Skkn some solutions of creative application the model of imindmap in ba thuoc ethnic boarding junior high school

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING
BA THUOC DEPARTMENT OF EDUCATION AND TRAINING

EXPERIENCED INITIATIVE

SOME SOLUTIONS OF CREATIVE APPLICATION
THE MODEL OF “ IMINDMAP” AT BA THUOC
ETHNIC BOARDING SECONDARY SCHOOL

Fullname name: Trịnh Ngọc Viên
Job: English teacher
School: Ethnic Boarding Lower Secondary School
Experienced initiative in subject: English

BÁ THƯỚC YEAR 2022

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INDEX
No
1.

Content

Page

BACKGROUND

1

1.1.

The reason for choosing the topic

1

1.2.

The purpose of research

2

1.3.

The objects of research

3

1.4.

The method of research

3

THE CONTENT OF THE EXPERIENCED INITIATIVE

4

The rationale of the experienced initiative

4

2.1.1.

Mind Mapping

4

2.1.2.

The Application of the Mind Map in Vocabulary Teaching

5

2.1.3.

The Application of the Mind Map in Grammar Teaching

5

2.2.

The real situation before applying the experienced initiative

6

2.3.

Công tác quản lí của nhà trường

7

2.3.1.

Solution to apply the model of ‘‘IMIND-MAP” as the
horizontal tree diagram

7

2.3.2

Solution to apply the model of “IMIND-MAP” as the
longitudinal tree diagram

10

2.3.3.

Research result

12

CONCLUSION AND SUGGESTION

13

3.1.

Conclusion

13

3.2.

Suggestion

14

2.
2.1.

3.

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1. BACKGROUND
1.1. The reason for choosing the topic
The more growing the society is, the more increasing the international
relation expanding demand is and that learning languages is an essential
element. Thus Vietnamese education has put English into secondary schools as
a key subject discouraged from kindergarten, primary school to compulsory in
the secondary and graduate educational level. Thus, creating a vivid & exciting
learning environment plays an important role in teaching and learning in
secondary schools [6]. This environment is a facility as well as the aim of the
teaching process in general. Because English is not loved by all of learners and

it is not able to be self-studied well by all of learners. Our current educational
goals is to educate and provide students with the comprehensively growth, full
knowledge of natural sciences and the social sciences in which foreign language
is indispensable subject, and the goal of language learning is to communicate, so
students need the skills to perform the communication process well [3].
Our country is in the period of industrial construction towards
mordenization, is gradually integrating into the modern and advanced economy
of the nations in the world community. Especially, since January 11 th, 2007, our
country officially joined the WTO, requires the greater requests and challenges
to meet the conditions of WTO accession commitments. The high demand for
knowledge and understanding, skillful application of Science and Technology is
an urgent task of the whole society, especially to the young generation.
Therefore, the demand for information, diplomatic exchanges between the
countries of the world is really necessary. Especially, that relates to the language
because language is very important, considered as a tool of the communication
process.
In the world, English is the most widely spoken language, is the key to
discover the human’s knowledge treasure such as: Science – Information
Technology – Economy – Education – Political and Diplomatic service. The
access to Science, Technology, Information, and putting it in practice to build up

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a comprehension development requires a connection which is the language –
English. Thus, learning, teaching English in schools is very important and
necessary. Our government had built the national foreign language project for
the period 2008 – 2020 and the project to improve the quality of foreign

language teaching and learning in Thanh Hoa province for the period 2018 –
2025 to enhance the English capacity for teaching staff who are directly teaching
English in primary, junior high and high schools. The aim of this project is to
train a workforce that not only has good expertise, but is also good at foreign
language – English. Certainly, they are easy to communicate and apply the
human’s advanced Science and Technology into the construction of the country
as well as help our economy strongly develop [4].
Being a teacher who is teaching English in a junior high school (Bá
Thước Ethnic Boarding junior high school – Bá Thước district), I attended the
course which enhanced the teachers’ method of teaching and English capacity in
2015, I find it is my responsibility to self-improvement, application the useful
methods and experiences in teaching to improve students’ English capacity. To
gain my goal, I do apply “The method of creative application the model of “
Mindmap” software on Powerpoint” to inllustrate or systematize the teaching
contents lively and attractively, help students effectively master the lessons. In
this thesis, I would like to introduce a modern English teaching in schools, it is:
“Some solutions of creative application the model of “ Imindmap” in Bá
Thước Ethnic Boarding junior high school [1].
1.2. The purpose of research
Today, the English teaching in Junior high school degree is in basis of
modern communication trend, application of Information technology into
teaching practice, but in fact, mastering the vocabulary and grammar of the
students is limited, as a result, after finishing the two degrees: primary and
secondary schools, most students can not communicate or use English as
required. There are many reasons for this situation: due to the low literary level,
the poor teaching condition, the lack of equipment in service for information

