Co m m u n i c a ti on

New i nf or m at i on i s
f i l t er ed by t he exi st i ng
know l edge base.
I nf or m at i on t hat cannot
be r el at ed t o w i l l be
i gnor ed

O nce new i nf or m at i on has

been f i l t er ed by t he
k now l edge base and l i nked
t o som et hi ng know n i t
b ecom es com pr ehensi bl e.

Com m unicative Appr oach

Student centr ed lear ning
by m eans of
L e a rn i n g i s br ainstor m ing and m ind
b a s e d o n wh at m apping
we a l re a d y h a ve 18. 09. 2009 - Rev. 31

l e a rn t (wh a t we
k n o w)

Cra s h e n TNAp 5 5 : ' ... wh ateverhelps

c o m p re h e n s i o n i s i m poa trn.t Thsi si why
v i s u a l a i d s a re s o u s e u
f l . visuasl suppyl
... th e "h e re a n d n ow".'
In fo rm a ti o n o v e rl o a d (th e e
r is a lot
Sp e a k i n g fl u e n c y i s n o t "taught" directly it Co m p re h e n s i b le/ o f i n fo rm a ti o n th a t we a re e x p o sed
"e m e rg e s "a fte rth e l ean rerhas butli up m e a n i n g fu l i n put =
c o m p e te n c e th ro ugh compe rhensibe l to th a t o v e rwh e l m s u s a n d our
i n p u t th a t we a re c a p a c i ty)
i n p u t, s e e Crashen TNAp 32.
a b l e to re l a te to.
Stu d e n ts a re p ro v i ded with a separate Be c a u s e o f th si my studenst must
m i n d m a p o n h o wto use and maintain a Co n te x tu a l i s e d v o cabua l yr o
t suppotr
m a i n ta i n a v o c a b u l ayr noe
t book h
t at si u n d e rs ta n d i n g renders input
v o c a b u l a yr noe
t book. c h e c k e d each session. c o m p re h e n s i b le -see Crashen TNA p 55

Fo rget

10; 5 %

30; 16%
Pr ovided
item s List eni ng to ot her s
Au d i to ry l e a rn e r= l e an
rs by sil e
t nn
ig 8 0; 42%

a n d ta l k i ng about .ti
have Wh a t we fog
ret Sei ng pict ur es

L e a rn i n g s ty l e s -n o b o d y has one Re te n ti o n been Spea king our sel ves

Vi s u a l l e a rn e r= l ean
rs by o
l oking at under stood Doi ng our selves
i m a g e s o f th i n g s a n d words (not too many l e a rn i n g s ty l e o n l y - we h a v e a mix
wo rds) o f th e m a l l wi th p re d o m i n a nce of and thus
Ki n e s th e ti c l e a rner= e l an
rs by don i g, th e o n e o rth e o th e .r becom e 70; 37%

a c ti o n a n d d y n amics of movement n i com pr ehensible

i m a g e s , g e tti n g h i s/her h' ands dytri '

K eepi n our m emor y

Bra i n
m a p ping -
n e rv e c esl
and
s y n a pses
20; 10%
a n d flowof
i n fo rm a io tn
b i ts . Mind 3 0; 14%
m appn ig Li steni ng o
t ot hers
90; 43%
c o p i es ht si . Wh a t we re member S eing pic t ur es
S peaking our selv es
D oing ours elv es

70; 33 %

Ho wd o e s o u rb ra i n wo rk?
CPUh e re the
s y n a p s e s are wires
l i n k i n g to n
i put an
o u tp u t d evices

