Skkn cấp tỉnh guiding students of hoang hoa 4 high school to create and present mind maps to enhance the quality of lessons (global success textbook)

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING HOANG HOA 4 HIGH SCHOOL EXPERIENTIAL INITIATIVE Guiding students of Hoang Hoa 4 High School to create and present mind maps to enhance the

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING

HOANG HOA 4 HIGH SCHOOL

EXPERIENTIAL INITIATIVE

Guiding students of Hoang Hoa 4 High School

to create and present mind maps to enhance

the quality of lessons (Global Success Textbook).

Executor: NguyễnThị Liên Position: Teacher

Field: English teaching methodology

THANH HOÁ NĂM 2025

CONTENT TABLE

CONTENTS PAGES PART I: INTRODUCTION

I Reasons for choosing the theme

II Study purposes

III Study objects

IV.Study methods

V The new points of the experiential initiative

PART II: STUDY CONTENTS

Chapter I: Argument grounds

1 Theoretical grounds

2 Practical grounds

Chapter II: Problem solving

I Essential preparations for teachers before guiding students in

creating and presenting mind maps

II The tools for creating mind maps

III Steps to guide students in using mind maps in teaching:

IV Steps to guide students in creating and using mind maps during a

lesson

V Guiding students to take notes on a mind map during the lesson

VI Some suggestions for students when creating mind maps

VII Some examples in the Global Success textbook that can use mind

maps

A Global Success textbook 10

UNIT 1: FAMILY LIFE

Lesson 3 – Reading: Benefits of doing housework

Lesson 7- Communication and culture: Vietnamese Family Values

REVIEW 1- SKILLS ( Speaking)

Talk about your favourite singer or musician

UNIT 4 – FOR A BETTER COMMUNITY

Lesson 7- Communication and culture: Organisation “Save the

66788

88991010101111111212

121213

131314151616

B Global Success textbook 11

UNIT 4 : ASEAN AND VIETNAM

Lesson 8- Project : The colours of ASEAN

UNIT 5: GLOBAL WARMING

Lesson 8 – Project

C Global Success textbook 12

UNIT 1- LIFE STORIES WE ADMIRE

2 Experience lessons and measures

PART III: CONCLUSION AND PROPOSALS

1 Conclusion

2 Proposals.

REFERENCES

1617171818192022

PART I: INTRODUCTION

I Reason for choosing the theme

Creative thinking is of immense importance to the development of humancivilizations Creative thinking not only helps individuals solve problems thatarise in life appropriately but also ensures the realization of each person's latentabilities

The educational goals of many countries around the world have shiftedtowards focusing on teaching creative thinking In Vietnam, the goal of generaleducation is to help students develop comprehensively in ethics, intellect, physicalhealth, aesthetics, and basic skills, as well as to foster personal abilities andcreativity Thus, alongside imparting knowledge, developing creative thinking isconsidered a crucial issue in education

Research shows that many students do not know how to learn, storingknowledge in their brains mechanically, memorizing without retaining theessential concepts We often take notes using characters With this method, we areonly using half of our brain—the left hemisphere—without engaging the righthemisphere, which helps us process information about rhythm, colors, and more

It was the reason why Tony Buzan introduced the Mindmap concept to helppeople maximize their brain's potential

As an English teacher, I have always been concerned with how to improvethe quality of teaching and learning, especially in the context of today’s fast-

changing educational landscape With the implementation of the Global Success p

rogram at Hoang Hoa 4 High School, English lessons have become morecommunicative, competency-based, and learner-centered However, manystudents still struggle with organizing ideas, understanding lesson contentthoroughly, and presenting information confidently and coherently These issueshave prompted me to explore innovative strategies that can support students inbecoming more active and independent learners

One of the most effective tools I have discovered in recent years is the use

of mind maps Mind mapping is a visual technique that helps learners connect

concepts, classify information, and structure knowledge in a logical andmemorable way When students are guided to create and present their own mindmaps, they not only improve their understanding of the lesson content but alsodevelop important soft skills such as critical thinking, creativity, collaboration,and public speaking

Despite the proven benefits of mind mapping, many students are unfamiliarwith this method or use it ineffectively They often rely on rote memorization andpassive note-taking, which do not foster deep understanding or long-termretention This observation has led me to realize the necessity of systematicallyguiding students on how to create and present mind maps as part of their learningprocess If integrated properly into classroom practice, mind mapping can turn apassive learning environment into an interactive and engaging one That's why I

chose the topic "Guiding students of Hoang Hoa 4 High School to create and present mind maps to enhance the quality of lessons (Global Success textbook)” as a research topic for my initiative.

