Uses of Mind Maps

In this section we set out how concept maps can be used for various different tasks. These examples are not exhaustive, but should provide you with sufficient insight to start to develop your own style. Bear these in mind when you come to practise on your own.

Decision Making

You might want to use a concept map to help you make a choice. For example, whether or not to buy a house. When making such a choice there will be a number of competing factors to balance, but ultimately the decision will come down to a simple choice, in this case yes or no, but in different circumstances it could be either/or, better/worse and so on.

In your concept map, the central image would be the picture of a house. Because this is a choice, the main branches would be yes and no. Then complete the concept map, letting your mind run freely filling in ideas. Make sure that you use colours. These can be important in capturing emotions.

Making the decision

Once the concept map is done, the decision itself may be immediately obvious. If not, then try the following: -

Give each factor a number weighting from one to one hundred. Whichever choice scores the highest wins.

Use your intuitions. Doing so, will access the whole of your unconscious resources and draw on the whole of your brain.

Allow time for the ideas to incubate. Allowing yourself time to relax will put you into a resourceful mental state of mind and allow you to draw on all your mental resources.

If you still are unable to make a decision, it may be that the factors are truly equally balanced. If so, toss a coin to decide. When you do so, monitor your reaction to which way up it lands. This may reveal your true desires.

Practise making some decisions with concept maps. For instance, should I buy X? Should I learn X? Should I go to X? Should I apply for job X? Decide for yourself what X is in each case.

When making decisions, you might want to have some basic ideas for main branches that you can draw on in various circumstances. Consider using the following: -

History - what are the origins of the factors under consideration? How did they develop?

Structure – what form do the factors under consideration take?

Function – how does what you are considering work?

Role – what do the items under consideration do?

Classification – how would you classify the items under consideration?

You might also like to create concept maps like these on areas of public debate such as morality, politics, or religion.

See pages 40 and 41.

Note making

This is the process of noting down your own ideas. As such it is a creative process, drawing on your own mental resources.

As an example, following on from the previous one, having now decided that you want to buy a house, you might want to decide exactly what sort of house to buy. You would put the image of a house at the centre of your mind map, and then consider the main branches. These might be price, environment, purpose, size and so on. Normally you would want to have between three and seven of these radiating from the central image. As you may remember from the Memory Course, the number of items that can be stored in short term memory is about seven, so try to limit the number of main branches to that.

When you are making notes of your own, you may want to have a standard set of main branches to draw on. This will provide you with some hooks to help you to focus. Choose from: -

Basic questions – how, when, where, why, what, who, which, etc?

Divisions – chapters, lesson, themes;

Properties – characteristics of the factors under consideration;

History – a sequence of chronological events;

Structure – the form of the factors under consideration;

Process – how what you are considering works;

Evaluation – how good, worthwhile, beneficial it is;

Classification - how different categories relate to each other;

Definition – what various things mean;

Personalities – the different roles people have.

For practice, you might try doing concept maps for the following decisions. Focus on identifying the main branches.

Why would it be good to: visit X? Buy X? Learn X? Begin X? Create X? Finish X?

Each choice requires you to identify an object which will be at the centre of the decision making process. Make the object as bizarre as you want. The weirder it is, the more you will be drawing on the creative processes in your brain.

Once you have actually identified the various branches and created the concept map, the decision making process should be obvious. It resembles the process for the two-way choice outlined above.

Note Taking

Note taking is the organisation of other people’s ideas. For instance, you might want to note down ideas from books, lectures, speeches and various other sources. When taking notes like this, always be sure to supplement them with your own ideas.

The function of your notes should be fourfold. They should be: -

Conversational – they should engage you. To make sure they do, include your own ideas at the same time;

Creative – they should be a springboard for creative thought;

Analytical – they should have a logical structure to help you identify ideas and also to impose your own;

Memorable – they should help you to remember key facts.

When taking notes from a book, start off by browsing through it: work out what you already know and define your aims. Get an overview of the text. This will help you to identify the main branches. When you have done that complete the concept map and build it up by filling in the details from the text.

Take a similar approach for lectures. If possible, try and get an outline of the main ideas from the lecturer before the lecture. If not, try to identify them during the lecture. You can always tidy up the concept map and edit it afterwards.

