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In January an article was published in the Headteacher Update with the title ‘Developing Learning Habits and Skills in Your Pupils.’ In the article Sebastien Chapleau explains how he has introduced new learning habits in his classroom and the impact they have had on his pupils.

Mr. Chapleau introduced his class to a structured use of mind-maps. The children would produce their own mind-map, giving a clear indication of ‘their own understanding and knowledge of a particular topic.’ They would then add to their maps by talking to a partner and then make further additions through group discussion. It was then that Mr. Chapleau would work with the class to produce a mind-map, using a collaboration of their ideas and thoughts. The children were encouraged to use mind-maps to identify possible areas of improvement, and progress was made as they referred to their maps and added to them. Pupils grew to be more independent and more confident in their learning.  Mr. Chapleau and his colleagues noted that ‘Mind-map sessions gave…the opportunity to listen in on the discussions taking place between children, and spot areas of need that they had to work on, both with individual students and for the class as a whole.’

Sebastien Chapleau first used this learning habit to help his Year 6 pupils make the difficult transition between Primary and Secondary Schools. However I have also seen mind-mapping used specifically as an aid for children with dyslexic tendencies.  In 2002 the BBC News website reported the use of mind-maps in helping children with dyslexia. Philip Chambers, who is the world’s mind-mapping champion, explained that mind-maps do not rely solely on words but also use ‘logic…colour and pictures’, thus helping the dyslexic to organise their thoughts in a visual way. We learn from Mr. Chambers that mind-mapping was first used by Tony Buzan as far back as 1974 and so I ask myself why it has taken so long to become a recognised and well utilised aid to learning in the classroom. Evidence suggests that mind-maps not only improve independence and confidence but also concentration. Children find it easier to generate and organise ideas when they are shown as a mind-map, and they are able to use it to improve the quality of their writing.

As a final comment I would like to mention a local secondary school which encourages their GCSE students to use mind-maps as a revision aid. It seems that mind-mapping is a habit worth learning for all of our pupils.