II Purpose of the initiative

The purpose of this initiative is to enhance the quality of English lessons atHoang Hoa 4 High School by guiding students to create and present mind maps as

part of their learning process within the Global Success program As English

teaching moves toward a more learner-centered and competency-based approach,

it becomes essential to equip students with practical tools that promote activelearning, critical thinking, and effective communication Mind mapping is onesuch tool that can transform the way students absorb and present knowledge

This initiative aims to help students overcome common challenges such aspoor organization of ideas, difficulty in summarizing content, and lack ofconfidence in speaking or presenting By teaching students how to use mind mapseffectively, I hope to foster a more interactive classroom environment wherelearners actively participate in constructing knowledge

Specifically, the goals of this initiative are:

 To train students in the techniques of creating clear, logical, and visuallyengaging mind maps;

 To develop students’ ability to summarize lessons and present key ideasusing their own words;

 To improve students’ confidence and fluency in delivering presentations;

 To support the development of essential 21st-century skills such ascreativity, collaboration, and critical thinking;

 To make English lessons more engaging, memorable, and effective under

the Global Success curriculum.

Ultimately, this initiative is designed to empower students to take moreresponsibility for their own learning and to express their understanding in a moremeaningful and organized manner It also serves as a model for integratinginnovative methods into everyday teaching practice, thereby improving theoverall teaching and learning experience

III Subjects of the initiative

The main subjects of this study are students at Hoang Hoa 4 High School

who are currently studying English under the Global Success program, with a

particular focus on students in grades 10 and 11 These students represent adiverse range of learning abilities, language proficiency levels, and interests.Many of them face challenges in organizing ideas, understanding lesson contentdeeply, and expressing themselves confidently in English

The study also involves English teachers who are directly responsible for

implementing the Global Success curriculum Their teaching practices and

feedback play a crucial role in guiding students and evaluating the effectiveness ofthe mind mapping strategy

By focusing on both students and teachers, this initiative seeks to explorehow mind maps can be applied practically in real classroom settings to improvelearning outcomes, foster student autonomy, and promote more engaging andinteractive English lessons

IV Research methods

To conduct this study effectively, a combination of qualitative andquantitative research methods was employed

First, classroom observations were carried out to understand students’current learning habits, engagement levels, and difficulties in organizing andpresenting lesson content Surveys and questionnaires were then distributed toboth students and English teachers to gather feedback on their perceptions of mindmapping as a learning and teaching tool

Next, a series of experimental lessons were designed in which studentswere guided to create and present mind maps based on selected units from the

Global Success program Their progress was monitored through performance

assessments, presentation rubrics, and comparisons of test results before and afterthe application of the method

In addition, reflective journals and group discussions were used to collectmore in-depth insights into student experiences and teacher observations Thesemethods provided valuable data to evaluate the effectiveness and practicality ofthe mind mapping approach

V The new points of the experiential initiative

The initiative "Guiding students of Hoang Hoa 4 High School to create and present mind maps to enhance the quality of lessons" brings new and

distinct points compared to previous solutions in the field of teaching andlearning, specifically as follows:

1 Systematic application of mind mapping: Unlike traditional methods,this initiative focuses on establishing a specific roadmap to guide students on how

to create and use mind maps in their learning process This helps students not onlylearn how to memorize information but also develop critical thinking and creativethinking skills

2 Combination of theory and practice: While many solutions only stop attheory or apply mind mapping in a simplistic way, this initiative closely integratesthe theory of mind mapping with specific practical activities, thereby helpingstudents clearly perceive the benefits of mind mapping in knowledge acquisition

3 Encourage changes in teaching styles: The initiative not only focuses onstudents but also emphasizes the role of teachers in the process of applying mindmaps This toolkit will help teachers transition from traditional teaching methods

to more creative and interactive approaches, contributing to an enhanced learningexperience for students