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technology of the teachers….Therefore, this thesis is one of the solutions to
overcome difficulties in the process of teaching English in Junior high school
degree in order to enhance the teaching effectiveness and level of
communication and using English of the students [5].
In some recent school years, most of the schools in the district has
purchased the software license of Imindmap. The application and use of this
software on the Powerpoint is very effective. In fact, this software is very
difficult to use which requires a very high computer skill of the teachers. The
use of this software is time-consuming with many stages: preparing the teaching
contents, setting link and leaving file and inserting into the Powerpoint software.
If the users can not use it fluently, the application will not be effective. Of
course, it sometimes causes problems or troubles for users. Therefore, each
teacher needs to improve the skill of information tecnhology application to well
apply in the teaching process. By my experience of teaching English for 18
years at secondary school, I have tried the creative and effective techniques and
I have had many initiatives which are classified district and province level, in
this school-year,

I would like to introduce “Some solutions of creative

application the model of “ Imindmap” in Bá Thước Ethnic Boarding junior
high school in order to save time and gain the effectiveness in teaching process.
I myself prepare the electronic lesson plans, creatively apply the mindmap in the
teaching process, help localize, map, and systematize the knowledge that makes
the lessons more interesting and atrractive and students can master effectively
the vocabulary and grammar and helps improve the language communication
level of the students [2].
1.3. The objects of research

The object of the study is a summary study of how to use the method of
creative application the model of Imindmap in teaching English in Bá Thước
Ethnic Boarding lower secondary school.
1.4.The method of research
- Studying reasoning: using the Internet, books, documents, lesson plan

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- Investigating the real situation
- Counting figures and result of studying
- Observing the reality: observing students when they do tests
- Experimenting the teaching methods
- Summarizing the results, learning from the colleagues’ experiences.
2. THE CONTENT OF THE EXPERIENCED INITIATIVE
2.1.The rationale of the experienced initiative
2.1.1. Mind Mapping
The term “mind map” was popularized for the first time by Tony Buzan in
1960s. Since then, it has been an effective tool of learning, note-taking,
brainstorming, visual thinking and problem solving in countless research fields
including education, writing, project management, etc... The mind map, based
on the radiant thinking pattern of our brains, is a tree-like structure diagramed
with colorful and highly organized key words. A mind map cannot live without
the following parts: first, the main idea is crystallized in the center of a mind
map; second, branches radiating from the center are the main themes of the
topic; third, key words or images that link the theme to the main idea are drawn
on the branch lines; forth, secondary themes can be attached to the relevant
branch as twigs; finally, all the branches and twigs together present a connected

nodal structure. That’s how students map out their ideas in a memorable and
highly organized diagram [1].
As the key to unlock memories, mind mapping benefits students in many
respects. First, it helps associate new information to prior knowledge. Instead of
rote learning, it forces students to find connections in their head that leads to
meaningful learning. Second, it is an effective tool to figure out complex issues .
Once all the ideas are presented, they can be grouped and illustrated in a highly
organized structure that gives students a deeper understanding than before.
Third, mind mapping ignites creativity and makes learning more spontaneous,
flexible and enjoyable. Students are allowed to empty out their heads once any
ideas strike them.

