Abstract:

Globalization worldwide challenges each modern university to ensure preparation for its students which emphasizes not only on acquiring professional knowledge, skills and competences, but on forming them as communicative and creative individuals as well, who are capable of generating ideas, taking adequate decisions for coping with challenges and working in a team. One of the effective ways of stimulating and developing this is the mind map.

Modern education at university cannot be effective if activities such as teaching, studying and assessment are not modernized constantly.
Effective studying is related to being able to ask yourself questions such as: What to study? Why to study it? How to study it? And many others. You should also be able to find the most appropriate answers which will lead to the desired success.

Effective teaching, on the other hand is connected to searching for answers to questions such as: What should I teach? How to raise my students’ interest in the topic? How to teach? What results can I expect to be achieved?

Effective assessment means using a variety of instruments for diagnostics, which should be used adequately according to the situation.
Mind maps are a possible way of leading these activities into the desired direction. In connection with this, it is a well known fact that students at Oxford and Cambridge University make group mind maps and so with minimum time spent studying they achieve high results. These maps completely comply with the contemporary dimensions of studying and teaching in the process of education at university.

This publication is compliant with the topicality and significance of mind maps at higher educational institutions, as well as with the necessity of modernizing the activities of teaching, studying and assessment in Bulgaria. As an example we present some experience in practical education of students in the subject “Interactive Methods of Education” in master degree “Pre-school and Primary School Pedagogy” at Plovdiv University “Paisii Hilendarski”. Emphasis is put on the connections: team work – mind maps and assessment – mind maps. As far as the first connection is concerned, an approbated effective model of a group based technology of education with mind maps was found. With regard to the connection assessment – mind maps, summarized results are presented in this publication from the assessment of 456 students. The assessment of each mind map is based on the system of criteria and indicators, offered by Tony Buzan.

By using the described teaching experience the aim of this publication is to popularize mind maps as an alternative to traditional education, examination and assessment.

Keywords:

Mind map, innovative, group work, assessment.