skkn cấp tỉnh using mind maps to design some post reading and post listening activities in english textbook 10 global success in order to motivate students to improve their speaking skills at hau loc 2

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5. Innovations of the research ………..

2II. CONTENT………..…………. 2

1. Theoretical background………..……….. 2

1.1. Mind mapping method………..………… 2

1.2. Post-reading and post-listening activities…………..…………... 3

1.3. Requirements for developing speaking skills for students usingEnglish 10 Global Success Textbook according to the 2018 GeneralEducation Curriculum………..……… 4

2. The situation before implementing innovative teaching practices 43. Initiatives used to address the problem………..……….. 6

3.1. Teachers enhancing skills to guide students in preparing to usemind maps for reading and listening activities…….

6<b>3.2. Using mind maps to require students to summarize the content </b>of reading and listening activities………..……….. 9

3.3.Using mind maps in extended activities after reading andlistening……… 12

3.4. Using blank mind maps to review knowledge and designlearninggames………

…144. Effectiveness of using mind maps to design some post-readingand post-listening activities in English textbook 10 (Global Success)in order to motivate students to improve their speaking skills at HauLoc 2 HighSchool………...

192. Recommendations……… 19REFERENCES………. IAPPENDIX 1………... II

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APPENDIX 3………... VIAPPENDIX 4………... VIII

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<b><small>I. INTRODUCTION</small></b>

<b>1. Rationale for the research </b>

In the context of increasing global integration, mastering English hasbecome a critical factor for high school students. English serves not only as aglobal lingua franca but also as a gateway to numerous educational and careeropportunities. Proficiency in spoken English is particularly crucial, enablingstudents to communicate effectively, build relationships, and access a vast arrayof knowledge worldwide. However, empirical evidence indicates that manystudents encounter significant challenges in developing their speaking skills.The primary reasons include a lack of practical environments and suitablelearning methods, resulting in low confidence and inadequate communicationskills in English.

Mind-mapping, a visual thinking tool, is an effective educational strategythat assists students in organizing and systematizing knowledge visually andlogically. The use of mind maps not only enhances memory retention but alsofosters creative thinking, particularly in developing speaking skills in English.Mind-maps enable students to express and interconnect ideas coherently andclearly, thereby improving their expressive and communicative abilities. Whenapplied to post-reading and post-listening activities, mind maps facilitatestudents in grasping and presenting ideas more easily, while also creating apositive and dynamic learning environment.

The present circumstances served as a catalyst for conducting an

<b>investigation titled "Using mind maps to design some reading and listening activities in English textbook 10 (Global Success) in order tomotivate students to improve their speaking skills at Hau Loc 2 HighSchool." This research not only seeks to enhance the quality of English teaching</b>

post-but also aims to encourage active and confident student participation in learningand communication activities. By integrating mind maps into the design of post-reading and post-listening activities, this study aspires to develop innovative andeffective teaching methods that contribute to improving students' Englishspeaking skills.

<b>2. Research objectives</b>

The primary objective of this study is to explore and assess theeffectiveness of utilizing mind maps in designing post-reading and post-listeningactivities within the English textbook 10 (Global Success) to motivate studentsin enhancing their speaking skills. The research focuses on identifyingmethodologies and strategies for employing mind maps to aid students inorganizing and systematizing knowledge in a scientific manner, therebyaugmenting their memory and ability to articulate ideas coherently and logically.Through this approach, the study aims to provide practical and valuablesolutions for educators to improve the quality of English teaching and learning,as well as to encourage students to be more proactive and confident in usingEnglish in daily communication.

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The research subjects for this study consist of 89 tenth-grade students fromHau Loc School. The cohort is divided into two classes: 43 students from class10A6 and 46 students from class 10A1. These students will participate in theimplementation and evaluation of mind map-based post-reading and post-listening activities designed to enhance their English speaking skills.

<b>4. Research methods</b>

The study employed the following research methods:

<i><b>Survey method: Questionnaires were administered to students to gauge</b></i>

their interest in and the perceived effectiveness of using mind maps inpost-reading and post-listening activities.

<i><b>Document analysis method: Various instructional materials related to the</b></i>

integration of mind maps into post-reading and post-listening activitieswere reviewed and analysed.

<i><b>Observation method: Direct observations of lessons incorporating mind</b></i>

maps were conducted to monitor student interaction, participation, and thedevelopment of speaking skills.