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2.1.2. The Application of the Mind Map in Vocabulary Teaching
Vocabularies in our brains are hooked into semantic networks like maps
representing knowledge in patterns of interconnected nodes. Thus mind mapping
could support the teaching and learning of vocabularies through the visualization
of related information. For example, “coronavirus” could be placed at the center
of a mind map as the main topic being learned. Then, the branches radiated from
the topic “coronavirus” could be a series of most discussed issues during the
pandemic such as “what is the timeline of the coronavirus, how does it spread,
and what are the symptoms of it”. In this way, the secondary themes would be
any words associated with the above questions [2].
2.1.3. The Application of the Mind Map in Grammar Teaching
Using Mind map in the process of teaching, we can comb a lot of
knowledge points, so that to make points present to students in order. The

grammar knowledge that students receive can be intuitive and visualized by
using Mind map. The Mind map, which contains images, colors and lines, can
effectively tease out the connections between the grammar knowledge points.
The very common used Mind map in high school English teaching is the main
tree and the comparison diagram, which can effectively find out the connections
among a wide variety of knowledge points. To take an example, while
interpreting the subjunctive mood, the teacher makes the knowledge and skill
target according to the curriculum goal and the teaching material. Subsequently,
the teacher assigns the task to the students, and lets the students preview the
content of the knowledge point of virtual emotion by themselves before points
are organized and summarized with the Mind map method. By drawing the
Mind map of the main tree, students have entire grasp of the knowledge they
learnt. Next, teachers further explain the subjunctive mood in the process of
teaching, and then draw a Mind map to compare and sum up all of knowledge
points. In the process of drawing such two different Mind maps, students
naturally build the positive way of thinking. Introducing the Mind map into
teaching effectively, by combining the two different Mind maps of main tree

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maps and contrast diagrams, help students to integrate some fragmentary
knowledge points with those resources, and help them to study systematically.
At the same time, students can also form good habits of thinking and study in
order that improve their learning efficiency. It is helpful for students to use Mind
map to complete the integration of grammar knowledge. The method of drawing
Mind map can not only stimulate students’ interest in learning, but also guide
them to develop a habit of thinking actively and improve their understanding of

knowledge content [2]. For example, after grammar knowledge of subjunctive
mood is taught to the students, they are divided into groups, and are required to
observe and analyze the Mind map which made up of two different structures.
At last, they are asked to finish the Mind map, which is used to sum up the
knowledge points of the present subjunctive mood. Based on the results of the
Mind map drawn by the students, the students are divided into groups to discuss
and make corresponding comments; to understand and think about the mistakes,
the advantages and disadvantages of the works, to understand and to digest the
knowledge points explained by group members, to further deepen the important
points and difficult points, and to consolidate the knowledge point step by step.
2.2.The real situation before applying the experienced initiative.
In fact, students at rural areas like our Ba Thuoc Bording Ethnic
secondary school are still learning in the difficult studying conditions so it is not
easy for them to learn this language well. Their speaking skill and grammar tests
are poor. Many students don’t take inspiration from learning English.
By my experience of teaching English in Bá Thước Ethnic Boarding secondary
school, I myself apply creatively “Some solutions of creative application the
model of Imindmap to design some periods (if necessary). Here are the specific
results:
Before implementing the thesis: (both the previous school-years and this school year,
this thesis has been implemented from 2019 to present)
Percentage of
Grade

Total

students who are
interested in

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Excellent

Good

Average

Poor


7
learning English

grade

grade

grade

grade

6

60

100%

6

20

30

4

7

60

80%

6

18

34

2

8

60

70%

5

17

37

1

9

60

60%

5

18

37

0

2.3. Solutions and impementation
2.3.1. Solution to apply the model of mindmap as the horizontal tree
diagram
In this thesis, I would not like to introduce how to use the software “Imind
map”, I would like to introduce the effective application of the software on the
powerpoint which has been my teaching experiences for about 11 years in
Lương Ngoại junior high school and 7 years in Bá Thước Ethnic Boarding
junior high school. Its benefits are very practical, time-saving which help to
focus on the lessons and make the lessons more fantastic, interesting and
effective.
The horizontal tree diagram is very familiar with every teacher, the
application is also easy, scientific, educational and aesthetic [2].
I woud like to introduce how to plan and creatively apply the model of “

IMIND MAP” in preparing the parts: LEAD IN and REMEMBER
The inllustruction samples:
+ Planning the period 30, 31-Unit 5: Language focus , English 9
It would be better if the Part of LEAD IN is systematized as the diagrams
which helps students to master and understand the lessons.
The Lead in, the introduction and the remember of this period should be
designed in the software IMIND-MAP like this:

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The teachers can also plan that lesson content by creatively apply The
horizontal tree diagram to systematize the knowledge.

