Simple Mind-Maps Assignment This mind-map is constructed of simple geometric sha

Simple Mind-Maps Assignment
This mind-map is constructed of simple geometric shapes and covers one topic, the field of aging. The requirements for this mind-map assignment are:
Recreate the mind-map as you follow along with the video.
Follow the five steps described in talking to the walls.
Document your mind-map work with written narrative OR in a recording.
Expectations of a Written Narrative
For this assignment, I am looking for is evidence that you grasp the ideas conveyed in the mind-map. The evidence can be submitted as a document, a video, or an audio recording. On this assignment, extra credit for extra effort will be awarded to students who cover more that the required topics or go above and beyond the required presentation!
The following 6-slides are discussed in the video presentation. For your narration you just need to include one key statement about each slide:
Slide 1: US Population
Slide 2: 50+ Population
Slide 3: Dynamic Pop, All Age, Pop Aging, Cohort Diffs
Slide 4: Gerontology Support Roles
Slide 5: Geriatric Clinical Roles
Slide 6: Dynamics of Geriatric Pop
Written Narrative Content
List the six slides int he video (see above).
By each slide name, write at least one complete sentence to share the information from that slide that stood out to you as being the most important thing(s) to remember.
Creating and Submitting a Document
Put your mind-map and notes where you can see them
Open and name a Word or Google doc
Talk through your mind-map and type out what you say
After you finish, go to the next page in the module
Click the “Submit Assignment” button
On the tab labeled “File Upload”
Browse for your file
Select the file
Click the “Submit Assignment Button”
You don’t just watch this videos, you actually copy the mind-map as we go along and produce your own mind-map on paper. Then you use your map to do the assignment explained. I go very slowly in this first video and I share a lot of supplemental information, so this mind-map is about 26 minutes long. Throughout the video my image is in the bottom right hand corner narrating the mind-map. My image covers up most of a starburst shape in that corner of the mind map which is labeled “Major Cohort Differences”. Please fill that in on your copy.
**REQUIRED VIDEO for this assigment***
Link to Mind-Map Video: https://www.youtube.com/watch?v=HA5Yj8W6NIw
Student Example
Here is an example of a student video created using a cell phone last semester. This student talked through the entire mind map, not just the six key points. It is way longer than necessary (11+ mins). But it is a great example of how to it can be done: https://www.youtube.com/watch?v=l852Vm2cQo0
Introduction to Mind-Maps
Mind-maps are highly effective teaching and learning tools that reinforce learning in a classroom and online. If the lecture is built around a mind-map, all you will need to do is draw the mind-map and take a few supplemental notes. Most of my lectures are built around some type of mind-map. If a lecture is not built around a mind-map, reorganizing your lecture notes into a mind-map can help you study and deepen your understand of the information. If you would like to learn more about mind-maps before you get started using them in this course visit: http://www.mindmapping.com/ (Links to an external site.).
Video Mind-Map Assignments
Be prepared with pencil and paper before you start watching a mind-map video. I either draw the mind-map on a whiteboard, poster-paper, or build the mind-map on slides presented in the video. If you follow these instructions, the assignment will be a breeze:
Follow my lead as I draw on the board or add information to the page, sometimes it is a shape and sometimes it is text.. Just draw or write what I do on your paper.
Use the space on the paper the same way I use the space on my page, and you will have plenty of room to label everything in legible print.
Pause the video and catch-up if I get ahead of you.
Replay any parts that you don’t really “get” and make a note before moving on.
When you are done, explain the mind-map to yourself aloud. I call this verbal rehearsal “talking to the walls”.
Post questions or comments you have about the mind-map in the weekly chat room.
Talking to the Walls
When I was totally overwhelmed in a multiple regression statistics course, my professor told me the only way she got through regression was by talking to the walls. It really worked for me in that class and since then, I use it to rehearse all kinds of information. Educational and cognitive psychology would refer to this as an elaborative rehearsal, thoughtful verbalization or writing, which helps encode knowledge in the short term memory into the long term memory. Talking to the wall will also helps you become more comfortable speaking on the topic of the assignment:
Just look at your map.
Think back on the first thing you wrote or drew.
Then tell the walls (or your dog, cat, stuffed animal, or whatever) about it.
Think-back on the next thing that was added and repeat the “talking to the walls” process until you have explained as much of the map as you can.
If you get to something on the map and you can’t remember what it is about, watch that part of the video again.
If you you go through this process a few times you could be as good at making the presentation as I was. Another way to really cement the knowledge is to re-draw the map as you talk to the walls.
Two Types of Mind-Map Assignments
Simple Mind-Maps: These maps are constructed of simple geometric shapes and cover one topic or construct. Simple maps have one or two requirements, depending on the assignment. You are always required to follow along with the video, recreate the mind-map, and follow the five steps listed above in talking to the walls. You may also be required to document your narration of the video in a document or recording.
Complex Mind-Maps: These maps require drawing complicated shaped so you are provided with a blank map that already contains the shapes and all you have to do is fill in the missing labels and notes as you watch the video. You are never required to document a narration of these complicated mind-maps.
Higher Level Learning
If you were in a classroom, we would use paired-share instead of talking to the walls. In the paired share process, two or three students take turns narrating their map aloud to their partners two or three times and each time, the narration gets better and the presenter and the listeners encode the information a little more. Talking to the walls and paired-share are auditory/receptive and verbal/expressive higher level learning processes.