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Over the years, Tom penned several insightful articles that reflected his passion for language learning and innovative teaching strategies. To celebrate his contributions, we’re pleased to reshare oneof his creative techniques below!  \nWhen students generate mind maps, the maps are usually on paper, computer screens, ora blackboard. Here is a way for your class to create a Human Mind Map.  \nHuman Mind Maps require few resources and little preparation.The main requirements are space where students can move around and a little creativity and imagination.  \nThe technique works best if students are already familiar with mind maps (sometimes called concept maps).They should also have knowledge of a set of terms or concepts related to a particular topic. Before you begin the activity, select a topic. It could be one the class has just studied—perhaps weather, the environment, or your school.Then follow these steps:  \n1. As a class, brainstorm terms and concepts that are related to the selected topic. For the topic of weather, for example, the class might come up with words such as those listed below.  \nrain downpour  \nsnow drizzle  \nhot sleet  \ncold forecast  \nwind thermometer  \nclouds barometer  \ntemperature windchill sun thunderstorm  \novercast lightning breeze thunder  \ndrought partly cloudy flood mostly cloudy  \nblizzard hurricane typhoon  \nhigh temperature low temperature heat wave  \nIdeally, you will generate as many terms as there are students (see options for large classes under Variations below). Including terms that are indirectly related to the main topic is fine and could lead to criticalthinking opportunities as the activity progresses. For example, students might suggest umbrella , boots , gloves , orsunblock , all of which are items we may need when we go outside, depending on the weather. (Write the words on the board as you brainstorm.)  \n2. Have students help write the terms from the board on pieces of paper—writing in large letters and putting only one term on each piece of paper.  \n3. Collect all the pieces of paper and then have each student choose one at random.  \n4. Tell students they will represent the term on their piece of paper.The student who has wind will represent the wind, the student with hurricane will represent a hurricane, and so on. Tell students that at your signal, they will stand up and mingle with classmates. Each time they meet someone new, they will do three things:  \n• Each person will tell the other what he or she is and then ask,“What do Ido?”(Or, if a student is representing  \n[americanenglish.state.gov/forum](americanenglish.state.gov/forum)  \n2 0 2 5  \nENGLISH  \nTEACHING  \nF OR UM  \n21  \n© [Alvaro Cabrera Jimenez/Shutterstock.com](Alvaro Cabrera Jimenez/Shutterstock.com)  \nan adjective, the question could be“What am I like?”)  \n• Each person will explain what the other person does (or is like) .  \n• Together, the two students will think of two ways that they are related.  \nFor example, suppose the student with sun meets the student with rain. The student with sun might say,“I am the sun. What do I do?” The student with rain might answer,“You shine in the sky and make everything warm.”(Many other answers are possible.) The student with rain can then say,“I am rain. What do I do?” The student with sun might answer,“You fall from the clouds and make everything wet.”(Again, many other answers are possible.)  \n(Note that the reason the student with sun does not simply say,“I am the sun. I make everything warm” is that then each student would be repeating the same information over and over again during the mingle. By answering“What do I do?”or “What am I like?” questions, students  \nmust formulate and express ideas about each of the terms they encounter.)  \nNext, the two students will look for w","cbCaikuUgdM0GIfi","https://ap.wps.com/l/cbCaikuUgdM0GIfi","pdf",330114,"English","# Human Mind Maps\n## Overview and preparation\n## Steps of the activity\n### Brainstorming terms\n### Term selection and mingle activity\n### Forming groups and creating the mind map\n## Central symbol and group connections","[{\"question\":\"What are the main requirements to run the Human Mind Maps activity?\",\"answer\":\"It requires few resources and little preparation. Students need space to move around and creativity and imagination.\"},{\"question\":\"How do students interact during the mingle stage?\",\"answer\":\"Students stand up, mingle, and for each new meeting they tell what they represent, explain what the other person does or is like, and identify two ways the two terms are related.\"},{\"question\":\"How is the final mind map constructed after mingling?\",\"answer\":\"Students re-activate their knowledge, form groups with terms that relate closely to theirs, place a central symbol for the main topic, and have each group’s spokesperson describe the common connection among the terms.\"}]","Human Mind Maps - Teaching technique for the human mind | PDF",1790614679]