Mindomo to create collaborative mind maps in math

Today in Grade 9 Applied Math class we were reviewing our first topics of study. Students created collaborative mindmaps using all the vocabulary, shapes (visuals) and formulas we’ve used so far. What a great way to consolidate our three main learning goals so far;

– I can solve problems involving area and perimeter of composite 2D shapes

– I can solve problems involving volume of 3D shapes (prisms, pyramids, spheres)

– I can solve problems involving pythagorean theorem


Setting up an assignment on Mindomo is super easy. I could pre-populate a mindmap with some of the basic vocabulary to save students time. Having groups of 2 or 3 each access their collaborative mindmap from their own computers was helpful to ensure all were on task and contributing. It also forced discussions around the vocabulary and characteristics to determine how they would structure/organize their mindmap. Some excellent math talk happened today. I find mindmaps can help students see the big picture and how all the concepts fit together. This holistic view is important for many learners (and is highlighted as a research-based method of high success for First Nation learners).

Many students enjoyed adding in images and links to examples in addition to the basic vocabulary. Comparing how different groups organized their mindmaps added some rich discussion.

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YOU can learn how to use Mindomo (Ontario teachers) by attending OTF’s Connect webinar on April 9th.


Mind Mapping Study Notes using Mindomo

Yesterday for our last Learning Strategies class we used the new provincially supported (OSAPAC) tool Mindomo. It let students in my class work together collaboratively with those who shared a course with them (science, geography, French, English). Students were able to reflect on the course and tease out the big ideas or concepts and then start adding in details together. Listening to the conversation among students as they created mind maps of their entire courses was great. Some very rich discussion about which concepts fell under which big ideas. They also could add in links, images, etc. to help each other study.

It was a great way to end the semester! Lots of collaboration and lots of learning.

Today, for their final “exam”, students completed reflection sheets (Google Forms) on the learning skills required by their peers as they watch videos about their personal learning projects. At first I was worried about everything running smoothly, having all students streaming videos and bouncing back and forth between forms. It worked wonderfully and I was able to keep track of how many reflection sheets they completed (they did five each) as we worked through the period.