To s u p p o rt th e b ra i n re tri eve information

fa s te ra n d s p e e d u p processing visual
a i d s a re i d e a l . Th ese visual ad i s coud
l be
p ri n t, i m a g e s o r b ra i nstorming and mind
m a ps.
Re p e ti ti o n a l s o h e p
l s to re-build the
s y n a p s e s -c o n n e c ti o ns. H (oneywel Bu)l
Al re a d y e x i s ti n g i n fo m r aoit n h
t at si known,
Ad y n a m i c d e v i c e l ki e our ba rni wli not Am e c h a n i c d e v ci e wli never o
l se On c e p ro c e s s i ng has n
if si hed h
te i .e ., i t h a s b e e n l earned before
a l wa y s fi n d s to re d i n ofm
r ao
it n, because o u tc o m e i s s to re d a s output into memory (i n fo rm a ti o n o rm e thods of po rcessing
m e m o ry , u n l e s s there is a hard disk Th e e s s e n ti a l d i fference between a (p ro g ra m )i s re tri e v e d from short-, mid-or
th e re i s th e e l e m e n t o f forgeting due to c ra s h . In fo rm a ti o n in memory wil thus c o m p u te ra n d a b ra i n i s, that the first is fo rfu tu e
r use. WHAT s ta n d i n g h e re forwhat they say
s y n a p s e s -c o n n ecto
i ns ben
igo l st. l o n g -te rm m e m o ry )[in h t e compue t rh
t si a n d th a t i t i s u n d e rs tood by their peers.
a l wa y s b e of und. m e c h a n i c a n d th e lateris dynamic. wo u l d b e a fl o p p y d si k, a ROM ora hard In fo rm a ti o n i n p u t i s ta k en into processing memory.
In th e p ro c e s s i ng memoyr new and o 'd
l' Pro c e s s i n g i n formation
i n fo rm a ti o n a re m a ct hed and processed. d i s k ] a n d tra n s fe rre d i nto the processing HOW s ta n d i n g h e re fo rwhether they say
m e m o ry [i n th e c o m p uter's CPU this Bo th a re e x tre m e l y c ommunci avit e, once i t i n c o rre c t, p e rfe ct Engsil h orsimpel
wo u l d b e the ALU th e s tu d e n ts re a l i se that the WHAT is En g l i s h wi th m i s takes orwh ti ou.t
(Al g o ri th m i c -L o g ci al-Unit). m o re i m p o rta n t than the HOW.
Co rre c ti o n s b y th e te acheror peesr wli
e v e n tu a l l y m a k e s tu denst ' ue
ta rnces
Ex p e ri e n c e i n 2 0 0 9 has shown so far, that m o re c o m p re h e n s b ie
l ht us bud
li n
ig
th e c h a l l e n g e o f d o i n g a project motivates s tu d e n ts ' c o n fi d ence to communicate.
Th e re fo re i t i s e s s e n ti al that the students Bo th i n tro d u c e th e real world into the
th e s tu d e n ts to v e n ture into 'unknown c h o o s e th e p ro b l e m /project they want to Pro v i d e d th a t th e p ro b el m or the project is a rti fi c i a l c l a s s o
rom h
t at si u
re
l d by hte
te rri to ry ' th u s d emandni g much moe r of b a s e d o n th e s tu d ents' knowledge or Bo th v i s u a l i s e th o u g h t/information learnt Th i s i n tu rn fre e s p ro cessing memory and
th e m s evl esth a n d o i n g a te a cher's project d o - ANDNOT THE TEACHER- a rti fi c i a l wo rl d o f a te xt book pubsil hed n
i Pro j e c t Wo rk / Pro b l e m So l v i ng b e fo re (k n o wl e d g e ,)preventing s p e e d s u p p ro d u c i n g n ewthought/output.
(p ro b l e ms n
i 2008) e x p e rience. Ox fo rd o rCa m b ri d g e n o t reflecting our
th e y m i g h t b l o c k , b e cause ti si not h
t esri. i n fo rm a ti o n o v e rl o a d/memory overflow.
s tu d e n ts ' e x p e ri encew / ay of file. Bra i n s to rm i n g a n d M i n d m a p ping
No b o d y h a s to ' re -i nvent ht e whee'l or
Id e a s v i s u a sil ed by means of a mind map s to re i n fo rm a ti o n s h o tr term for further
b e c o m e p u b l i c d o m ain foral students. p ro c e ssing.
El l i s a n d wh y th e y have to use Elis

Au d i to ry l e a rn e r= l e an
rs by sil e
t nn
ig
Vo c a b u l a ry noe
t book a n d ta l k i ng about .ti
Gra d i n g s ystem Vi s u a l l e a rn e r= l ean
rs by o
l oking at
i m a g e s o f th i n g s a n d words (not too many
Bo th a c c o m m o d a te a l l th re e p in
rcipal learning styles wo rds)
Pro j e c t wo rk a n d the stages of it
Ki n e s th e ti c l e a rner= e l an
rs by don i g,
a c ti o n a n d d y n amics of movement n i
i m a g e s , g e tti n g h i s/her h' ands dytri '
Al l p ro c e d u re s we re presented to the
Ho wto m a k e a p re s e n tation (before s tu d e n ts using a mind map.
s tu d e n t g ro u p s wo rk o ut their work plan
a n d p re p a re th e i r p resentation)

Ho wto wri te a re p o rt (b e fore students

wri te th e i ri n d i v i d u a l p apers within their
g ro u ps).