<i><b>Statistical method: Data from questionnaires, tests, and observations were</b></i>

collected and analysed to draw conclusions about the effectiveness ofmind maps.

<b>5. Innovations of the research </b>

This study introduces several innovations in the application of mind mapsto English language instruction for high school students. Firstly, it represents thefirst systematic integration of mind maps into post-reading and post-listeningactivities within the English 10 (Global Success) curriculum, rather than usingthem merely as mnemonic aids. Furthermore, the evaluation of these activities'effectiveness through experimental and survey methods provides empirical andreliable data, enabling the formulation of specific recommendations for teachersto enhance their instructional methods. Consequently, this research contributesnot only to the theoretical framework of language teaching but also offers highpractical value in educational settings.

<b>II. CONTENT1. Theoretical background</b>

<b>1.1. Mind mapping method</b>

A mind map is a visual tool for organizing information, developed by TonyBuzan in the 1970s. It reflects how the human brain processes and organizesinformation, optimizing memory and learning. Typically, a mind map starts witha central idea or topic, from which branches representing related sub-ideasextend, creating a network of logically and visually interconnected information.According to Buzan (1974), mind maps help learners organize and systematizeknowledge while stimulating creative thinking and enhancing analytical andsynthetic abilities. The use of colors, images, and keywords in mind maps boostsmemory retention and makes learning more engaging. (Buzan, 2006)

To effectively use a mind map, learners begin by placing a central keywordor topic at the center of the page. From there, they create main branches

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radiating outward, each representing an idea related to the central topic. Furthersub-branches can be developed to elaborate on the information. Each branchshould include keywords, images, symbols, or colors to enhance visual appealand memorability. Using different colors for branches helps distinguish ideasand clarify their relationships. This process helps students logically organize andsystematize knowledge while stimulating creative thinking, making learningenjoyable and effective.

Mind-maps offer significant benefits in learning and developing languageskills, especially in enhancing English speaking skills. They help studentsorganize and systematize knowledge clearly and logically, making it easier tograsp and remember information. The use of images, colors, and keywords inmind maps actively engages the brain, improving long-term memory retention.Additionally, mind maps encourage creative thinking and the ability to linkideas, helping students develop analytical and synthetic skills. Specifically,when applied in post-reading and post-listening activities, mind maps enablestudents to present ideas coherently and confidently, thereby improving theirexpression and communication skills in English. Consequently, this methodmakes learning more interesting and motivates students to engage and developtheir language skills comprehensively.

<b>1.2. Post-reading and post-listening activities</b>

Post-reading and post-listening activities are educational tasks conductedafter students have completed reading or listening to a passage, article, or audio.These activities are designed to reinforce knowledge, assess comprehension, andapply the learned information.

The purpose of post-reading and post-listening activities is to help studentsconsolidate and expand the knowledge gained from the lesson. They enhancestudents' understanding of content, vocabulary, and language structures, whichare critical for language acquisition. Additionally, these activities encouragecritical thinking and the application of knowledge to real-life situations,fostering deeper cognitive processing (Nation & Newton, 2009).

Post-reading activities help students analyze and deepen theirunderstanding of the content read. These activities may include discussions,summaries, and answering comprehension questions, which help studentsreorganize information and connect ideas. This process improves readingcomprehension skills and aids in developing writing and presentation skills(Harmer, 2007). By engaging in these tasks, students can better grasp thematerial, making it easier to retain and recall information when needed.

Post-listening activities focus on developing listening comprehension andresponse skills. Activities such as group discussions, role-plays, and answeringquestions after listening help students practice active listening and quickreflexes. They also encourage students to express their opinions and thoughtsclearly and confidently, which is essential for effective communication (Field,2008). These activities provide a platform for students to practice and improve

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Moreover, post-reading and post-listening activities allow teachers toassess students' comprehension and application abilities. By observing howstudents interact with the material and with each other, teachers can identifyareas where students may need additional support or instruction. This formativeassessment process is crucial for adjusting teaching methods to better meet theneeds of students (Brown, 2004).

Application to Real-Life Situations: Engaging students in activities thatrequire them to apply knowledge to real-life situations not only reinforceslearning but also makes it more relevant and meaningful. This practicalapplication helps students see the value of what they are learning and how it canbe used outside the classroom (Richards & Schmidt, 2010).