See pages 42 and 43.

Memory

Concept maps are good mnemonic devices because they make full use of your imaginative and creative capacities by utilising all of your cortical skills.

You can use concept maps to remember television programmes, radio programmes, dreams, general lists, and things to do.

A specific use to which you can put concept maps is to identify something you can’t remember. Put the missing information at the centre, identifying it by an X or a question mark, and have the all information you can recall branching out from here.

See page 44.

Creative Thinking

Concept maps are excellent devices for creative thinking. By using all of your cortical skills they can spark your imagination. Using concept maps you can explore all the creative possibilities in a situation, rid yourself of prior assumptions, and create a conceptual framework that is ideal for capturing flashes of insight.

It has been estimated that using concept maps, one individual can generate twice as many ideas as a group of people without one.

Process

Draw a central image and then spend twenty minutes noting down all the ideas that you can think of, radiating out from the central image. Make sure that you do not censor yourself. Add all the ideas that you come up with, no matter how absurd they seem. It is these absurd ideas that can be the key to new insights.

When you have done this take a short rest and then start building up hierarchies by identifying the main branches. Highlight any repeating ideas: they may be more important than you realise. Also if they appear in different places they may have different associations and give you different perspectives. At this stage, reconsider the bizarre ideas that you have had.

When you have done this, take a long break. Allow yourself fully to relax. By doing so, you gain access to all of your unconscious resources. You could also have a concentration or visualisation session. These will put you into states of mind conducive to creative thinking (alpha and theta states), and allow your ideas to incubate. If you have not already done so, we suggest that you familiarise yourself with the Concentration Course and the Visualisation Course.

After this incubation period, do a quick-fire concept map. See if you have any new insights. Then, conduct a review. See if you can identify any new insights. Are you now able to realise your goals?

See pages 45, 46 and 47.

Group Mind Maps

Group concept maps are very useful and can be used in any situation where you are working with others, for instance on a problem solving task. We all have a unique perspective on life, and a group concept map brings together the benefits of all of our different perspectives. The concept map serves as a record of the emerging group mind which is distinctive from the mind of any of the individuals within the group.

There are seven stages to making a group concept map: -

Define topics and set objectives. At this stage all necessary information should be given to each member of the group.

Each member should brainstorm by themselves for at least hour. This will generate a full set of individual ideas from each group member. By doing this stage alone, it prevents one individual or line of thought dominating, it utilises everyone’s brains and the full power of each individual’s associative capacities.

At this stage have a discussion in small groups of three to five for about an hour. Have a full exchange of ideas. Be completely positive, accepting all ideas, even ones that seem crazy or absurd.

Do your first multiple concept map on a giant piece of paper. At this stage incorporate every single idea. We suggest that you use colour coding for each individual’s contribution.

At this stage take a rest and allow the ideas to sink in. Doing this will allow the full use of everyone’s unconscious resources.

Repeat steps two to four and compare the two group concept maps that you have made. See if you have come up with any new ideas and insights.

When you have done this make whatever decisions are necessary, set your objectives and devise your plans.

The benefit of using group concept maps in this way is that it places equal emphasis on both the individual and on the group. The group benefits from each individual’s input. More useful ideas can be generated and a consensus can be created. Since all ideas are treated as equally valid, each individual feels as if they own the concept map and has an input into it. The concept maps also acts as a hard copy for the emerging group mind.

See page 48.

Self Analysis

You can use concept maps to gain an insight into yourself, your needs, your desires and your aims. For instance, you might want to change your career, have children, or go back to school. Since concept maps use all your cortical skills, you will gain a relatively objective view of yourself, and gain an insight into your own nature.

When doing a concept map of this nature, it is important that you are in the right state of mind, so make sure that your environment is positive and relaxing.

Process

Do a quick-fire concept map. Let your thoughts run free. Include all your thoughts and emotions. Do it at speed. Don’t aim for neatness. Make full use of colour to capture different emotions.

Select the major branches you want to include. You might want to use ones such as personal history, strengths, weaknesses, likes, dislikes, long term goals, family, friends, achievements, hobbies and emotions. You could use different colours or symbols for different themes. Additional branches might be learning, knowledge, business, health, travel, leisure, culture, ambitions and problems.