Afte rth e p re s e n ta ti o n o f e a c h procedure the students

re c e i v e d a p ri n to u t o f the mind map and a word file of the
m i n d m a p . So m e o f th e s e wo rd fi l es ae r bn
il gual E
(ngsil h
a n d Th a i )to e n s u re b e tte r c o m prehension. I hope that for
2 0 0 9 -2 a l l wo rd fi l e s wil be bn
il gua.l

M i n i -b ra i n s to rm i ng 3
(0 minue
t s): What do
y o u th i n k wh e n y o u h e ar the word 'love'.

Bra i n s to rm i n g wa s i no
rt duced by don
ig
M i n i -b ra i n s to rm i ng 3
(0 minue
t s): What do
y o u th i n k o f Wu l f? (I should have saved
th e m , b e c a u s e th e s tu dents were realy nice
to m e)

Stu d e n ts g o t u s e d to the looks of mind maps.

In tro d u ction

Stu d e n t o rg anising
h i s h o m ework To d o h o m ework

At a v e ry e a rl y s ta g e s tudents started Be n e fi ts o f th i s i n o
rt ducto
i n:
u s i n g m i n d m a p p i n g (mostly drawing
th e m m a n u a l l y , s ome using Word (very
l a b o u ri n te n s i ve),some using the
s o ftwa re I p ro vided).

Stu d e n t u sing mind

m appn i g for
u n d e rs ta nding a text To ta k e n o te s o n a te x t p ro vided oron vocabulary.
fro m th e ECB (note
ta k n
i g)

Stu d e n ts , wh o d i d not make use of this

o ffe r, m i n d m a p p ed manuayl or used Stu d e n ts we re o ffe re d a freeware mind
Wo rd (v e ry l a b o ur nie
t nsive some m a p p i n g s o ftwa re. Onyl a minoytir of
s tu d e n ts to l d m e that ht ey had spent h
te s tu d e n ts m a d e u s e o f this ofer,i.e.,
wh o l e we e k e n d d o i ng theirmaps this s tu d e n ts wh o have easy access to
wa y) c om pue t rs.

Stu d e n ts wh o c o n tri b ute get their names

m a rk e d g re e n = 1 0 s c o e r points towards
th e i rg ra d e s a n d a n e x tra 10 score points
wh e n th e i rEn g l i sh is flawless.

This is the s tude nts ' proe

j ct and NOT Th e fre e d o m fo r th e students to decide M o ti v a ti o nal goode
is
THETEACHER'S wh a t p ro j e c t they ae
r don
i g.

Th i s e x p e ri e n c e c hae
l nges h
t em and As a s tu d e n t' s d i ea shows up on h te
m a k e s th e m d a e r formore as one idea s c re e n th e s tu d e n st make the experience
tri g g e rs the next. Po s i ti v e feedback
o f ' y e s we c a n ' o n e a tef rthe other.

Stu d e n ts p re sent their
i n d i v i d u a l p a pesr v(d i eoed
a n d g ra d e d a s before for
g ro u p p re s e n a t tion).
Th e g ro u ps take on the
g ro u p n a m es decided
On th e b a sis of the b e fo re . Ta s ks: expand
c o rre c te d papesr Pa p e rs a re ga rded, o n th e i d e as, rank the
s tu d e n ts pe rpae
r c o rre c e
t d and Stu d e n st submit Ne x t s tu denst Gro u p s p re s ent h t eri i d e a s , p re p are a work
th e i ri n d vi d
i ual re tu rn e d to s tudents th e i rp aperto wo rk p l a n s. This is Cl a s s i s o rgansi ed Ha v i n g d e c i d e d o n the group names, the
te a c h e rv ia e-mail wri te th eri p l a n o n wh o h andles i n to g ro u p s randomly i d e a s a re s o rte d i nto the groups by the Stu d e n ts h a v e to l o ok at al coe l cted
p re s e n tao it ns. b y e -m a.li i n d i v i d u al papesr. v i d e o e d fo rgrading by wh a t i d e a (s u b e j ct) and i d e a s a n d s p e c i fy groups into which the Tra ns ition o
t
a l l s tu denst . -a l l th e o n e s, twos, s tu d e n ts (te c h n ci ayl ht si si done by h
te Bra i n s to mr ing for On c e th e s tu d e n st have agreed on the
a g ro u p p re s entation of th re e s, etc. te a c h e r-th e s tu d ents see al this on the i d e a s wo u l d fi t (th i s s o ftware alows for six m ind Co n d i ti o n : Th e p ro e
j ct has to relate to
th i s wo rk p l an. They s c re e n v i a a p rojector). g ro u p s -s o th e l i m ti si six go rups.) m a pping: i d e a s o n th e project. p ro j e c t, th e n e x t b ra i nstorming session Stu d e n ts b ra i nstorm for the
ta k e s pal ce. th e i rm a j o rsube
j ct. p ro j e c t th ey want o
t do. Afte rth e i n tro ducto
i n:
m a y u s e p o wer pon i t or
(p re fe ra b yl )mind
m a p p i n g s o tw f are.

