Design Innovation with Rubric Evolution on Mind 

 Mapping Ideology 

 Assignment Type : Mind Maps      What is it    Mind mapping is a creative and logical means of note - taking that " maps out " your ideas in free - form . They   are non - linear representations of how you connect ideas and concepts . They are useful for creative thinking   and brainstorming . All mind maps have some things in common . They have a natural organizational   structure that radiates from the center and use lines , symbols , words , color and images according to simple ,   brain - friendly concepts . Mind mapping converts a long list of information into a colorful , memorable and   highly organized diagram that works in line with your brain 's natural way of doing things . The illustrate   associations between ideas or topics that radiate from a central theme , topic , or concept .      Why use it    Mind mapping assignments can increase student ’s achievement and knowledge retention because students   are constructing knowledge . Mind maps help students learn information by forcing them to organize   information and allow them creativity by the addition of color and images . These types of maps have been   shown to lower extrinsic cognitive load because students are creating a two - dimensional space to tie ideas   and concepts together . They allow students to create visual images to make information more meaningful   and allow for deep learning to occur .      How to use it 

    Mind maps can be used for a variety of purposes including : 

    Note taking 

    Brainstorming ( individually or in groups ) 

    Problem solving 

    Studying and memorization 

    Planning 

    Researching and consolidating information from multiple sources 

    Presenting information 

    Gaining insight on complex subjects 

    Jogging your creativity 

    Start in the middle of a blank page , writing or drawing the idea you intend to develop . I would   suggest that you use the page in landscape orientation . 

    Develop the related subtopics around this central topic , connecting each of them to the center with   a line . 

    Repeat the same process for the subtopics , generating lower - level subtopics as you see fit ,   connecting each of those to the corresponding subtopic . 

    Some more recommendations : 

    Use colors , drawings and symbols copiously . Be as visual as you can , and your brain will thank you .   I ’ve met many people who do n’t even try , with the excuse they ’re " not artists " . Do n’t let that keep   you from trying it out ! 

 Design Innovation with Rubric Evolution on Mind 

 Mapping Ideology 

    Keep the topics labels as short as possible , keeping them to a single word – or , better yet , to only a   picture . Especially in your first mind maps , the temptation to write a complete phrase is enormous ,   but always look for opportunities to shorten it to a single word or figure – your mind map will be   much more effective that way . 

    Vary text size , color and alignment . Vary the thickness and length of the lines . Provide as many   visual cues as you can to emphasize important points . Every little bit helps engaging your brain . 

 Considerations    Acknowledge that some students may feel uncomfortable with this type of assignment . Some may fear that   their thought process is inadequate or that they have to be an artist to add creativity to their mind map . In   addition , mind maps may not be an effective learning tool for all students since some may like to create   linear lists . Prepare students well for what is expected of them . You may want to consider creating a   narrated presentation on mind mapping and walk them through your expectations and the steps involved in   creating a mind map . Also consider posting examples of mind maps to further assist students .      Instruction and Assessment    Providing clear instructions on how to create a mind map is essential . There are many concept mapping   programs available . Many programs offer a 30 - day free trial , but others are free to download and utilize . In   addition , many have tutorials built into the website to help you get started . A few free programs available   for creating mind maps are 

    Edraw Mind Map 

    Blumind 

 The software listed have many embedded features to help you with constructing your mind map and both   available for MAC and PC users .   Students may be apprehensive about using a software package to create their mind map . They can also   create them by - hand and scan the image to submit for feedback and/or grading . Some students may feel it   is easier to construct them by hand because this allows for a free flow of ideas .    Please encourage students to start their mind maps early , since they may have questions as they start   brainstorming .    You may want to consider having students create mind maps on a topic and post to a discussion forum to   generate dialogue on the similarities and differences between the maps .      Level of Bloom ’s Taxonomy : Sample Action Verbs    Assignments using mind maps are probably best constructed to work toward accomplishment of learning   outcomes at lower cognitive levels . Here are a few examples of action verbs from the relevant levels of   Bloom ’s cognitive domains : 

    Remembering : Identify , List , Record , Show 

    Understanding : Associate , Characterize , Review 

    Applying : Construct , Illustrate , Investigate , Relate 

 Resources 

    Difference Between Concept and Mind Mapping 

    This articles explains and provides relevant examples of the differences between concept maps ,   mind maps , and argument maps . A table is provided to highlight the differences in purpose ,   structure , level of abstraction , nodes , linking devices , linking words , and language that is utilized to   create the three types of mapping activities . 