When you have identified the major branches, complete the rest of the concept map. Examine it and then use it to make any necessary decisions and plan future actions.

You can also use concept maps of this nature to conduct an annual review of your life; to identify progress you are making and any general trends. You can combine concept maps of this nature with elements from the Goals Course.

In addition to analysing yourself, you can help others to analyse themselves. You could help a friend by drawing it for them, helping them identify a central image and identify the main branches of their concept maps.

The benefits of using concept maps for self-analysis are that they are a relatively objective record, they utilise all your cortical skills to give a full record of you as an individual; they make planning easier because they are done in the context of a fully informed state and they create a permanent record. By using colour codes for emotions they make emotions easier to express.

See pages 49 and 50.

Problem Solving

Concept maps can also be used to help resolve personal problems and difficulties with personal relationships. They are similar to concept maps you would use for self-analysis, but that they are focusing on a particular personality trait or characteristic, such as excessive shyness.

The central image might be something that relates to that characteristic. If it were shyness, then it might be a picture of you hiding. Do an uncensored quick-fire concept map aimed at releasing all the thoughts you have relating to shyness including your physical reactions, behaviour, background, and possible causes.

When you have done this draw a second concept map. Use this one to develop a plan of action. The implementation of this plan should help resolve the problem. If you find that you have identified repeated ideas then you might have identified a more fundamental problem, which may, in fact, be the real problem.

You might want to combine the use of these concept maps with the States of Mind Course, which deals further with matters of this nature.

You might also use concept maps to help you solve interpersonal problems (also dealt with in the Communication Course).

You will need to do this with a partner. Again prepare an environment that is comfortable for you both. Each of you should do three concept maps. One for likes, one for dislikes and one for solutions. Start off with a quick-fire concept map and then fill in the details. Do each of these in complete privacy.

When you have finished, each of you should give a presentation to the other, firstly on the negative aspects, then the positive aspects, and then on solutions. At each stage the listener should concept map, but should not respond to any criticism. Any interruption should be merely for clarification. Remember that because everyone’s perspective on the world is different, what they are saying is true from their own point of view. The negative aspects are covered first because they are likely to be the root cause of the problem. Remember the aim is not to criticise but to get the problems into the open.

When each party has presented the negative aspects, they should then present positive aspects. Covering these will give added impetus in the search for a solution.

Taking this approach is beneficial because it promotes openness and gives an honest view of each other’s perspective. It places problems in a wider context and acts as an ongoing record of the relationship leading to a greater understanding of each other, helping to develop greater self-awareness, maturity and a closer bond.

See page 51.

Diary

The aim of using a concept map as a diary is to enable you to manage your time according to your needs and desires rather than having your life being ruled by time. It should be a planner and a record, incorporating all of your cortical skills to create a complete time and life management system. A concept map diary has three elements:-

Yearly plan: This provides an overview of the major events in a year. It should be as positive as possible, and as general as possible, making use of colour codes and images – also using codes for secrecy if necessary.

Monthly plan: In the monthly plan, dates drop down along the left hand side of the page, with hours across the top from left to right. No one day has more than five meetings or tasks scheduled. Any additional details can be included on the daily plan. With consistent colour coding one can gain an instant overview of the year. It provides a basis for annual review of the past and an opportunity for setting future goals. It is possible to see whole trends.

Daily plan: The daily plan is based on the twenty-four hour clock. It is a planning and mnemonic device. Apply as many of the concept mapping rules as possible. Ideally you should produce two daily diaries, one to plan the day and one to review it.

You can also use colour codes to mark out the important divisions in your life, such as health, family, friends, creativity and work.

The benefits of using a diary in this way are that it provides both a microscopic and macroscopic view of your life; it records the past and plans the future; it is visually attractive; it allows an instant review of year-long trends and puts events in the context of your whole life; it puts you in control of your life and gives you instant access to information. Because of its visual attraction, it encourages you to use it consistently.

See page 52and 53.

