Applying mind maps in writing lessons for students in grade 11 at ha trung high school

EDUCATION AND TRAINING DEPARTMENT OF THANH HOA HA TRUNG HIGH SCHOOL EXPERIENCE INITIATIVE APPLYING MIND MAPS IN WRITING LESSONS FOR STUDENTS IN GRADE 11 AT HA TRUNG HIGH SCHOOL Full name: Trinh Thi Lien Position: Teacher Subject: English THANH HOA, 2019 TABLE OF CONTENTS: N0 CONTENTS Introduction 1.1 The reason for choosing the topic 1.2 The purpose of the research 1.3 Study subjects 1.4 Reseach Methodology Contents of the experience initiative 2.1 Rational of the experience initiative 2.2 Situation of the issue before applying the experience initiative 2.3 Solutions to solve the issue 2.4 Effects of the experience initiative on study results of students, on teaching methods of my own and my colleagues 2.5 Results after applying the initiative Conclusion and requests 3.1 Conclusion 3.2 Requests Page 2 3 4 14 14 15 15 15 INTRODUCTION 1.1 Reasons for choosing the topic Nowadays, English has become an international language because it is widely used in many parts of the world In the tendency of integration of the global economy, English is one of the effective communicative tools for everybody The role of English is considered to be very important in the fields of economics, politics, science, culture and education Thanks to the innovation of ways in teaching English, English lessons are taught with four skills (reading, speaking, listening and writing) in one unit Moreover, there exists three stages: Pre-While-Post teaching in one lesson This really helps student improve their skills beside the grammar excercises to pass the exams This means that new teaching methods will enhance students’ activeness to practise and improve their language skills to communicate in situations in real life As it can be seen, writing competence in a foreign language tends to be one of the most difficult skills to acquire This is true for English as well The key to successful writing classes is that they are pragmatic in nature targeting the skills required or desired by students Moreover, most of the students find it difficult to get ideas about the topic given and the way of expressing them in English Students need to be personally involved in order to make the learning experience of lasting value Encouraging students’ participation in the exercise, while at the same time refining and expanding writing skills, requires a certain pragmatic approach The teacher should be clear on what skills he/she is trying to develop Next, the teacher needs to decide on which means (or type of exercise) can facilitate learning of the target area Once the target skill areas and means proceed to focus on what topic can be employed to ensure student participation by pragmatically combining these objectives, the teacher can expect both enthusiasm and effective learning Pre-writing tasks review and build students’ knowledge of relevant vocabulary, relevant grammar points and most importantly, students’ background knowledge, since that is what really generates thoughtful and interesting written work Pre-writing tasks are a crucial element of successful writing instruction For such above requirements in teaching writing skill, I have decided to apply “Mind Maps activity in teaching writing skill to students in grade 11” Having found that application of Mind Maps activity works well in writing lessons, I have made a decision to summarise my experiences to make a small contribution to the teaching of English 1.2 The purpose of the research * How to apply “Mind Map” activity in writing lesson * How does “Mind Map” activity affect the students’ writing performance * Helping students at Ha Trung high school become better at learning English and using English in real life 1.3 Study subjects This study was carried out in two English classes with 75 students in grade 11 at Ha Trung high school The research focused on how Mind Map activity affected the students’writing performances in writing lessons 1.4 Research Methodology The study is basically a qualitative research with the following methods: + Read and study materials + Summarise experiences + Exchange experiences with colleagues Contents of the experience initiative 2.1 Rational of the experience initiative A Mind Map is a visual representing of hierarchical information that includes a central idea surrounded by connected branches of associated topics Mind mapping is a wonderful tool to present to various levels of language learners It can be used in many different ways, but especially in the realm of writing It helps students begin a writing task, takes brainstorming to a new level, and actively involves students in creating a road map for their thoughts So what exactly is a mind map? It is best explained using an example and comparing it to regular brainstorming Mind mapping visually looks like a map