In conclusion, post-reading and post-listening activities are essentialcomponents of language instruction that support the consolidation andapplication of knowledge. They enhance comprehension, foster critical thinking,and provide opportunities for assessment and feedback, ultimately contributingto a more effective and engaging learning experience.

<b>1.3. Requirements for developing speaking skills forstudents using English 10 Global Success Textbookaccording to the 2018 General Education Curriculum</b>

The 2018 General Education Curriculum emphasizes the development ofcomprehensive language skills, with a particular focus on speaking. For studentsusing the English 10 Global Success textbook, several requirements are set todevelop their speaking skills.

Firstly, students should be able to understand and convey the main ideas instandard, clear spoken passages and speeches on familiar topics related to work,study, and leisure activities. They should also be capable of handling andresponding appropriately to most situations encountered in an English-speakingenvironment.

Secondly, students are expected to write and speak about familiar topics orpersonal interests. They should be able to describe their experiences, events theyhave witnessed, their dreams, hopes, and ambitions. This ability to express personalinformation clearly is a key component of effective communication.

Thirdly, students should be able to provide brief reasons and explanations fortheir opinions and plans. They should participate in discussions, offering theirviewpoints clearly and effectively. This skill is essential for engaging in meaningfulconversations and articulating thoughts coherently.

Lastly, through the English course, students should gain a deeperunderstanding of the countries, people, and cultures of English-speaking nationsand other parts of the world. They should develop an appreciation for culturaldiversity and begin to reflect and express Vietnamese cultural values in English.This cultural insight is crucial for fostering a global perspective and culturalsensitivity.

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These requirements aim to ensure that students not only developproficiency in speaking English but also cultivate a global perspective andcultural awareness.

<b>2. The situation before implementing innovative teaching practices</b>

At the school, the implementation of post-reading and post-listeningactivities has encountered numerous difficulties and inadequacies amongteachers. Many educators still rely on traditional methods, primarily focusing onsimple exercises such as answering questions or summarizing content, whichlack creativity and interaction in teaching activities. This approach often resultsin students feeling bored and unmotivated to participate. Furthermore, manyteachers struggle to design diverse and appropriate activities that match thestudents' proficiency levels. Limitations in resources and time are significantobstacles, preventing teachers from effectively and diversely conductingactivities. Without modern support tools and necessary training skills, teacherssometimes fail to provide a stimulating and effective learning environment forstudents.

For students, current post-reading and post-listening activities often lackappeal and interactivity, leading to reluctance in communication and a lack ofconfidence when expressing ideas in English. Students tend to participatepassively, not fully utilizing their creativity and potential. The lack ofmotivation is a concerning issue, especially when teaching activities do notencourage student interest and active participation. Additionally, difficulties ingrasping and following lesson content reduce the effectiveness of post-readingand post-listening activities, causing students to feel fatigued and less effectivein developing their English-speaking skills. These shortcomings not onlydiminish learning enthusiasm but also limit the comprehensive development ofstudents' language skills.

<i>Teachers who frequently integrate listening and reading activities into their lessons</i>

<i>post-30%Teachers facing difficulties when teaching post-listening and </i>

<i>post-reading activities</i>

<i>63%Teachers who believe post-listening and post-reading activities </i>

<i>can improve speaking skills</i>

<i>52%Students showing interest when teachers conduct post-listening </i>

<i>and post-reading activities</i>

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teachers believe that post-listening and post-reading activities can enhancestudents' speaking skills, only 30% of them frequently incorporate theseactivities into their lessons. This significant discrepancy may be largelyattributed to the 63% of teachers who experience difficulties when teachingthese activities. These challenges could stem from a variety of factors, such as alack of adequate training, insufficient resources, or time constraints within thecurriculum.

Moreover, the low frequency of integrating these activities directly impactsstudent engagement. Only 27% of teachers report that their students showconsistent interest when participating in post-listening and post-readingactivities. This lack of student engagement could further discourage teachersfrom regularly implementing such activities, creating a cyclical problem whereneither teachers nor students fully benefit from these potentially valuableinstructional strategies.