Family Study and Storytelling

You can use concept maps as a device for family study and story telling. For example, as a family story telling device you might, as a group, like to brainstorm ideas and agree on the title and central characters. Subsequently, spend time brainstorming as individuals. Everyone draws a quick-fire concept map, making an original story that is both exciting and stimulating. After this time is spent in instruction and review, identifying major branches such as plot, character, themes, settings, language level, morals, feelings and outcomes. A short period of time is then spent allowing the ideas to incubate. Then some time is spent discussing each other’s concept maps. Always be as positive as possible.

At this point, create a group concept map, which should be a complete outline of the story. Each person tells part of the story and then leaves it at any point that they wish, preferably up in the air at a point of suspense ready for the next person to carry on.

When this has been done, a second more attractive group concept map can be created, while the story is being read back of re-told. When the story is being written out, type it out at ten lines per page, leaving a blank page opposite for pictures to be drawn.

See pages 56 to 59.

Essays

You might want to use concept maps for writing essays. Concept maps can be used to identify the essential elements of a subject and then to build up a linear structure. Begin with a central image representing the main subject. Select the main branches. If you are answering an essay question, pay attention to what the question is asking to help you select the main branches. Let your mind range freely, adding items of information, and the points you want to make. There should be no limit to the number of branches you can include. Utilise colour codes and symbols for cross-referencing.

When you have done this, write the first draft of the essay as quickly as you can. Skip over areas of difficulty as you do so. You can return to these later, as you would when studying a book.

Review the concept map at this stage and then put the finishing touches to your essay, plus cross references, supporting evidence and quotations, modifying or expanding conclusions where necessary. This approach saves many pages of notes.

See pages 56 to 59.

Exams

As you progress through a course of study, make concept maps and review these at regular intervals. Taking this approach, you should easily be prepared for the exam.

During the exam, read the paper through fully, and select the questions by making notes in mini concept map form of any thoughts that spring to mind. Decide the order in which you want to answer the questions. Then make quick-fire concept maps for all the questions you intend to answer. Taking this approach ensures that your brain will be exploring the issues throughout the exam.

Then do a concept map framework for your first answer. The central image will be the main subject. Each major branch will be a subheading, with one for the introduction and conclusion. Each extension of the branch will represent a paragraph or two.

Projects and Reports

When doing projects and reports, decide how much material you want to cover in a given time. These targets are just as important for long term planning as for short term planning. Use concept maps to take notes from source material, and as a basis for your final written presentation. Using this approach your work is likely to be better structured, more focused, creative and original than it would be with constant redrafting based on traditional linear notes.

The benefits of this approach are that it eliminates the stress of disorganisation, the fear of failure and writer’s block. The free associative hooks of the concept map reduce the time needed, put you in control and result in more focused work.

Teaching

Concept maps can be used in various teaching situations. One of the fundamental tasks of a teacher is to help the student learn how to learn, so concept mapping should be taught to the student, to help their learning.

Concept maps can also be used to prepare lesson notes. This allows the teacher to maintain an overview of the lecture at all times and saves the time of writing the lesson out in full. Moreover, it is easy to update year on year as the teacher’s knowledge evolves. This means that the lecture varies avoiding tedium for the teacher without any extra work. It has the benefit of both providing structure and allowing spontaneity, and can be edited as the spur as necessary.

Concept maps can be used to give an overview of the yearly study programme, with divisions into terms, lesson types, term planning and so on. It can show what aspects of the curriculum are to be covered and in what order. They can also be used for daily planning including the specific details of lessons, the start and finish time, topics to be covered, classrooms and so on.

Finally, they can be used for lesson presentation. Using a flip chart or white board, the teacher can draw a concept map as the lesson progresses, which will enhance interest on the part of the students. Skeleton concept maps can be handed out at the start of the lesson for students to complete.

See pages 60 to 65.

Books

Concept maps can be used to create detailed notes of books. This is done in two stages: preparation and application.

Preparation

Browse for ten minutes. Create the central image of the concept map. Get a feel for the book. You can add main branches if they are obvious. They may be chapter headings, for instance.

Set your aims and objectives. Take into account the content, the level of difficulty, and the amount of knowledge you already have. Decide on the time you want to devote to study and the amount you want to cover. This stage should take about five minutes.