Therefore, we can use the model of IMIND-MAP in the parts of: Lead in,
warm up, as well as the Remember or Conclusion. That will helps emphasize
and focus on the lessons and students can master the knowledge in the most
effective way. Moreover, the teachers can combine the other methods or
techniques of teaching the vocabulary or Grammar that helps students
understand the lessons easily.
+ Planning the period 5, 6 -Unit 1: Language focus , English 8

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From that model, teachers can implement the lesson contents in turn or

replan each content like this “IMIND-MAP”, the inllustructions are both simple
and scientific but useful [2].
The teachers can also plan each grammartical part in a different slice, it’s
up to each situation. Thus, the “IMIND-MAP” should be creatively apllied
which helps motivate students and makes the lessons more vivid and interesting.
This is an example of teaching Grammar of that period in teaching the
model sentence, using:
ENOUGH = => (NOT) ADJ + ENOUGH + TO V

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As a result, the grammatical content is inllustrated and vividly developed
which helps reduce stress in a grammar lesson.
+ Planning the period 23, 24- Unit 4: Language focus, English 8
When teaching the grammar, teachers can implement like this
(using the entrance effects on the sreen) [2].

When explaining the lesson, teachers can combine the other techniques
and let the entrance effects appear on the screen which are related to the lesson
content. As a result, the teachers can save time to write the examples on the
blackboard in stead of planning on the screen. The teachers can also give many
examples on the screen and have students to do exercises, then go to black board
to do exercises.
2.3.2. Solution to apply the model of “IMIND-MAP” as the
longitudinal tree diagram
The model IMIND-MAP as the longitudinal tree diagram or the
horizontal tree diagram both has its specific benefits. Teachers should use it

creatively to avoid the boredom for the students. Here are a few examples
prepared for the LANGUAGE FOCUS periods, English 7 which use the model
of IMIND-MAP as the longitudinal tree diagram on the powerpoint [2].
The inllustrations:

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+ Planning the period 18, 19: Language focus 1 – English 7
In the lead in or the opening part, teacher can introduce the contents of the
lesson by using the longitudinal tree diagram or using it in the conclusion of the
lesson. [1].

Because the contents of these two periods are quite long, the teachers can
combine the different techniques or games which helps students remember the
lesson better.
+ Planning the period 78, 79: Language focus 3 – English 7
In the LEAD IN or REMEMBER of the teaching periods, the teachers
can design the grammatical contents like this [2].

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After planning this diagram, teachers can teach the grammatical contents
in turn or plan each grammatical content in a different slice. That will be very
effective and students can understand the lesson easily and master it better. As a

result, students can use the language effectively: both vocabulary and grammar.
Thus, the model of IMIND-MAP is one of the best way to develop speaking
skill of the students.
+ Preparing the period 10: Unit 2: I-learn Smart World- English
6(page 14). You can design the same model for the periods about teaching
New Words
Here is a very interesting period with subjects at school, the teachers can
plan the contents like this diagram and add the entrance effects for each subject.
It can be understood easily if we use the PROJECTOR with POWER POINTS
to play the effects [2].

2.3.3.Research result
In this thesis, I have mentioned the important role of the teacher in his/
her good application of information technology in planning and teaching the
lesson, especially, the planning of the electronic lesson plans on the softwares:
IMIND-MAP, POWER POINTS. Being aware of that, I always try my best to
self-study and find out the best techniques to motivate and attract students.

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Up to now, I have already applied fluently two softwares: IMIND-MAP
and POWER POINTS in planning the electronic lesson plans. In fact, I find
using IMIND-MAP software is more time-consumming than using POWER
POINTS software to design the mind diagrams. Students are always eager to
learn, to explore the new things, so, planning the lessons using creatively the
model of the mind diagram is very important and necessary to reduce the
boredom in the difficult lessons.