of sorts Instead of a linear model for brainstorming - or just making a list - this allows students to spread out and move around on the page It starts with a topic in the middle, and then proceeds with keywords that branch off the main topic idea Sub topics can then be branched off into subtopics until the page is covered with keyword ideas related to the main idea Students can use pen and paper to draw their mind maps, and you can give examples on the board You can start out with a simple writing assignment or bigger tasks like an essay, depending on the level and your class needs Begin with a topic, for example: My wedding day Students start with the main topic in the middle and begin brainstorming It could look something like this: Guests and food My dress Taking pictures Wedding Vows Ceremony Romance Parents The students can determine what their main idea is from the beginning or they can also use a mind map to brainstorm a main idea This works well if you give them a vague subject like, write about the happiest day of your life They could brainstorm the top three ideas and then choose what their main topic will be Here we have a clearly set topic, the wedding day Once they have the central idea, they can list out keyword ideas on branches from the main idea They can also add more details to the supporting ideas by branching off the supporting ideas So under “Ceremony” there could be another five bubbles each with a different sub-topic, like vows, parents, music, rings, etc Students can use different colors and shapes to signify main ideas, supporting ideas, and sub5 topics This technique allows them to open up the possibilities, and there is no one right way to devise a mind map Making a mind map should be a spontaneous pre-writing activity Students start with a topic at the centre and then generate a web of ideas from that, developing and relating these ideas as their mind makes associations Mind Maps work well as their visual design enables students to see the relationship between ideas and encourages them to group certain ideas together as they proceed Mind maps work especially well when created in groups, since the discussion this engenders aids to the production of ideas and makes the task livelier and more enjoyable In short, Mind Maps help students brainstorm and explore any idea, concept or problem; facilitate better understanding of relationships and connections between ideas and concepts; make it easy to communicate new ideas and thought processes; allow students to easily recall information; help students take notes and plan tasks; make it easy to organize ideas and concepts 2.2 Situation of the issue before applying the initiative 2.2.1 On the part of the teachers Most teachers know that Mind Mapping is a beneficial learning tool to help students brainstorm any topic and think creatively Mind maps are particularly helpful in the writing process and provide students with a natural way of thinking and building thoughts on a story plot of theme Mind maps also provide teachers with insight into their students’ thought process regarding a specific topic By asking students to create mind maps demonstrating their comprehension of a concept, teachers are able to understand what a student’s prior knowledge was and how well the student understands the assignment or the material being taught This is a very effective way of evaluating students’ understanding However, teachers often spend little time on this pre- activity for fear that they should not have enough time for the whole period of writing with the allotted time of forty – five minutes 2.2.2 On the part of the students Students often find it difficult to produce their own language in four language skills, but the most dificult one is writing skill, which requires not only background knowledge but also a good command of vocabulary, grammatical structures and a good organisation of ideas about topics required These are obstacles which discourage students from being actively engaged in writing lessons, thus the targeted lesson is usually impossible It can be easily seen in the following table of students’ results before using the mind mapping as a learning tool in writing lesson Class Number Excellent Good of students N0 % N0 % Average N0 % Weak N0 % Poor N0 % 11G 39 0 5,1 15 39 12 31 10 25,6 11I 43 0 0 10 23,3 15 34,9 18 41,8 2.3 The solutions to the issue 2.3.1 Choosing a topic for writing lesson Traditionally, students are given a topic to write on by the teacher However, with certain classes, students may prefer to nominate the topic themselves This can lead to greater interest in the task on the part of the student, as well as, perhaps, greater kknowledge of the topic under study The mind map strategy can be used to explore almost any topic, though discursive essays and narrative work particularly well as they front students’ideas