Timeless Teaching

What teachers are saying about mind mapping as taught in the book Timeless Teaching:

Brandon Parks, 4th-grade teacher: 

Timeless Teaching and the accompanying lessons taught by Scott Flox have been some of the most useful information that I have learned in the past 10 years of professional development as a teacher. Mind mapping, combined with teaching sequential basic drawing skills, are the strategies that I will utilize the most after taking this course. After reading Timeless Teaching, I have implemented Mind Mapping in my own classroom in two ways. We have created a weekly mind map together as a class, and my guided reading groups that are above level have created collaborative mind maps for the non-fiction texts that they are reading. As I have fumbled and refined using this teaching tool in my class, I have already seen numerous benefits. I am excited to continue to refine my use of basic drawing and mind mapping in my classroom and see it to be fundamental in my future instruction. 

Dionne Tarpenning, 3rd-grade teacher: 

Mind mapping is mind blowing! The experience in class where we did a mind map of an eyeball gave me an entirely new perspective.  The thought processes I had to use to come up with an icon that represented the parts of the eye and their purposes were completely different than what I had used before. I had to think differently in order to come up with an unrelated picture to represent the part of the eyeball and make it relate to the part. Mind mapping is mind blowing! 

Tami Anderson, 1st-grade teacher: 

Mind mapping is a highly effective way of getting information in and out of your brain. 

Whitney Anderson: 

One thing that I have already been able to incorporate is the addition of icons. In the short time that I have started using icons, I have been able to get a clearer picture of what my students are thinking and envisioning. Another very important component is the ability to hold students responsible. Quality work is something that I wish we would push for more in public education. As I have been teaching, I feel like speed is valued more than quality. When we rush through work we aren’t getting a real picture of what children are capable of. 

Angelique Boyles: 

I find that the analogies and connections students come up with are sometimes better than the connections I would have given them. I love that it makes them connect more with what we are learning. 

Rachel Bradford, 2nd grade teacher: 

The more I learn about mind mapping the more I love how open-ended mind mapping is and that students do not need to guess what the teacher is thinking.I don’t think I realized how a structured activity could also allow for creativity and differentiation. It also allows for students to make their notes their own through icons and even the structure of their notes. I love how it enables students to show what they know and what is interesting to them but also focuses on important information. 

Erica Casper: 

As a teacher that teaches [unconventionally], this book was a breath of fresh air for me. 

Lisa Fenn: 

I was surprised by how insightful students were with their maps. I have three limited-English-speaking students and two resource students who have a difficult time taking notes. However, they were able to do this activity with very little help. I was so impressed with how well the [first] activity went, that I decided to do the same thing with the [next unit]. I was very impressed by how engaged my students were in the whole process and how much they were learning. When we took the test at the end of the week, 30 out of 31 one students got full mastery on the test. The one student who didn’t is one of my resource students who got a 70%, the highest score he’s gotten on any test so far this year. When we were finished, my students were so proud of the work they created.   

Lori Nickerson 2nd-grade teacher in gifted and talented program: 

When we sat at [parent] conferences and I asked my students to tell their parents about their Mind Map, conversation flowed. It was so rewarding to see students talk about their thoughts.  I now see the benefits of this style of expressing ideas. Mind Maps allow students to manipulate and organize information in a personal, meaningful, and unique fashion.  I was amazed at the many ways students expressed ideas. 

Ashley Pitcher, visual art teacher: 

I love the thought that students share what they know rather than regurgitating facts and giving answers that the students thinks that the teacher wants. Giving a visual artifact also gives the students a sense of accomplishment to visibly see their knowledge on a piece of paper. 

Kimberlee Sweat: 

I can see the positive effects [mind mapping] has on kids, even on myself. Hunting for facts to put on a fact sheet has been one of my favorite parts. Watching kids read facts and rush up to tell me is proof that they are learning and loving it. I am anxious to see what the outcome will be and how much it impacts student learning. Putting kids in charge of their own learning is powerful and, if done correctly, so much more impactful than them listening to me teach or providing the information.  

Jeri Thompson: 

[When we mind mapped] every child was actively engaged. My reluctant writers were having a great time drawing pictures. Those who love writing had a lot more to say than they usually do. Simply because they don’t have time to think on their own, or there just isn’t time to share their thoughts in a class of 33 students. I realized that teaching them how to come up with analogies is something that I need to work on more for myself. I was impressed to see their ability to grasp deeper concepts. Student learning exceeded my expectations. What I also loved was how engaged students were in this deep thinking process and that they were truly enjoying the learning experience. 

Donalee Wolfe, visual art teacher: 

The exciting thing about mind mapping is that it is so versatile. I know I can use this tool for any age, ability or subject. Engaging in creating a mind map helps in all levels of thinking including recall, understanding, comprehension as well as synthesizing, analyzing, and evaluating.