    Reference : Davies , M. ( 2011 ) . Concept mapping , mind mapping and argument mapping : what are   the differences and do they matter ? 

 Design Innovation with Rubric Evolution on Mind 

 Mapping Ideology 

 Mind Mapping Website 

    The website provides information regarding the theory behind mind maps , uses of mind   maps , and software tips and reviews . The website contains numerous links to relevant   mind mapping websites to further help you provide examples and instructions on how to   create one . 

        The Mind Map Book : How to Use Radiant Thinking to Maximize Your Brain 's Untapped   Potential 

    A comprehensive text on mind mapping divided into five sections natural architecture ,   foundations , structure , synthesis , and uses . The text is rich with information , examples , and   exercises to help you understand mind maps . It offers exciting new ways of using and   improving memory , concentration , and creativity in planning and structuring thought on all   levels , in order to accelerate the ability to learn , remember , and record information . 

 Rubric Grading Evolution :                   On the left side , the criteria describe the key elements of a student work or product . At the top ,   the rating scale identifies levels of performance . Under each section of the rating scale , the indicators   provide examples or concrete descriptors for each level of performance . 

 Rating Scale For Performance Levels 

 4   3   2   1 

 Criteria 

 that 

 describes 

 the 

 product 

 Criterion 1 

 Criterion 2 

 Criterion 2 

 Indicators for each performance level & Criterion 

 List all the possible criteria you might want students to demonstrate in the assignment . Include criteria for   the process of creating the product and the quality of the product . 

 Decide which of those criteria are “ non - negotiable . ” Ideally , your rubric will have three to five performance   criteria . If you ’re having a hard time deciding , prioritize the criteria by asking : 

 a. What are the learning outcomes of this unit ? 

 b. Which learning outcomes will be listed in the rubric ? 

 c. Which skills are essential at competent or proficiency levels for the task or assignment to be complete ? d.   How important is the overall completion of the task or project ? 


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: Design Innovation with Rubric Evolution on Mind 

 Mapping Ideology 

 Assignment Type : Mind Maps      What is it    Mind mapping is a creative and logical means of note - taking that " maps out " your ideas in free - form . They   are non - linear representations of how you connect ideas and concepts . They are useful for creative thinking   and brainstorming . All mind maps have some things in common . They have a natural organizational   structure that radiates from the center and use lines , symbols , words , color and images according to simple ,   brain - friendly concepts . Mind mapping converts a long list of information into a colorful , memorable and   highly organized diagram that works in line with your brain 's natural way of doing things . The illustrate   associations between ideas or topics that radiate from a central theme , topic , or concept .      Why use it    Mind mapping assignments can increase student ’s achievement and knowledge retention because students   are constructing knowledge . Mind maps help students learn information by forcing them to organize   information and allow them creativity by the addition of color and images . These types of maps have been   shown to lower extrinsic cognitive load because students are creating a two - dimensional space to tie ideas   and concepts together . They allow students to create visual images to make information more meaningful   and allow for deep learning to occur .      How to use it 

    Mind maps can be used for a variety of purposes including : 

    Note taking 

    Brainstorming ( individually or in groups ) 

    Problem solving 

    Studying and memorization 

    Planning 

    Researching and consolidating information from multiple sources 

    Presenting information 

    Gaining insight on complex subjects 

    Jogging your creativity 

    Start in the middle of a blank page , writing or drawing the idea you intend to develop . I would   suggest that you use the page in landscape orientation . 

    Develop the related subtopics around this central topic , connecting each of them to the center with   a line . 

    Repeat the same process for the subtopics , generating lower - level subtopics as you see fit ,   connecting each of those to the corresponding subtopic . 

    Some more recommendations : 

    Use colors , drawings and symbols copiously . Be as visual as you can , and your brain will thank you .   I ’ve met many people who do n’t even try , with the excuse they ’re " not artists " . Do n’t let that keep   you from trying it out ! 