After implementing the thesis: (both the previous school-years and this
school year, this thesis has been implemented since 2019 to present)
Percentage of
Grade

Total

students who are
interested in

Excellent

Good

Average

Poor

grade

grade

grade

grade

learning English

6

60

100%

12

28

20

0

7

60

95%

12

24

24

0

8

60

90%

14

26

20

0

9

60

90%

14

25

21

0

Thus, the results clearly show the effectiveness in helping students with
learning English, and of course the quality of teaching and learning English
issignificantly improved.
3. CONCLUSION AND SUGGESTIONS
3.1. Conclusion
It is said that the teaching process is a thinking process of knowledge. The

teachers’ role as a director of the learning activities of students who should
orient and suggest students how to study and comprehend the knowledge
scientifically. In teaching English at secondary schools, the teachers’ role is very
important in applying the Information technology and other new modern
techniques in order to gain the best quality in teaching and learning. It is more

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important if the teacher can create an comfortable and friendly environment for
students to communicate in English as well as create a lively atmosphere in the
classroom, help students have a good awareness about the important role of
English in today’s time. So, they can define their tasks such as: learning and
communicating, using English well to meet the increasing demands of society.
“Some solutions of creative application the model of “ Imindmap” applied in
Bá Thước Ethnic Boarding secondary school is one of the modern techniques
which is suitable with the condition of school facilaties and meet the increasing
demands of society on the subject of English.
3.2. Suggestion
This is my little experience in the process of teaching English at Bá
Thước Ethnic Boarding secondary school from 2015 to present. As this thesis
was completed in a short period time and because of my limited knowledge and
experience, natural mistakes and errors are inevitable. I hope I will receive
remarks from all my colleages in order to make it better.
I sincerely suggest the Science Council on experienced Initiatives in
district and province level to publish a book on the Initiatives which won the
high prize to the schools every year, so teachers can have chances to get access
to the good teaching methods and they can improve their experience of teaching

in a practical way to enhance their qualifications to contribute to improving the
quality of education in general.
Thank you for reading!
Bá Thước, June 1st, 2022
CONFIRMING OF THE

I assure that this is my experienced

HEADMASTER

initiative, do not copy the content of the
other person.
(Sign and write the full name)

Trịnh Ngọc Viên

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REFERENCES
1. Guiding how to design mindmap on powerpoint – Author: Andrew
Childress (Sources on the Internet)
2. 15 Creative Mind Map Examples for Students – Author: Raphaela
Brandner (Sources on the Internet)
3. English language teaching methodology for teachers in lower
secondary schools
4. Teaching the skills – a methodology course for English language
teachers

5. Harmer,J 1991 the practice of English language teaching Harlow:
Longman New Edition
6. Hubard, P, Jones, H, Thornton, B & R Wheeler 1983 A Training
Course for TOEFL Oxford: Oxford University Press

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CATEGORY
EXPERIENCE INITIATIVES WAS CLASSED BY DISTRICT,
PROVINCIAL EDUCATION AND TRAINING COUNCIL

TT

1

2

3

4

5

6

7

Classification
Name of experience initiatives
of District
and Province
Helping students pronounce
correctly from International
District
Phonetic Alphabet in Luong
Ngoai Lower Secondary School
Some techniques in pre –
listening to motivate students
District
effectively in Luong Ngoai
Lower Secondary School
Improving poor students’ result
of learning in grade 6 and grade
District
7 in Luong Ngoai Lower
Secondary School
The methods of teaching
vocabulary for grade 6 in
District
Luong Ngoai Lower Secondary
School
Helping students do word
formation exercises in grade 8
and 9 at Ba Thuoc Ethnic
District
Boarding Lower Secondary
School

Starting the skill lessons in
grade 9 with the language focus
part effectively at Ba Thuoc
District
Ethnic Boarding Lower
Secondary School
Some experiences in teaching
passive sentences for students
in grade 8 Ba Thuoc Ethnic
District
Boarding Lower Secondary
School

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Results

Year

C

2012

B

2013

B

2014

B

2015

B

2016

B

2017

C

2018