Mind Mapping 

 1 . Challenge 

 The paradigm of traditional education focuses on what — supposedly — students need to learn .   Little emphasis , if any , is on training students to learn . As a result , students focus on   memorizing information ( collecting dots ) rather than processing information , thinking critically ,   understanding , and learning meaningfully ( connecting dots ) . 

 The challenge arises from the idea that education today can not be seen as a summation of   courses in which topics are dealt with in an isolated and linear way . True knowledge stems   from the sometimes intricate connections that exist between various branches of knowledge .   In this sense , excessive Cartesianism makes it diﬃcult for students to have a more global   vision , which allows them to move from analysis to synthesis , an essential issue in 21st century   education . 

 2 . Selection 

 With this new educational paradigm in mind , in which the role of the teacher no longer consists   only of the mere transmission of knowledge , but rather must aim to teach how to manage   information so that the student gives it meaning and from there build knowledge , the need   arises to incorporate new learning tools that allow the achievement of this objective . 

 In this sense , the Mind Mapping tool is perfect as it facilitates the search for patterns and   themes . It is intuitive , creative , visual , and engaging . Thus , the tool applied to the situation   described previously , makes it possible to take advantage of the collective intelligence of   teachers and students so that the latter can integrate and understand the connections and   interdependencies that exist between the most important concepts and ideas of all the courses   that shape their Curriculum . 

 3 . Application 

 The ﬁrst approach was to develop classroom activities that incorporate the use of small - scale   mind maps , for example , a particular topic . The idea was to move towards the collaborative   generation of a mind map of all the course contents . Thus , each student had to present their   own mental map at the end of the semester . Then they worked in teams to achieve ﬁve mind   maps , and ﬁnally arrive at one that included the consensus of all the students in the course . 

 The continuation of this would be the design of these maps in each of the subjects . In this , the   collaboration of teachers is also expected . Although this has not yet been developed , let 's   imagine that we already have all the mind maps , one for each course in the curriculum . Then   we would have to go to the construction phase of the Great Map , which integrates all the   others . 

 4 . Insight 

 Applying this tool was a fantastic experience . It turned out that few students knew it and they   really liked the way they worked with it . The tool allowed them to express their ideas naturally 

 and creatively . The tool also allowed for collaborative teamwork and consensus on the most   relevant concepts . 

 The success of the tool was such that many students continued to apply it as a way to   organize their personal ideas , project ideas , and their own studies . Personally , it was very gratifying to realize that the application of such a simple tool can   achieve results that go beyond the speciﬁc objective . You also gain in creativity , collaboration ,   enthusiasm , purpose . It was like seeing the emergence of a new way of doing things in the   classroom . 

 5 . Approach 

 Next time I will try to go one step further in applying this tool . I am thinking of developing a   digital tool that , in addition to containing the mind maps generated by the students , is a   repository of key information . A digital place that concentrates the main concepts related to its   ﬁeld of study and its interconnections . 


EMAIL: 
ID_NUM: 
NAME_STUDENT: 
PHONE_NUM: 
STREET_ADDRESS: 
URL_PERSONAL: 
USERNAME: 

### Task: You are a PII (Personal Identity Information) Detection. Given a essays written by students, you have to identify ONLY the following:
NAME_STUDENT - The full or partial name of a student that is not necessarily the author of the essay. This excludes instructors, authors, and other person names.
EMAIL - A student’s email address.
USERNAME - A student's username on any platform.
ID_NUM - A number or sequence of characters that could be used to identify a student, such as a student ID or a social security number.
PHONE_NUM - A phone number associated with a student.
URL_PERSONAL - A URL that might be used to identify a student.
STREET_ADDRESS - A full or partial street address that is associated with the student, such as their home address.
### Input: Mind Mapping 

 1 . Challenge 

 The paradigm of traditional education focuses on what — supposedly — students need to learn .   Little emphasis , if any , is on training students to learn . As a result , students focus on   memorizing information ( collecting dots ) rather than processing information , thinking critically ,   understanding , and learning meaningfully ( connecting dots ) . 

 The challenge arises from the idea that education today can not be seen as a summation of   courses in which topics are dealt with in an isolated and linear way . True knowledge stems   from the sometimes intricate connections that exist between various branches of knowledge .   In this sense , excessive Cartesianism makes it diﬃcult for students to have a more global   vision , which allows them to move from analysis to synthesis , an essential issue in 21st century   education . 

 2 . Selection 

 With this new educational paradigm in mind , in which the role of the teacher no longer consists   only of the mere transmission of knowledge , but rather must aim to teach how to manage   information so that the student gives it meaning and from there build knowledge , the need   arises to incorporate new learning tools that allow the achievement of this objective . 

 In this sense , the Mind Mapping tool is perfect as it facilitates the search for patterns and   themes . It is intuitive , creative , visual , and engaging . Thus , the tool applied to the situation   described previously , makes it possible to take advantage of the collective intelligence of   teachers and students so that the latter can integrate and understand the connections and   interdependencies that exist between the most important concepts and ideas of all the courses   that shape their Curriculum . 

 3 . Application 

 The ﬁrst approach was to develop classroom activities that incorporate the use of small - scale   mind maps , for example , a particular topic . The idea was to move towards the collaborative   generation of a mind map of all the course contents . Thus , each student had to present their   own mental map at the end of the semester . Then they worked in teams to achieve ﬁve mind   maps , and ﬁnally arrive at one that included the consensus of all the students in the course . 

 The continuation of this would be the design of these maps in each of the subjects . In this , the   collaboration of teachers is also expected . Although this has not yet been developed , let 's   imagine that we already have all the mind maps , one for each course in the curriculum . Then   we would have to go to the construction phase of the Great Map , which integrates all the   others . 

 4 . Insight 

 Applying this tool was a fantastic experience . It turned out that few students knew it and they   really liked the way they worked with it . The tool allowed them to express their ideas naturally 

 and creatively . The tool also allowed for collaborative teamwork and consensus on the most   relevant concepts . 

 The success of the tool was such that many students continued to apply it as a way to   organize their personal ideas , project ideas , and their own studies . Personally , it was very gratifying to realize that the application of such a simple tool can   achieve results that go beyond the speciﬁc objective . You also gain in creativity , collaboration ,   enthusiasm , purpose . It was like seeing the emergence of a new way of doing things in the   classroom . 

 5 . Approach 

 Next time I will try to go one step further in applying this tool . I am thinking of developing a   digital tool that , in addition to containing the mind maps generated by the students , is a   repository of key information . A digital place that concentrates the main concepts related to its   ﬁeld of study and its interconnections .
### Output: 