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Mind Maps for Medical Finals is a study aid aimed at helping medical students revise for final examinations. Each mind map summarises, on one page.
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If so, iMindMap is the perfect app for you, allowing you to create mind maps using a built in sketch tool — you can even record audio notes to include. It allows you to revise anywhere, anytime by accessing your subscription direct from your smartphone, allowing you to download sets of questions, timed tests and multimedia.

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Running a Successful Group Revision Session. The Benefits of Podcast Based Revision.

How to Make Mindmaps - Study Effectively!!

No comments have yet been posted. Blog Topics. Article 29 of Get In Touch. It emphasizes that student-created art is at the heart of the class. Setting the long term portfolio goal helps kids invest themselves into the whole course. I do it through one handout that I give my kids: Goals of The Class. I explained that I make certain sacrifices to get it in: namely, fewer whole class books. Then I showed them this overview of my past year. It demonstrates how I approach planning out a marking period: I begin by devoting 2 or 3 weeks in each to Creativity Workshop.

Do that and by the end of theater, you've given weeks of class time to their creative work, their authentic writing, their portfolios. One thing I've gotten better at during the past 25 years in this career is seeing the arc of a whole year and knowing how to scaffold and build to my year-end goals. This sheet demonstrates how to mix in everything -- writing lessons, reading instruction, standardized test prep, etc.

Now it was time to teach the teachers what exactly they should do with workshop time. Of course, it begins with the teaching mind mapping. I put 15 minutes on the timer and they went to work. A whip followed. The whip was great. I love to teach this technique! God bless you Jack Conklin for teaching me the whip! I explained how the ID card and the whip help to establish the classroom culture as open, trusting, warm, and inviting. We learned that we had lots of baseball fans in the room -- one each for the Cubs, Red Sox, Dodgers and, of course, the Mets!

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We had a roomful of passionate readers and heard a bunch of great quotes from great books. We had a snake owner in the group! There was a cat lover among us. Plenty of parents were in attendance, and the love for their children was inspiring. The atmosphere "classroom culture" was established, and they seemed so happy to be learning techniques that can be applied in their classrooms!

Next up: How exactly do you set up a workshop? First, they had to "chunk, annotate, and summarize" as they were reading -- and with colorful markers! Then, they had to turn their notes into mind maps. They should be taking notes on the piece, turning those notes into mind maps, and then adding to those mind maps as you do the whip around the room. Setting up a workshop boils down to a philosophy of structures and freedoms. These handouts provide all the motivation and structure needed to turn your class into a true artists workshop.

I don't publish it on my blog, but I took the teachers through my entire opening day handout. Teachers can't tell students what to write about; in fact, it's just the opposite. Students must tell teachers what they want to write about.

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It is the lesson that gets students thinking far outside the box and creating cartoons, pie charts, photo-writing combos, stream-of-consciousness works, and a host of other styles. At this point in the day, I was done with all the fundamentals of the workshop. Toss in some "sharing" sessions and voila! Now I hit the second half of the day's work: Incorporating the workshop techniques in other aspects of the English classroom. I began by talking about teaching literature. Click on those links to read more about these ideas, but the basic premise begins with students mind-mapping their Reading Goals -- so, that's exactly what these teachers did.

Side note : Most people will write the names of books they hope to read during this exercise. Weinstein's shelf; Read a book from the librarian's presentation You can see from these two examples how inspiring this one sample was. One technique I discussed here is incorporating the "Jigsaw" -- which I learned in a class on "Kagan Cooperative Learning". The concept is simple: divide the work into smaller parts and have everybody in a group share their part with the whole. Recently I have had success with this technique when teaching whole-class novels.

It helps me address this issue: How do you teach a book to a whole class if nobody is doing the reading? Then I assign each person one page, or if it's a short chapter two kids to one page. I give them fifteen minutes to read and mind map their pages before doing the whip around the room. I am in love with this technique, and I shared it with these teachers. I had hoped to get them to experience the strategy, but I was running out of time and had plenty more to cover. Trust me: Experiment with this idea.

Next on the agenda: Formal Writing Lessons and Essays. I wanted to take them through some of the exact steps I do with my students. Namely: 1 Using rubrics and connecting those rubrics to my breakdown lessons. For example: if the rubric mentions "sentence variety" or "transitions into and out of quotes" I make sure to do mini-lessons on those ideas.

There's more to life than just commas and periods; the short sentence; some rhetorical tricks; and a few other items of interest are covered in these handouts. I love to do this with my classes and with the teachers I'm teaching. You have to show them exactly what is "outstanding, adequate, or inadequate" about an essay. Not familiar with those terms? I learned how they connect to rubrics at an AP Conference. So easy -- they give you and your students a common vocabulary for discussing writing.

I showed them the three pieces below and a few others that demonstrate how easily students can "cross-over" between the class lessons and the portfolio requirements. For me, it's all about student-choice and standards.

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The assignment addresses the CCR: Make an argument while citing high-level texts. Giving them this leeway creates excited, passionate students who are making inquiries into fields that hold their interest. The whole year has led to this moment, so what exactly do the students have to do? It's all explained here -- along with a bunch of suggestions for how they can tackle 8 pages of reflection.


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I believe in reflective writing because of its unique ability to get students to introspect, to think about their lives, and to contemplate the nature of their schooling. I'm not sure I ask student to do anything more important all year long as these 8 pages. These documents tie everything together: the essays, the grammar, the sentence variety, the reading, the research Final thoughts : I had the most wonderful time during this PD session, and I think the teachers found it refreshingly different than other types of Professional Development they have experienced.

Full of magic markers, mind maps, and whips, this was a day of hands-on activities that are both educational and enjoyable.


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