and lead themselves to discussing ideas in groups 2.3.2 Note making Once the topic has been introduced, I encourage my students to close their eyes and think about it for a minute or two, in silence They then have two minutes in which to note down their ideas If they not know a word in English, they can write it in the mother tongue at this stage, as dictionaries or too much teacher intervention tend to halt and inhibit the creative flow Then, working in groups, they can compare and discuss their ideas, perhaps adding to their mind maps as they go This stage also provides the opportunity for peer teaching, as other students may be available to provide the English word for the idea that was noted down in their mother tongue 2.3.3 Feed back The next stage, in which the teacher makes a collective mind map on the board, is optional, but is useful for students who are new to the idea of mind maps, or for weak classes It is also in this feedback stage that any remaining language problems can be ironed out As the teacher elicits students’ ideas, and reformulates expressions or corrects, students will learn how to express their ideas in English Such personalisation is said to aid vocabulary learning The map is fluid and changeable, and new connections or subgroups can be made, or branches added, as the students make suggestions The end result should be an organised display of information, showing the central topic, and a number of subtopics and further points that stem from it 2.3.4 Organising mind maps In the next stage the students organise their mind maps into a linear format to decide the best way in which to present their points They should first think about the overall structure, the order in which to relay the information, and then focus on the final text, as this helps to clarify their writing This can be done in groups, or as a class with the teacher leading the discussion 2.3.5 Writing Students should then begin to write their composition working in pairs if they wish After that, they should exchange their compositions, so they become readers of each other’s work This allows for feedback, and possible re-writing Once they have finished, they should again exchange their texts This gives their texts a communicative purpose, as well as developing an awareness of the fact that a writer is always producing something to be read by someone else, rather than for the display of writing alone 2.3.6 Continuation Once students are familiar with the idea of making mind maps, they can be encouraged to use this skill for further writing acivities It is a useful technique and often improves the clarity and organisation of student texts 2.3.7 Application Period: 44 UNIT 8: Writing I Objectives By the end of the lesson, students will be able to write a description of a popular celebration II Materials Textbook, handouts III Anticipated problems Students may not have sufficient vocabulary and ideas to write about the topic, so the teacher should be ready to assist them to make a mind map of ideas IV Procedures: Work arrangement Time Steps 7’ WARM UP Group work Competition game – Tet holiday activities - T divides the class into small groups of – Ss Then T distributes the following handouts for Ss to in their own groups Ss have to fill each space with one activity Which group finishes first and has all the correct answers will be the winner - Suggested answers: decorate the house cook traditional food go shopping Tet holiday activities Visit relatives and friends go to the pagoda eat special Tet food 15thdecorate day ofthe thethe decorate 8th lunar PREPARING house STUDENTS house TO WRITE 13 ‘ - The teacher month sets the scene: you are going to write a description of one of the popular celebrations in Vietnam celebrate the cook cook The teacher gets students to choose the topic themselves Have go shopping go-parties shopping largest full with leading special to their greater interest intraditional thetraditional task moon infood the cakes - The teacher prepares students forfood the writing task, the year teacher uses Mid-Autumn the Mind Map activity to provide students Tet Tet holiday holiday with a natural way of thinking and building thoughts on a Festival activities activities celebration which each student choose to write about - Suggested mind maps: parade go to goin the tothe the Dances VisitVisit and street pagoda pagoda with relatives folkrelatives songs andand the lanterns friends friends eat special eat special wear Tet Tet food masks food Whole class & pair work - Choose the topic to write about and complete the mind maps with the ideas September 2nd, 1945 Hang national flags Have a day off National Independence Day Decorate the streets March on Ba Dinh square March 8th Fireworks Give presents and flowers Share the household chores Women’s Day Show respect and love Hold a meeting emphasise women’s