<i>Students actively participating in post-listeningand post-reading activities</i>

<i>20 out of89</i>

<i>23%Students confident in using English during post-</i>

<i>listening and post-reading activities</i>

<i>18 out of89</i>

<i>20%Students believing that post-listening and post-</i>

<i>reading activities can improve speaking skills</i>

<i>19 out of89</i>

<i>22%Students flexibly using vocabulary and structures</i>

<i>in English speaking during listening and reading activities</i>

<i>post-15 out of89</i>

<b>3. Initiatives used to address the problem</b>

<b>3.1. Teachers enhancing skills to guide students in preparing to use mindmaps for reading and listening activities</b>

<b>* Purpose:</b>

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The purpose of this measure is to assist teachers in honing their skills andmastering the process of guiding students in preparing and using mind maps intheir lessons. By doing so, teachers will help students organize informationvisually, stimulate creative thinking, and enhance memory retention. Thisapproach not only deepens students' understanding of lesson content but alsomotivates them to express their ideas confidently and improve their English-speaking skills.

<b>* Implementation: </b>

It is crucial for teachers to develop and refine their mind-mapping skills toimprove the quality of instruction and the effectiveness of student learning. Mindmaps are tools that help organize information logically and visually whileencouraging creative thinking and memory retention. When teachers are proficientin using mind maps, they can effectively guide students in applying this tool tovarious learning activities, particularly in reading and listening tasks.

Moreover, guiding students through the steps of preparing and applying mindmaps to listening exercises is also important for their learning process. Firstly, ithelps students organize auditory information clearly and systematically, making iteasier to identify main ideas and supporting details. Secondly, mind maps stimulatecreative thinking and information linkage, aiding students in understanding andretaining lesson content more effectively. Moreover, the ability to use mind mapssupports the development of critical thinking and logical expression, enhancingspeaking skills and English communication proficiency. Thorough preparation andapplication of mind maps in listening exercises provide a solid foundation forstudents to learn English more efficiently.

In this approach, I proactively sought various resources on mind mappingto understand its essence and develop a specific process for designing andapplying it. Some of the resources I used include:

 The book "The Mind Map Book" by Tony Buzan, which providesfundamental principles and effective mind mapping techniques.

 Articles and guides on the website MindMapping.com, focusing on theapplication of mind maps in teaching and learning.

 Scientific studies published in educational journals, discussing theeffectiveness of mind maps in improving students' thinking and memoryskills.

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<i><b>Using MindMapping.com to create the Mind-maps for Post-listening activityof Unit 2: Humans and the environment and for Post-reading activity of </b></i>

<i><b>Unit 6: Gender equality in English Textbook 10 (Global Success)</b></i>

After thoroughly developing mind-mapping skills, I guided studentsthrough the steps necessary to apply mind maps to reading and listeningactivities.

<b>Step 1: Introducing mind maps to students</b>

Initially, I introduced the concept and benefits of mind maps to students(e.g., explaining what mind maps are, how they work, and why they areeffective learning tools).

<b>Step 2: Guiding preparation steps </b>

Once students understood the basic concept, I guided them through thepreparation steps for creating a mind map. First, students read or listened to apassage, article, or audio clip and noted or underlined the main ideas andkeywords. Next, students began creating a preliminary mind map by placing themain idea at the center of the paper and adding branches for related keywordsand main points. To make the mind map more engaging, I encouraged studentsto use symbols and images to clarify their ideas further.

<b>Step 3: Practicing mind map creation </b>

In this step, students practiced creating mind maps with various passagesand audio clips. They could work in groups or individually to apply the skillsthey had learned.

<small> </small>

<i><b>Students in class 10A1 at Hau Loc 2 High School are working in groups and practicing mind map creation</b></i>

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<b>Step 4: Finalizing mind maps and providing feedback</b>

After completing their mind maps, students presented them to the class orin groups. I provided specific and constructive feedback, highlighting strengthsand areas for improvement. This process helped students better understand howto organize information and develop their ideas effectively. Teachers alsoacquired a thorough understanding of mind maps' definition and correctapplication, enabling them to offer detailed guidance that saved time in futureactivities involving mind maps.

<b>* Innovation of the measures: </b>

The innovative aspect of this approach is the proactive effort by teachers toseek out and refine their mind-mapping skills, not only to organize informationbut also to effectively guide students in applying them to reading and listeningtasks. This approach emphasizes that teachers should not only impart knowledgebut also equip students with a powerful learning tool, enabling them toconfidently grasp and present information.