Stu d e n ts m u s t e m a n cipate themselves

Te a c h e rd o e s n o t d e c i d e fo r th e m , they must learn to decide themselves.

Stu d e n ts m u s t re -l e a rn to a s k q u e sto
i ns, fi h
t ey do not undesra
t nd.

Stu d e nts
Stu d e n ts m u s t u n d e rs ta n d th a t th e y i n d e ed know h
tn
i gs h
t at h
te e
t acherdoes not know.

Stu d e n ts m u s t l e a rn th a t c o -o p e ra ti o n p ro d u ces beter results than individual work.

Stu d e n ts m u s t p o o l th e i rl i ttl e b i ts o f k n o wledge to arive at a big bit of knowledge.

M u s t a l l o wfo r s tu d e n st ' emancipao

it n.
Ov e rc o m i n g tra d i ti o n s o f te a c h e ro n e -wa y c o m m u n i c a ti o n c e n tre d l e a rn i ng and undesra
t ndn
ig h
t at e
l an
rn
ig e
rque
ri s w
t ow
-ay communci ao
it n. Is s ues
M u s t a l l o wfo r s tu d e n ts to d e c i d e th e m s e l v e s e v e n i f s h e /h e d o e s n o t l i k e theirdecision. AFTERALL THIS ISTHE STUDENTS'PROJECT:

M u s t re -l e a rn to a n s we rq u e s ti o n s , a n d to a c c e p t th a t th e re might be questions she/he may not be able to answerdirectly.

M u s t u n d e rs ta n d th a t th e re a re i n d e e d th i ngs that the students might knowbeter. Te a cher

M u s t l e a rn th a t c o -o p e ra ti o n p ro d u c e s b eterresults than individual work.

M u s t l e a rn th a t p o o l i n g l i ttl e b i ts o f k n o wl e d g e to a rri v e a t a b i g b i t o f k n o wl e dge. The teachers contribution being the knowledge about English.

Co n s ta n t re v i s i o n a n d m o d i fi c a ti o n o f a p p o
rach according to students' reactions.

Ge rm any
M a l aysia
c o m p a sirons
Th a i l and
Un i te d Ki ngdom
Nu m b e ro f a c c i d enst 19932
-005
n u m b e ro f m o to rc y c el s on h
te orad 19932
-005
n u m b e ro f p i c k u ps on h
te orad 1993 -2005
n u m b e ro f c a rs o n the o rad 19932
-005
n u m b e ro f tru c k s on hte orad 1993 -2005
n u m b e ro f b u s e s on the road 1993 -2005
n u m b e ro f v a n s on the road 1993 -2005
n u m b e ro f tu c k -tu cks on the road 1993 -2005
n u m b e ro f n o n -m o to ri sed vehicles on the road
Nu m b e ro f fa ta l i ti e s i n tra ffci accidenst 19932
-005 s ta ti s ti cal facts
n u m b e ro f fa ta l m o to crycle accidents
n u m b e ro f fa ta l p i ckup accidents
n u m b e ro f fa ta l c araccidents
n u m b e ro f fa ta l truck accidents
n u m b e ro f fa ta l bus accidenst
n u m b e ro f fa ta l van accidents
n u m b e ro f fa ta l tu c k -tuck accidents Ap p ro a c h /Pro c e d ure
n u m b e ro f fa ta l n o n -m o to rised vehicle accidents a s fro m a c a d e m ic
n u m b e ro f fa ta l p e d e s trian accidents y e a r2 0 0 9.