 Design Innovation with Rubric Evolution on Mind 

 Mapping Ideology 

    Keep the topics labels as short as possible , keeping them to a single word – or , better yet , to only a   picture . Especially in your first mind maps , the temptation to write a complete phrase is enormous ,   but always look for opportunities to shorten it to a single word or figure – your mind map will be   much more effective that way . 

    Vary text size , color and alignment . Vary the thickness and length of the lines . Provide as many   visual cues as you can to emphasize important points . Every little bit helps engaging your brain . 

 Considerations    Acknowledge that some students may feel uncomfortable with this type of assignment . Some may fear that   their thought process is inadequate or that they have to be an artist to add creativity to their mind map . In   addition , mind maps may not be an effective learning tool for all students since some may like to create   linear lists . Prepare students well for what is expected of them . You may want to consider creating a   narrated presentation on mind mapping and walk them through your expectations and the steps involved in   creating a mind map . Also consider posting examples of mind maps to further assist students .      Instruction and Assessment    Providing clear instructions on how to create a mind map is essential . There are many concept mapping   programs available . Many programs offer a 30 - day free trial , but others are free to download and utilize . In   addition , many have tutorials built into the website to help you get started . A few free programs available   for creating mind maps are 

    Edraw Mind Map 

    Blumind 

 The software listed have many embedded features to help you with constructing your mind map and both   available for MAC and PC users .   Students may be apprehensive about using a software package to create their mind map . They can also   create them by - hand and scan the image to submit for feedback and/or grading . Some students may feel it   is easier to construct them by hand because this allows for a free flow of ideas .    Please encourage students to start their mind maps early , since they may have questions as they start   brainstorming .    You may want to consider having students create mind maps on a topic and post to a discussion forum to   generate dialogue on the similarities and differences between the maps .      Level of Bloom ’s Taxonomy : Sample Action Verbs    Assignments using mind maps are probably best constructed to work toward accomplishment of learning   outcomes at lower cognitive levels . Here are a few examples of action verbs from the relevant levels of   Bloom ’s cognitive domains : 

    Remembering : Identify , List , Record , Show 

    Understanding : Associate , Characterize , Review 

    Applying : Construct , Illustrate , Investigate , Relate 

 Resources 

    Difference Between Concept and Mind Mapping 

    This articles explains and provides relevant examples of the differences between concept maps ,   mind maps , and argument maps . A table is provided to highlight the differences in purpose ,   structure , level of abstraction , nodes , linking devices , linking words , and language that is utilized to   create the three types of mapping activities . 

    Reference : Davies , M. ( 2011 ) . Concept mapping , mind mapping and argument mapping : what are   the differences and do they matter ? 

 Design Innovation with Rubric Evolution on Mind 

 Mapping Ideology 

 Mind Mapping Website 

    The website provides information regarding the theory behind mind maps , uses of mind   maps , and software tips and reviews . The website contains numerous links to relevant   mind mapping websites to further help you provide examples and instructions on how to   create one . 

        The Mind Map Book : How to Use Radiant Thinking to Maximize Your Brain 's Untapped   Potential 

    A comprehensive text on mind mapping divided into five sections natural architecture ,   foundations , structure , synthesis , and uses . The text is rich with information , examples , and   exercises to help you understand mind maps . It offers exciting new ways of using and   improving memory , concentration , and creativity in planning and structuring thought on all   levels , in order to accelerate the ability to learn , remember , and record information . 

 Rubric Grading Evolution :                   On the left side , the criteria describe the key elements of a student work or product . At the top ,   the rating scale identifies levels of performance . Under each section of the rating scale , the indicators   provide examples or concrete descriptors for each level of performance . 

 Rating Scale For Performance Levels 

 4   3   2   1 

 Criteria 

 that 

 describes 

 the 

 product 

 Criterion 1 

 Criterion 2 

 Criterion 2 

 Indicators for each performance level & Criterion 

 List all the possible criteria you might want students to demonstrate in the assignment . Include criteria for   the process of creating the product and the quality of the product . 

 Decide which of those criteria are “ non - negotiable . ” Ideally , your rubric will have three to five performance   criteria . If you ’re having a hard time deciding , prioritize the criteria by asking : 

 a. What are the learning outcomes of this unit ? 

 b. Which learning outcomes will be listed in the rubric ? 

 c. Which skills are essential at competent or proficiency levels for the task or assignment to be complete ? d.   How important is the overall completion of the task or project ?
### Output: 