Without looking at the book, do a quick-fire concept map on the topic, and every sub-topic on a blank sheet of paper to elicit all of your existing knowledge. Take ten minutes.

Define and concept map your goals for five minutes. Add to the existing concept map you have just completed using different colours. There may be specific questions or areas of knowledge you want to find out more about or skills you want to acquire

Application

Overview. Look at the table of contents, the index, the major headings, results, conclusions, graphs, illustrations and so on. Identify important elements in the text.

Preview. Look at any material not covered in the overview, particularly the beginnings and endings of chapters, sections and paragraphs, where essential information is concentrated.

Inview. Fill in the bulk of the material at this stage. Go over the material in detail. Identify any areas of difficulty by marking them with a pencil. Do not pause over them at this stage. Move on instead.

Review. Go back over any difficult areas and problems that you skipped earlier. Look back and answer any remaining questions you need to fulfil your objectives.

You can either concept map the book as you read, or alternatively mark the book with a pencil while you read and complete the concept map afterwards. Either is acceptable. Remember always to include your own knowledge. Use different colours for your own thoughts.

Lectures, Movies and Videos

The approach for these is similar to that for books except that here you are subject to the fact that information is presented in a definite linear temporal order. With a movie, you cannot jump around like you can with a book. So, draw the central image and main branches as quickly as you can. For a lecture, you may be able to get a preview from the lecturer. If you have time you can also do a quick-fire concept map of your own knowledge. As the lecture or movie progresses, fill in the concept map. Don’t worry if it is messy. You can tidy it up later.

Master Mind Map

You might like to try to create a master concept map for all areas of your knowledge in a long-term study course, or even for your whole life. Major branches might be themes, theories, events, classifications and so on. Every time you read a new book on the subject, fill in your thoughts. After a while the boundaries will edge onto other subjects and disciplines. For example, psychology will touch on neurophysiology, philosophy, and so on. When this happens it means that your knowledge is becoming very deep and broad, and you should be able to contribute to new insights on human knowledge.

The benefits of this approach are that you will be able to keep the whole subject in view at one time. Your notes will take up far less space than linear notes, and will allow your own brain to relate to ideas expressed by other lecturers, authors and so on.

See pages 66 to 68 for concept maps on these areas.

Meetings

For meetings, everyone should be both presenter and audience member. Individuals can create their own concept maps throughout the meeting.

The subject of the meeting provides the central image. Major items on the agenda correspond to main branches. Information can be added wherever it seems relevant. It does not matter if the concept map is messy.

Additionally a group concept map can be drawn during the meeting on a chart visible to everyone. This ensures that good ideas are not discarded or fail to emerge.

Chairing meetings with a concept map

The chairman should have the agenda for the meeting as a basic concept map. It serves as a fundamental frame to which thoughts and discussions can be added. Colour-coding can be used to indicate action to be taken, ideas, questions, and other important areas.

Benefits are that every member sees the viewpoint of all the other members, and all contributions are placed in context. By including all individual contributions, energy and enthusiasm are increased because everyone has a stake in the input. Meetings conducted this way will take less time and increase the probability of any goals set actually being achieved.

See pages 69 and 70.

Presentations

Presentations are a vital part of business. Good communication is always central to their success. Preparation for presentations with concept maps is almost identical to

the approach for exams, essays, teaching, or learning. Draw a central image and then a quick-fire concept map including any ideas that spring to mind. Consider the order of the main branches and number them. Decide how much time you want to allocate to each branch.

Organise your main branches and fill in key words. Each key word will take up to one minute during the presentation so for a one hour speech, allow a maximum of sixty key words.

Look at the concept map again and pare it down further ridding it of extraneous material. Put in codes where you want to insert slides, videos, cross-referencing and so on.

The advantages over a linear text are manifold. You can maintain eye contact with your audience and use physical gestures more easily, using your whole body to communicate. A pre-prepared text is not recommended because grammatically correct English is not appropriate for presentations and can lead to boredom.

Concept maps provide a balance between structure and spontaneity, which is the key to a confident presentation. A written speech is always out of date because it doesn’t incorporate the audience’s needs or points made by other speakers and it is difficult to adjust the length of the speech if it is necessary to do so. Concept maps overcome all these difficulties.