Biggerplate Webinar How to Study with Mind Maps

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Biggerplate Webinar How to Study with Mind Maps by Mind Map: Biggerplate Webinar How to Study with Mind Maps

1. Info

1.1. Biggerplate

1.1.1. Webinars

1.1.2. Mind map library

1.1.3. How to Study with Mind Maps webinar

1.1.4. How to Study with Mind Maps blog post

1.2. MindMeister

1.2.1. MindMeister for Education

1.2.2. MindMeister training

1.3. Toni Krasnic

1.3.1. Social Media @ConciseLearning Instagram Twitter Facebook

1.3.2. Websites Concise Learning Mind Mapping for Kids

1.3.3. Books HTSWMM MMFK

1.3.4. Mind Maps Biggerplate MindMeister Effective Learning Strategies Concept Mapping & Mind Mapping Research

2. Why change how we study?

2.1. Barney Fife and the Preamble to the Constitution

2.2. Status quo

2.2.1. Teachers Focus on WHAT to learn Little emphasis on HOW to learn

2.2.2. Students Focus on EXAMS Little emphasis on LEARNING

2.3. Most use inefficient learning strategies

2.3.1. Reading & rereading

2.3.2. Rote memorization

2.3.3. Highlighting

2.3.4. Cramming

2.4. Poor memory & learning

2.4.1. Not finding key concepts

2.4.2. Not making sense of info

2.4.3. Not thinking critically

2.4.4. Not connecting info

2.4.5. Not able to generalize

2.5. Students need help with learning how to learn

3. Why study with mind maps?

3.1. Information Processing Model

3.1.1. Sensory memory Each sense Half-second Attention

3.1.2. Short-term memory (working memory) Half-minute Thinking 7 bits of info

3.1.3. Long-term memory Relatively permanent Depth processing Unlimited

3.2. Mind maps

3.2.1. Structure & flexibility

3.2.2. Visual Big picture Key concepts Details

3.2.3. Integrate new info with existing knowledge Elaborative interrogation Self-explanation Scaffolding Understanding Misconceptions

3.2.4. Connections Information Real-life

3.2.5. Active engagement Mind mapping process Self-directed

3.2.6. Personally meaningful Makes sense Reflection

4. How to study with mind maps?

4.1. Concise Learning Method (CLM)

5. So what?

5.1. Discourage maintenance rehearsal (cramming)

5.1.1. Ebbinghaus Forgetting Curve

5.2. Encourage elaborate rehearsal (depth processing)

5.2.1. Concentration & engagement

5.2.2. Critical thinking

5.2.3. Connections

5.2.4. Deep learning

5.3. Encourage distributed practice

5.3.1. Shorter

5.3.2. More often

5.3.3. Spread out

5.3.4. Reinforcement

5.3.5. Knowledge gaps

5.4. Encourage testing & recall

5.4.1. Inquiry Key questions Problem solving

5.4.2. Interleaved practice Different concepts Different problem types

5.4.3. Practice testing Retrieval Self-testing Practice questions Practice tests

6. Now what?

6.1. How can I put this into practice?

6.1.1. School

6.1.2. Work

6.1.3. Personal

6.2. How will this transform my learning?

6.2.1. Make mistakes

6.2.2. Self-Reflection

6.2.3. Improve

6.2.4. Shift focus from short-term memory to long-term memory (learning)

6.3. Sensible caveat

6.3.1. Each person is different

6.3.2. Memory is just one part of student success