<b>3.2. Using mind maps to require students to summarize the content of reading and listening activities</b>

<b>* Purpose: </b>

The purpose of this method is to help students effectively grasp andremember the content of reading and listening materials by using mind maps tosummarize information. By having students create their own mind maps,teachers encourage them to analyze, select key points, and organize themlogically. This not only deepens students' understanding of the content but alsoenhances their critical thinking and ability to present information clearly andcoherently. Additionally, this method provides opportunities for students topractice their speaking and writing skills, thereby improving their overalllanguage and cognitive abilities. Moreover, after students complete a reading orlistening exercise, I extend the lesson by dividing the class into small groups tosummarize the content using mind maps. This collaborative approach furtherreinforces their learning and promotes teamwork.

<b>* Implementation: </b>

After students complete a reading or listening exercise, I extend the lessonby dividing the class into small groups to summarize the content using mindmaps.

<b>Step 1: Group formation: Divide the class into small groups of 5-6</b>

students, ensuring all students participate in selecting the main ideas of thelesson. Initially, students work individually for 1 minutes to identify key points.

<b>Step 2: Discussion and consensus: After the individual work, each student</b>

shares their identified key points with the group. The group then collaborates toagree on the main points to include in the mind map in 4 minutes.

<b>Step 3: Mind map creation: Students collaboratively design the mind</b>

map. Encourage creativity to make the mind map visually appealing andengaging. Allocate a maximum of 3 minutes for this task.

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<b>Step 4: Presentation preparation: Each group prepares a brief</b>

presentation based on their mind map. Select 2-3 representatives from eachgroup to present their summary. Allocate a maximum of 5 minutes for this task

<b>Step 5: Presentation and evaluation: Groups present their mind maps,</b>

while the remaining groups evaluate the presentations and mind maps using thefollowing criteria:

<i><b>Students in class 10A6 at Hau Loc 2 High School arepresenting their mind maps of Unit 5: Invention in English</b></i>

<i><b>Textbook 10 (Global Success)Presentation evaluation criteria</b></i>

<i><small>Accuracy and Completeness 10</small>^{Covers all main points of the reading/listening}<small>material thoroughly.</small></i>

<i><small>Clarity and Coherence10</small>^{Presentation is well-structured, with clear and}_{understandable ideas.}<small>Confidence and Fluency10</small>^{Presenter is confident, fluent, and clear in their}_speech.<small>Use of Body Language5</small>^{Appropriate use of body language to engage the}</i>

<i><small>Responsiveness to Feedback 5</small>^{Ability to listen and respond to questions or}_{feedback from peers.}</i>

<i><b>Mind map evaluation criteria</b></i>

<i><small>Content Accuracy10</small>^{Mind map accurately reflects key points and important}<small>details.</small></i>

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The evaluation results are averaged. The group with the highest total scorereceives a small reward from the teacher.

<b>Example activity:</b>

After completing the reading section of Unit 1: Family Life (page 11) fromthe Global Success textbook, I implemented this post-reading activity.

<b>Step 1: Group work: The class was divided into 7 groups of 5-6 students</b>

each. Students individually identified key points for the first 1 minutes. Then, inthe next 4 minutes, they shared and discussed their ideas to reach a consensus onthe main points.

<b>Step 2: Guiding questions: I provided guiding questions to help students</b>

identify key points:

o Why is it important for children to do housework according to thepassage?

o What life skills can children develop by doing housework?

o How does doing housework help children appreciate their parentsmore?

o What does the passage suggest about the role of schools versushomes in teaching life skills?

o What should parents do to help their children benefit from doinghousework?

<b>Step 3: Mind map creation: Groups had 3 minutes to create their mind</b>

maps, using creative elements to make them more impressive.

<b>Step 4: Presentation Preparation: Groups had 5 minutes to prepare a </b>

1-minute summary presentation based on their mind maps.

<b>Step 5: Presentation and evaluation: I randomly selected groups to</b>

present their summaries, while the other groups evaluated the presentationsusing the provided criteria.

This method ensured that students not only understood the reading contentmore deeply but also developed their analytical, collaborative, and presentationskills.