4 Emphasize presentation and feedback: A new element of the initiative is

to encourage students not only to create mind maps but also to provide feedbackand share them with their peers This will help develop communication andpresentation skills while creating opportunities for students to learn from eachother

5 Create a positive and collaborative learning environment: The initiativeaims to build a friendly learning space that encourages collaboration amongstudents This differs from many traditional methods that often focus solely onindividual activities, thereby creating opportunities for students to interact andlearn from one another

PART II: STUDY CONTENTS CHAPTER I ARGUMENT GROUNDS

I Theoretical grounds.

Tony Buzan, a renowned psychologist from the United Kingdom and agreat master in harnessing the potential of the human brain, invented the Mindmapmethod with many effective features as a wonderful tool to help people think andremember

So, what is a mind map? It is a form of note-taking aimed at exploring,deepening, and expanding an idea, systematizing a topic or a stream ofknowledge, by combining the simultaneous use of images, lines, colors, andwriting with active thinking Notably, this is an open diagram that does not requirestrict proportions like a geographical map; branches can be added or removed, andeach person can "express" it in their own way, thereby maximizing eachindividual's creative potential

The integration of mind mapping into English teaching is grounded inseveral educational theories and teaching methodologies that support activelearning, cognitive development, and student engagement

First and foremost, constructivist theory, developed by Jean Piaget and

Lev Vygotsky, emphasizes that learners actively construct their ownunderstanding and knowledge of the world through experience and reflection.Mind mapping aligns with this approach as it encourages students to engage withcontent meaningfully by organizing information, establishing connectionsbetween ideas, and representing their personal understanding in a visual format.Rather than passively receiving information, students take ownership of theirlearning process

In addition, cognitive load theory, proposed by John Sweller, suggests that

learning is more effective when information is presented in a way that reducesunnecessary cognitive load Mind maps allow students to visualize complexinformation in a structured and simplified way, helping them process, store, andretrieve knowledge more efficiently The visual nature of mind maps supportsboth memory retention and long-term understanding

Multiple intelligences theory, introduced by Howard Gardner, also

provides a foundation for using mind maps in the classroom According to thistheory, learners possess different kinds of intelligences, including visual-spatialintelligence, linguistic intelligence, and interpersonal intelligence Mind mappingappeals particularly to visual learners, while also encouraging collaboration andverbal expression when students create and present their maps in groups orindividually

Furthermore, the 21st-century skills framework, promoted by educational

institutions worldwide, highlights the importance of critical thinking, creativity,collaboration, and communication Mind mapping directly supports thedevelopment of these essential skills It fosters critical thinking as students decidehow to organize and connect concepts; creativity as they design their maps;collaboration when working in teams; and communication when explaining theirwork to others

From a language teaching perspective, the Communicative Language Teaching (CLT) approach encourages interactive and student-centered learning Mind

mapping fits well within this framework, as it promotes active involvement,meaningful language use, and personalized content creation It also facilitatesvocabulary development, grammar review, and reading and writing practice in anengaging and purposeful manner

When applied to the Global Success program, which is designed to promote

communicative competence and learner autonomy, mind mapping becomes apractical tool for enhancing lesson quality The program’s integrated skillsapproach—listening, speaking, reading, and writing—can be effectivelysupported through mind mapping activities that allow students to visualizeconnections across language skills and content areas

II Practical Background

In the current educational context at Hoang Hoa 4 High School, the

implementation of the Global Success program has brought many positive

changes to English teaching and learning The program promotes communicativecompetence, learner autonomy, and integrated skill development However,through years of classroom observation and interaction with students, it hasbecome evident that many learners still face several difficulties These includelimited ability to organize ideas logically, challenges in summarizing lessoncontent, and a lack of confidence when presenting information in English

In many cases, students rely heavily on memorization and teacher guidancerather than developing their own understanding and expression Their classparticipation is often passive, and they struggle to retain knowledge after lessons.These issues suggest a need for more effective, learner-centered strategies tosupport comprehension and engagement