role 10 November 20th, music festival Show respect and love Make speech Teacher’s Day Have a strong bonding Come closer to each other Give presents and flowers T asks other Ss to comment on their friends’ answers and gives his / her own feedback Suggested answers: The description includes main points: 11 + Name of the festival + Purpose of the festival + Time of the festival + Main activities of the festival / what people in the festival + Foods eaten + People’s feeling about the festival (like / dislike? reason(s)? - Now the teacher gets students to work invidually to write an outline for their description, using the main points set in the previons activity Students should choose one of the popular celebrations in Vietnam to describe (Mid –autumn Festival, Teachers’ Day, Women’s Day, Independence Day ) - Students work with each other to comment on each other’s outline T goes around and provides help when necessary 15’ WRITING - T gets Ss to describe the festival they have chosen in 15 minutes - T goes around to observe and offer help with vocabulary or structures Sample writing Mid-Autumn festival In Viet Nam, the Mid - Autumn festival, also referred as Tet Trung Thu, is one of the two most celebrated festivals to current date The Mid - Autumn Festival dates back over 15,000 years ago, and is traditionally held on the 15 th day of the 8th lunar month A Vietnamese folk song indicates that the festival came about as a way for parents to make up lost time, showing love to their children after the harvest season Appropriately, the Mid - Autumn Festival is also called the Chilren’s Festival Trung thu activites are often intended for children and their education Parents buy lanterns for their children so that they can participate in a candlelit lantern procession at dawn Lanters represent brightness while the procession 12 Invidually work symbolizes success in school Vietnamese markets sell a variety of lanterns Other children’s activities include arts and crafts which children make face masks and lanterns Children also perform traditional Vietnamese dances and participate in contests for prizes and scholarships Unicorn dancers are also very popular at Trung Thu festival In addition, Vietnamese parents tell their children’s fairy tales and serve mooncakes and other special sweets, it’s also the opportunity for me to gather with my family and friends to enjoy the moonlight and many special refreshments National Independence Day September 2nd, 1945 is an important landmark marking a major turning point of Vietnam It was an establishment day of the Democratic Republic of Vietnam and is also considered the National Independence Day of the current Socialist Republic of Vietnam President Ho Chi Minh read the Declaration of Independence at Ba Dinh square officially claiming the independence and sovereignty of Viet Nam from France and Japan As a typical National Day, the Vietnamese have a day off to commemorate the event’s historical significance A notable sign for the cheerful spirit of the day is the appearance of Viet Nam flags everywhere, coloning the whole country with lively red backgrounds and jovial yellow stars The streets are exploded with a boom of red and yellow There is also an annual marching on the Ba Dinh square and fireworks in the major cities of Viet Nam September 2nd is truly an utmost special day for the whole Viet Nam nation Teacher’s Day Teacher play an important role in the growth of students The festival known as Teacher’s seeks to celebrate this unparalled contribution made by teachers in the life of their students The ceremonious occasion is celebrated on November 20th every year On that day, some of the usual activities performed are dance, drama, songs, competitions and especially thanks giving of students to their teachers by giving a speech, flowers and meaningul presents The day gives the students an opportunity to show respect and love to their 13 teachers Both teachers and students enjoy the occasion with equal enthusiasm It gives them an opportunity to come closer to each other and have a strong bonding Women’s Day The International Women’s Day is celebrated every year globally on March Women’s Day started out as a feminine movement in the early 1900s where women demanded equal opportunities, freedom and the right to vote Today, various events are held all over the world and some countries even regard this day as a national holiday! As part of a workplace environment, offices can organise a meeting or parties where women workers are given special titles At home, family members honour women with some flowers or a small present, the chores for the day or take them out for dinner All these activities emphasise women’s role and show respect and love to them 8’ FEEDBACK ON SS’ WRITING - T asks Ss to exchange their writing with another student for peer correction - T goes around