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<i><b>Mind map for post-reading activity of Unit 1: Family Life in English Text book 10 (Global Success)</b></i>

Here is an example of a presentation by a group summarizing the readingsection of Unit 1: Family Life:

<i>Good morning, everyone. Today, We’re going to summarize an importantpassage about the benefits of children doing housework. </i>

<i>Many people think housework is boring and only for wives and mothers,but this is a misconception. Parents often don’t ask their children to help,thinking it gives them more time to play or study. </i>

<i>However, doing chores helps children develop essential life skills likelaundry, cleaning, and caregiving, which schools can't fully teach. It alsoteaches responsibility and appreciation for their parents' hard work. Sharinghousework strengthens family bonds, making children feel part of a team.Therefore, parents should encourage their children to participate in houseworkfor their own benefit and the family's well-being. </i>

<i>In conclusion, housework is a valuable learning opportunity that teacheslife skills, responsibility, and gratitude while strengthening family relationships.Thank you for listening.</i>

After implementing this method, students became more confident ingrasping and organizing information, which improved their thinking andmemory skills. With the support of mind maps, students' speaking and ideaexpression skills were significantly enhanced, allowing them to presentinformation logically and coherently.

<b>*Innovation: </b>

The innovative aspect of this method lies in helping students develop theskills to organize and synthesize information visually and effectively. Instead oftraditional note-taking, students are guided to create mind maps to identify mainideas and supporting details, building a comprehensive picture of the lessoncontent. This approach not only improves students' critical thinking and memorybut also supports the development of their speaking skills. By using mind mapsto summarize and present lesson content, students have the opportunity topractice and enhance their ability to express ideas logically and coherently.

<b>3.3. Using mind maps in extended activities after reading and listening* Purpose</b>

The goal of this strategy is to help students explore and gain a deeperunderstanding of the content they have learned. By using mind maps, studentscan connect and expand on information from the original lesson topic,developing their analytical and synthesis skills. This not only reinforces theirknowledge but also encourages creativity and critical thinking. Additionally, thisapproach provides opportunities for students to practice their speaking andpresentation skills by sharing and discussing their mind maps with peers andteachers.

<b>* Implementation: </b>

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The role of mind maps in post-reading and listening activities is crucial.Mind maps help students organize and systematize information clearly andvisually, making it easier to connect and expand knowledge from the originallesson. When using mind maps, students can delve deeper into the material, linknew ideas with what they have already learned, and explore different aspects ofthe topic. This process not only reinforces and enhances knowledge but alsopromotes creativity and critical thinking. Moreover, mind maps support studentsin presenting and discussing ideas, helping them develop coherent and confidentspeaking and communication skills.

<b>Implementation Steps</b>

<b>Step 1: After completing the reading or listening content, initiate a class</b>

discussion to delve deeper into the recently covered topic. This can beconducted through group discussions or interviews.

<b>Step 2: Divide the class into six groups, each consisting of 6-7 students.</b>

Once the groups are settled, students begin discussing the given topic, selectingkey keywords to brainstorm and complete their mind maps.

<b>Step 3: In the following lesson, organize the class into various stations</b>

where each group can display their completed mind maps. The class will rotatethrough these stations. At each station, two representatives from the group willpresent and briefly explain their mind map.

<b>Step 4: After the group representatives have presented, members from</b>

other groups can ask questions to understand the brainstorming process and thegroup’s perspective on the topic.

<b>Step 5: Provide overall feedback on the groups’ performances, highlighting</b>

key strengths and weaknesses to help students learn from the experience.

<b>Example activity:</b>

When the class completes the Listening section of Unit 5: Inventions onpage 55 of the Global Success 10 textbook, assign a discussion topic using mindmaps.

<b>Topic: “AI is very beneficial in schools - What do you think about thisstatement?”</b>

First, divide the class into six groups, each consisting of 6-7 students. Thegroups will discuss the given topic. Guide each group in selecting importantkeywords and main ideas to develop their mind map through questions like:

Do you agree or disagree with the statement?

What are the potential benefits of AI for students in studying?What are the potential benefits of AI for teachers in teaching?

What are the potential benefits of AI as a teaching and learning tool?

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<i><b>Students’ mind maps for post-reading activity of unit 5: Inventions inEnglish text book 10 (Global Success)</b></i>

In the next lesson, I set up six learning stations around the classroom. Eachstation will display a group's mind map. Groups will take turns presenting theirmind maps to the class. Two representatives from each group will stand at theirstation to present and explain the main ideas discussed in their mind map.

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