n o t fo l l o wi n g tra ffi c e
rgua
lo
it ns
d ru n k d riving
d ru g g e d d ivring
s p e e dn ig
c a re l e s s dvirn
ig
s l e e p d riving
So n g k ra n festival
n o c ra sh hem
l et
n o s a fe ty belts
d ri v i n g o n th e wro n g side of road/lane
te l e p h o n i ng &driving
c a rrage
U-tu rns p e o p l e c a u s i n g fatal accidents
d i s tra c ted dvirer
o v e rl o a d i ng the vehicle
d ri v e rb en
i g li Fa ta l tra ffi c a c c i d enst n
i Thaa
li nd
n o d ri v i n g skils SOST
p e o p l e d o n o t k nowhow to drive
n o i n d i c a to rs fo r c h a nging direction
z e b ra c ro s s i n gs not obsevred
v e ry l o u d music in the car
wa tc h i n g TVwh i l st driving
e y e sight
te c h n i c a l d e fe c ts on the vehicle/car
h a n d i c a p ped driver
a q u a p l aning Se e we b s ites: < h ttp ://www.scrib d.ocm>
/
< h ttp ://www.scrib d .co mm / y_doc>
s
a n i m a l s /d o g s ru n n i n g a c ross the road in front of the car < h ttp ://www.eltlinkup.ogr>/
h e a v y rain < h ttp ://www.eltlin k u p .o rg /wu lfd ietkreurgeh.rem
t>
l
s l i p p e yr road s u rro u n d i n g s c a u s ing fatal accidents
fo g Pre v i o us ouct ome
c o l l a p s e d tre e s o n roads after storms
ro c k a fl
d a n g e ro us bends
ty re b u rs ting
d a m a g ed roads
tra ffi c l i g h st out of od
rer
l o a d s fa l l i ng of a truck
p a rk e d c a rs b l ocking roads
te c h n i c a l c a u s e s of a
fa
t l accidenst
ro a d wo krs
tra ffi c a
j ms
n a rro wro a d s /lanes
s i g n p o sting
v e n d o rs at o
rad side
l e v e l c rossings
s ta rt tra ffi c e d u c a ti o n in kindergarten
l e a rn tra ffi c re g u l a tions at dvirn
i g school
k n o wa n d re m e m b e r th e tra ffic e rgua
lo
it ns and signs
tra ffi c e d u c ao
it n onb
/ y TV
tra ffi c e d u c ao
it n by pocil e
p re v e n ti o n o f accidents
o b s e rv e tra ffi c regua lo
it ns
o b s e rv e tra fic signs
c a re fu l d riving
ta k e c a re o f o th e rmotorists
ta k i n g m o re c a re when driving

Su b to pic Su b to pic
Su b to pic Su b to pic Su b to pic

Ou tcome

Pu b l i c He alth

Bra i n s to rm i n g o
f rpo
re
j ct

Fi n a l m a p to g o i n to group work

Bra i n s to rm i n g o n p ro j e ct with groups decided

SOST

Fi n a l m i n d m a p fo rg o i ng into group work

Bra i n s to rm i n g o
f rpo
re
j ct

M a th e matics

Cu rre n t o utcome

Fi n a l m a p fo r g o i n g into group work

Bra i n s to rm n
i g on po
re
j ct

Bra i n s to rm i n g o
f rpo
re
j ct

IS-SD

Fi n a l m a p fo r g o i n g into group work Bra i n s to rm n

i g on po
re
j ct Bra i n s to rm i n g o
f rpo
re
j ct

Ve te ri n a ia
rn

Th e c u rre n t fo c u s i s on activating and

m o ti v a ti n g s tu d e n st ot chae l nge h
t eri
c re a ti v i ty . Re s u l st so a
f rhave shown h t at
th i s i s h
t e case.
Th e re h a s b e e n a n improvement in the
c o m m u n i c a ti o n a nd interaction on the
s tu d e n t-s tudent and on h te
s tu d e n t-te a c here l vel on a simpel
l i n g u i s cit e
l ve.l
Th e re h a s b e e n a n improvement in the
p re s e n ta ti o n s , h o we v e ,rstudents stil read
th e m ra th e rth a n speak freely.
Ou tl o ok
Re fi n e m e n t i s s ti l l reque ri d o
t a rsi e h
te
s tu d e n ts ' l i n g u i stci e
l ve.l Forh t si ,
s u g g e s ti o ns ae r wecl ome.
Th i s a p p ro a c h m ay be used o f rany oht er
s u b j e c t a s we l l . The more it is used the
m o re b e n e fi c i a l i t wi l l be of rour studenst
i n g e n eral.
Si m u l a ti o n s m a y b e set up during which
th e s tu d e n ts a p p l y these communication
te c h n q
i ues
Th e s e c o m m u n i c ao it n e
t chnq
i ues ae
r
s ta n d a rd i n th e b u siness world

Student centred learning by means of brainstorming and mind mapping (2).mmap - 18.09.2009 -