Spelling rules in mind maps

Mind maps are a visual tool that helps organise information as a diagram, with keywords, colours and images. For a child with dysorthographia, they are valuable: they limit writing and make memorising easier. Here is how to use them for spelling and beyond. A visual tool, simple and effective.

What is a mind map

A mind map is a diagram that starts from a central idea, in the middle of the page, and develops into branches. Each branch represents a secondary idea, which can itself be divided. This structure is very clear.

It uses keywords rather than sentences, colours to distinguish the branches, and drawings to illustrate the ideas. Keywords are enough.

This visual organisation matches the way many children with dys learn, as they remember images better than long texts. They suit visual learners.

Why they help

Mind maps limit the amount of writing: a few keywords are enough. The child with dysorthographia no longer has to write long sentences to organise their ideas. Writing is reduced.

They show the links between pieces of information, which helps with understanding and memorising. The visual structure stays in memory. Links aid recall.

They are also more pleasant to make and to review than a dense text. They are enjoyable to use. See learning differently.

For spelling rules

A mind map can summarise a spelling rule. For example, a map on the plural: in the centre, “the plural”, with branches for the general rule, nouns ending in “eau”, in “al”, and the exceptions. This map summarises everything.

A map on homophones can group all the pairs, with their substitution tip, each in a different colour. Colours help distinguish them.

These maps can serve as memory sheets. They serve as memory sheets. See the plural and memory sheets.

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For lessons

Beyond spelling, mind maps are very useful for learning lessons in all subjects: history, science, geography. They work across all subjects.

They make it possible to summarise a lesson on one page, with the main ideas and the links between them. The child revises by re-reading their map, rather than a long text. Revision becomes simpler.

See history and geography. They are very effective.

For compositions

Before writing a composition, a mind map helps find and organise ideas. The topic goes in the centre, with the ideas, examples and arguments around it. They help get started.

The child can then write while following their map, without losing their way. In this way, they separate the stage of ideas from the stage of writing. The composition flows more easily.

See dysorthographia and writing. The ideas are organised.

On paper or on computer

Mind maps can be made on paper, with coloured felt-tip pens. It is simple, and the child also memorises by drawing. Paper is enough.

There are also software programs and apps, some of them free, for creating mind maps on a computer or tablet. They make it easy to modify them. Software is practical.

Choose the medium that suits your child best. Each to their own medium. See software.

Learning to make a map

Making a mind map is a skill that is learnt. At first, support your child: help them find the central idea, the main branches, the keywords. It can be learnt.

Gradually, they will become independent. Encourage them to personalise their maps with their own colours and drawings. Personalisation helps.

Some teachers already use mind maps in class: find out more to align methods. Consistency with school matters.