Reflection+for+IATEFL+GLASGOW+2012


 *  Ural BOZOĞLU-1734615 **

** MIND-MAPS AND L1 USES **

The first session which I have chosen from the website of IATEFL 2012 GLASGOW is the session of Miles CRAVEN which is about using mind-maps in classrooms. I think that mind-maping is a useful technique which can be applied to all levels of learners at all ages. When we examine this workshop, it is clearly seen that this workshop provides us more information about mind-maps and how to use them effectively for students. So, from this perspective, it is realy beneficial for both us, as teachers, and students because the more we learn about it, the more our students wil get benefits from our knowledge and experience. There are lots of points which we need to know about mind-maps. For example, in this workshop, I have learned that a few words, max. 3-4 words, are used and it should be too long because the aim of mind-map is not to explain all about topic, its aim is just to make a connection to topic. Moreover, it should be organised in such a way that it can develop students’ creativity skill. Although mind-maps are used mainly for writing and reading, they can be also used for speaking to make the transition to the subject smooth. The most important gain from this workshop for me is that I have realized that mind-maps are one of the most effective ways of both making perfect transitions and developing students’ critical thinking. The only thing that I couldn’t comprehend correctly is the aim of peer evaluation on mind-maping. What is the rational behind peer evaluation? Despite of this unclear point about mind-maping, all other aspects of it will be definitely beneficial for us. The second session which I have chosen form this website is the session of Alexandra REYNOLDS which is about the use of L1 in the classroom. The use of L1 in the classroom depens on students’ profile. For example, how many students share same L1 in the classroom and how their backgrounds are in terms of English. So, the most important gain from this session for me is that even if a teacher chooses to avoid using L1, this does not mean that L1 will not be used anymore. It can be used in other ways during a lesson. In some activities, students may perform well in L2 and sometimes they may perform well in L1. This completely depends on the activity types that are applied in classroom. Some teachers may forbid the use of L1 in the classroom but when they forbid it, they should encourage the use of L2. Students don’t lead themselves towards L2. Moreover, L1 avoidance doesn’t always guarantee the perfect use of L2. That’s, in some situations, use of L1 should be allowed for students. Inspite of all these points, unclear point of L1 or L2 use is that when we should use L1 and how often it should be used. These aspects should be mentioned in a more detailed way. **Comment by Neşe Demir ** I mostly agree with Ural’s comments on this session. I agree that mind-mapping can be beneficial for both the teachers and the students because I think it simplifies learning and it can be enjoyable to prepare mind-maps. In that aspect it motivates students and encourages them to learn. Of course, those mind-maps should be well-organized not to cause any confusion or to prevent any kinds of misleading. Additionally, I totally agree with the statement that the use of L1 in the classroom depends on the student profile. As Ural exemplifies the idea in his reflection, teacher may sometimes use L1 in the class according to students’ needs. However, I don’t agree with Ural about the peer evaluation of mind-mapping. I would say that there is no unclear point in peer evaluation on mind-mapping. For example, I think somebody in the class can make some comments on his/her friend’s mind-map. The peers in the class may evaluate those mind maps according to the relevance of the items, for instance.