Over the past few years, I have experimented with using mind maps in myteaching practice and have noticed positive changes in students’ performance.When guided to create and present mind maps, students become more active inorganizing knowledge, linking ideas, and expressing themselves clearly Theirmotivation and confidence also improve, especially when they work in groups andshare their mind maps with classmates

Feedback from both students and fellow teachers has confirmed thepracticality and benefits of this method Many students reported that using mindmaps helped them remember vocabulary, understand grammar points better, andprepare more effectively for tests and presentations

Therefore, the decision to focus on this topic is based on real challengesobserved in the classroom, as well as the positive impact mind mapping hasalready shown This initiative seeks to build on these practical experiences to offer

a more structured, effective, and sustainable approach to enhancing the quality ofEnglish lessons

CHAPTER II: PROBLEM SOLVING

I Essential preparations for teachers before guiding students in creating and presenting mind maps

Before guiding students at Hoang Hoa 4 High School to create and presentmind maps effectively, teachers must engage in thorough preparation to ensureproductive learning outcomes

Firstly, it is essential for teachers to develop a clear understanding of the

mind mapping technique itself—its purpose, structure, and benefits Mind mapsare visual tools that support learners in organizing ideas, enhancing memory, andencouraging creativity Teachers should explore various models and tools, bothdigital (such as MindMeister, Canva, or Coggle… ) and traditional (paper-basedformats), to offer students flexible options

Secondly, teachers need to align mind mapping tasks with specific learning

objectives in the Global Success program This means selecting suitable topics,

identifying key concepts, and anticipating possible student challenges A structured example created by the teacher in advance can serve as a model toillustrate expected outcomes and inspire students

well-Additionally, teachers should prepare clear instructions and criteria for

evaluating both the content and presentation of student mind maps Providing arubric can guide students in achieving quality work Time management plans,classroom materials, and collaboration strategies should also be thoughtfullyarranged

Finally, it is crucial for teachers to create a positive, supportive learning

environment Encouraging student creativity, valuing individual expression, andoffering constructive feedback will motivate learners to participateenthusiastically and improve their communication skills

In conclusion, with careful preparation and strategic planning, teachers can

successfully empower students to use mind maps as dynamic tools for learning,

thus enriching lesson quality and promoting deeper engagement with the Global Success program.

II The tools for creating mindmaps:

Mind mapping is a powerful educational strategy that helps learnersvisualize concepts, organize information, and stimulate creativity Teachers canguide students to create mind maps by hand or by using the following usefulsoftwares

1 MindMeister – ( https://www.mindmeister.com)

Overview:

MindMeister is a mind mapping software and an extremely convenientonline mind map creation tool With MindMeister, you can organize ideas, plan,and collaborate creatively The user-friendly and easy-to-use interface allows you

to create mind maps by dragging and dropping idea blocks, creating links, andattaching documents

This is also considered a powerful tool for collaborating with friends andcolleagues to enhance work efficiency!

Advantages:

• Easily create and share mind maps online

• Cross-platform support, allowing you to access from any device

• Integrates collaboration tools and messaging

• Offers various charts and templates to create mind maps as desired

• Backup and restore data to ensure safety and convenience

2 Coggle – ( https://coggle.it)

Overview:

• Coggle - a mind mapping software that provides a range of tools and highlyvisual connection diagrams With a well-designed interface, it is easy to getaccustomed to, even if you are a beginner

• Coggle allows you to create mind maps as you wish You can connect ideas,create sub-branches, take notes, and upload attachments The ability to collaboratewith multiple people simultaneously is also key to enhancing creativity and workefficiency

Advantages:

• Create and share mind maps online easily

• Supports connecting and interacting between ideas, notes, and attachments

• Multilingual support and integration with Google Drive for documentmanagement

• Customize the interface and colors of the map as desired

• Supports real-time collaboration with multiple users

Wide template selection: Professionally designed mind map templates save time

Design flexibility: Add icons, images, animations, and various fonts

Collaboration tools: Great for group work

Free education account: Canva for Education offers premium features at no cost

Professional-grade tools: Suitable for more complex or academic projects

Templates available: Ready-to-use layouts for faster creation

Google integration: Connects easily with Google Drive and Google Classroom

Educational plans: Free accounts for students and educators with institutional