and collects mistakes - T chooses one or two descriptions and reads it / them to the class - Then T elicits corrective feedback from the class and gives into consideration their friend’s and T’s suggestions and correction 14 Pair work & whole class 2.4 Effects of the experience initiative on study results of students, on teaching methods of my own and my colleagues Class Number Excellent Good of students N0 % N0 % Average N0 % Weak N0 % Poor N0 % 11G 39 12,8 10 25,6 15 38,5 15,3 7,6 11I 43 4,7 11,6 15 34,9 10 23,2 11 25,6 2.5 Results after applying the initiative I find that using mind map is the easiest way to teach my students how and what to write There have been some of the initial results after applying Mind Maps to teaching English writing skill Students have become actively envolved in the writing lessons and more confident in their writing, even some students have performed very well The academic year 2018-2019 has seen the result of my applying this method of teaching though the two prizes for gifted students in the examinations organized by the Education and Training Department of Thanh Hoa, one third prize and one encouragement prize 15 3.Conclusion and requests 3.1 Conclusion I find that using mind map is the easiest way to teach my students how and what to write There have been some of the initial results after applying Mind Maps to teaching English writing skill However, due to the limitations of time for a teaching period, and the lack of facilities, and students’ levels, groups of students are only asked to draw a cluster of ideas in the shape of the map Nevertheless, some students made eye - catching maps I also help students to add some structures to the maps, my students can now have their own products, instead of copying the samples from books They are also encouraged to write because it is their own ideas and words I also try to use mind map in reading and speaking, and the results make me surprised Often once students are exposed to mind mapping, the old way of brainstorming takes a backseat, and this becomes the preferred method You’ll be amazed at how easily and cohesively students are able to assemble their thoughts and write their own paragraphs 3.2 Requests 3.2.1 For the Department of Education and Training: - Organising the seminars, conferences and forums to give teachers of English opportunities to share their teaching experiences - In the process of implementing, there would be unavoidable shortcomings I am looking forward to hearing comments from managers for me to improve my teaching method 3.2.2 For the Leaders of the school: - Set up English clubs for students to have opportunities to practise and use English in real life - Equip the school with the modern facilities, multimedia room - Register and buy CDs every year (Because of the peculiar easily scratched CD, they cannot be used for many years, which has bad effects on the teaching results.) - Encourage teachers to summarise their teaching experiences - Enable teachers to participate in conferences, seminars and forums to enhance their knowledge and teaching methods - For the innovation of teaching methods to be effective, there should be close coordination, guidance and attention from the leaders Thanh Hoa, May 10th 2019 Principal’s confirmation I assure that this is my idea report, I not copy others’ content Written by Trinh Thi Lien 16 REFERENCE BOOKS: During the research process I have used the following references: English Textbook 11 (Education Publishing House) Teachers Book 11 Mind Tools Club: http://www.mindtools.com Methods of teaching English in secondary schools (Nguyen Hanh Dung Educational Publisher) 17 DANH MỤC CÁC ĐỀ TÀI SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG ĐÁNH GIÁ XẾP LOẠI CẤP PHÒNG GD & ĐT, CẤP SỞ GD & ĐT VÀ CÁC CẤP CAO HƠN XẾP LOẠI TỪ C TRỞ LÊN Họ tên tác giả: Trịnh Trị Liên Chức vụ đơn vị công tác: Giáo viên – Trường THPT Bán công số Hà Trung, trường THPT Nguyễn Hoàng (Thời điểm viết SKKN xếp loại) TT Tên đề tài SKKN Cách khai thác dạy học đọc hiểu hiệu cho học sinh THPT Phát huy hiệu hoạt động cặp, nhóm q trình dạy học Tiếng Anh trường THPT Cấp đánh Kết giá xếp loại đánh giá xếp (Phòng, Sở, loại (A,B Tỉnh…) C) Năm học đánh giá xếp loại Cấp Sở C 2004-2005 Cấp Sở C 2011-2012 18 ... decided to apply Mind Maps activity in teaching writing skill to students in grade 11 Having found that application of Mind Maps activity works well in writing lessons, I have made a decision... my students how and what to write There have been some of the initial results after applying Mind Maps to teaching English writing skill Students have become actively envolved in the writing lessons. .. further points that stem from it 2.3.4 Organising mind maps In the next stage the students organise their mind maps into a linear format to decide the best way in which to present their points They