Comments on: ADHD and Mind Mapping http://addmoms.com/2007/10/08/adhd-mind-map/ *celebrating life with ADHD* Mon, 06 Feb 2012 17:29:09 +0000 hourly 1 http://wordpress.org/?v=3.3.1 By: Sean http://addmoms.com/2007/10/08/adhd-mind-map/comment-page-1/#comment-16023 Sean Thu, 07 Jul 2011 18:08:16 +0000 http://addcircle.com/2007/10/08/adhd-mind-map/#comment-16023 Hello! I am a sufferer of multiple learning disabilities. I have been diagnosed with Auditory Processing Disorder (APD), and an initial diagnosis for ADHD coupled with a possible cognitive disability. While I am currently aware of, and implement, adaptive techniques for APD, I know that Mind Maps work for me in two contexts: 1) Out of Class: Create summary materials for a tests and exams - I plot all major topics of a course into one big mind map at the start of the term. After each topic is completed (~1 to 3 weeks depending on the course), I create a topic-specific mindmap with all of the concepts, formulas, etc, enriched with the mind map style. This is a permanent mind map. I put a lot of effort into it. It is more planned, than organic. So, it looks great and represents my full understanding of the topic. 2) In Class: Every class, as the teacher conducts their lesson, I create a new mindmap centred on the topic of the individual class. As they speaks, I write down and incorporate the ideas that are "sequentially presented", into the associative mindmap. This mind map is more organic, and only planned if I have been able to read the lecture notes in advance (this is rare at a university level - professors hold back their lecture notes to incentivize attending class! :) ). If I don't understand anything, I ask a question to clarify. If I can't ask a question, I use a different colour to write my question, anchored on the mindmap node in question. Often, in class I am simultaneously: a) audio recording the lecture b) annotating lecture notes and text c) creating a mind map of the class topic. So, I am always busy! But I understand! I really, really do! The effect is astounding. I went from a university student who suffered progressively under undiagnosed learning disabilities (~60% average), to receiving 87% average in my latest term. Fellow classmates now come up to me after class and ask me for help (rather than the professor)! They seem to believe that I am some all-star student. And they ask to photocopy my notes! LOL! Right now, I am continuing my studies, but also proceeding through the formal Pyscho-Educational Assessment. It is a long process and I am sure that I will be officially diagnosed with ADHD. However, as a current student, I need solutions that work *now*. And the two-fold Mindmap technique above is incredibly! I am happy to share! PS: I did a google search for ADD and Mindmaps and came across your site! Very useful! Hello! I am a sufferer of multiple learning disabilities. I have been diagnosed with Auditory Processing Disorder (APD), and an initial diagnosis for ADHD coupled with a possible cognitive disability. While I am currently aware of, and implement, adaptive techniques for APD, I know that Mind Maps work for me in two contexts:
1) Out of Class: Create summary materials for a tests and exams – I plot all major topics of a course into one big mind map at the start of the term. After each topic is completed (~1 to 3 weeks depending on the course), I create a topic-specific mindmap with all of the concepts, formulas, etc, enriched with the mind map style. This is a permanent mind map. I put a lot of effort into it. It is more planned, than organic. So, it looks great and represents my full understanding of the topic.

2) In Class: Every class, as the teacher conducts their lesson, I create a new mindmap centred on the topic of the individual class. As they speaks, I write down and incorporate the ideas that are “sequentially presented”, into the associative mindmap. This mind map is more organic, and only planned if I have been able to read the lecture notes in advance (this is rare at a university level – professors hold back their lecture notes to incentivize attending class! :) ). If I don’t understand anything, I ask a question to clarify. If I can’t ask a question, I use a different colour to write my question, anchored on the mindmap node in question. Often, in class I am simultaneously: a) audio recording the lecture b) annotating lecture notes and text c) creating a mind map of the class topic. So, I am always busy! But I understand! I really, really do!

The effect is astounding. I went from a university student who suffered progressively under undiagnosed learning disabilities (~60% average), to receiving 87% average in my latest term. Fellow classmates now come up to me after class and ask me for help (rather than the professor)! They seem to believe that I am some all-star student. And they ask to photocopy my notes! LOL!

Right now, I am continuing my studies, but also proceeding through the formal Pyscho-Educational Assessment. It is a long process and I am sure that I will be officially diagnosed with ADHD. However, as a current student, I need solutions that work *now*. And the two-fold Mindmap technique above is incredibly! I am happy to share!

PS: I did a google search for ADD and Mindmaps and came across your site! Very useful!

]]> By: Romash http://addmoms.com/2007/10/08/adhd-mind-map/comment-page-1/#comment-8808 Romash Tue, 17 Nov 2009 01:48:12 +0000 http://addcircle.com/2007/10/08/adhd-mind-map/#comment-8808 It’s so true though that I would be willing to buy an ebook or something from a site I trust, even if I know that some heavy research online would get me the answers for free – it’s about the relationship they’ve built with me It’s so true though that I would be willing to buy an ebook or something from a site I trust, even if I know that some heavy research online would get me the answers for free – it’s about the relationship they’ve built with me

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