selective’ Thinker
Selective thinkers recognise that they have basic flaws or limitations in their overall mental analysis of issues and make initial attempts to better understand how they can take charge of and improve it (usually by asking more questions). Based on this initial understanding, they consequently begin to modify some of their thinking, to make it progressively more systematic.
Stage 3: The ‘Practicing’ Critical Thinker
Thinkers at this stage have a sense of the habits they need to develop to take charge of their thinking. They not only recognise that problems exist in their thinking, but they also recognise the need solve these problems. Because of their sense of the need to practice regularly, they actively analyse their thinking and recognise the need to for critical thinking to become ‘second nature’.
The key to this is perseverance and recognition that systematic practice is required.
Stage 4: The ‘Evolved’ Critical Thinker
Evolved Critical Thinkers have a good appreciation of the potential biases and stereotypes which may exist in their own mental processes. They therefore continually strive to be much more analytical and fair-minded in approach. Evolved thinkers are typically knowledgeable of what it takes to regularly assess their thinking for clarity, accuracy, precision, relevance, depth, breadth, logic, significance etc. and have keen insight into the relationship between thoughts, feelings and desires.
Stage 5: The ‘Master’ Critical Thinker
Master Critical Thinkers not only have systematically taken charge of their thinking, but are also continually monitoring, revising, and re-thinking strategies for continual improvement of their thinking. They have deeply internalised the basic skills of thought, so that critical thinking is, for them, both conscious and highly intuitive.
Master Critical Thinkers have not only a high degree of knowledge of thinking, but a high degree of practical insight as well.
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