May have more than one central point and show how topics relate to each other in multiple ways.A concept map on concept mapping can be found here They are more flexible and less hierarchical than mind-maps, perhaps more suited to diagramming networks of connections. Many students will have been introduced to them at school, but may feel that they are not appropriate in the rarefied academic atmosphere of a university.
You can use developing and evolving concept-maps throughout a lecture (or a sequence of lectures) to show which topics have been covered (here in green) and which are current (here in yellow). Creating your own mind-map requires decisions about how topics relate to each other, and the nature of the connections between issues at the same hierarchical level, which encourage work at least at the multi-dimensional level of the SOLO taxonomy, and probably at the relational level as well. Presentation packages tend to encourage us to reduce material to an unremitting barrage of bullet-points, gobbets of information related only by the order of their introduction (which is often not that important anyway), and it can be argued that this fragmentation of knowledge discourages making connections. There is a great deal to be said for drawing mind-maps in particular by hand; hand-drawn versions are far less constrained by the technical limitations of software, and are easy to annotate and expand (and rub out if done in pencil or on the whiteboard). Dyslexic learners often find mind-maps friendly, because the location of the text on the page provides an additional clue to its meaning.
It is easy to overload them, both in content and connections; if using them in a presentation, and they are going to get complex, always start with a simple version and build it up.
Colour is an important feature of many maps; but show consideration to students who may have a degree of colour-blindness.
There is a lot of mind-mapping software available if you need to prepare maps on a machine, although simple concept maps in particular can readily be prepared in a simple drawing package, including those available in presentation applications within office suites. However, the excellent CMap Tools is a free download; the interface is a little idiosyncratic but it is powerful and easy to use once you get used to it. FreeMind is a free, open-source package (which requires Java on your machine—but don't worry, it's easy to install). This site is independent and self-funded, although the contribution of the Higher Education Academy to its development via the award of a National Teaching Fellowship, in 2004 has been greatly appreciated. The study released today tracking student progress over a 5 year period, was conducted by WolfBrown, a leading research and advisory firm serving a wide range of foundations, public agencies and charitable organizations.

RBI was launched in 2008 by a unique collaboration of artists, art and cultural organizations, school districts, governments, businesses and donors who believed in the concept of "arts integration", using the arts as a catalyst for teaching across the curriculum, and in the process creating a truly interdisciplinary curriculum.
This school year, RBI is bringing arts learning to over 20,000 students at 59 K-8 schools in seven districts.
This is auspicious news to be sure, but while this represents a tremendous show of progress toward creating real world interdisciplinary curricula, the work is not over.
The right, as well as the left hemisphere of the brain cry out for nurturing, and the future of America depends on reinventing the way we think, and in the process, how education is redefined.
Fortunately, more neuroscientists, psychologists, educators and others are finding that the arts help nurture the right hemisphere of the brain. The Turnaround Arts program of the Obama Administration provides yet more evidence that art and arts integration works. As demand for a new workforce to meet the challenges of a global knowledge economy is rapidly increasing, few things could be as important in this period of our nation's history than reinventing education.
While not everyone sees the Arts as the answer to America's economic prosperity, and in Washington, D.C.
They can of course start in a very basic form and be elaborated with new branches and connections as you go along. If you are doing one yourself, why not build it up on a whiteboard or flip-chart as a live parallel to pre-prepared material on the projector?
Other than teacher retraining, their approach is not more classes, more arts or music, more anything.
According to Rebecca Burrell, Outreach Specialist at RBI, we are convinced that it is "art integration that makes the difference" in the progress being made in the schools.
The arts integration education initiative serves every K-8 classroom serving Clackamas, Multnomah and Washington Counties, including the metro area of Portland, Oregon, and its changing teachers as well as students. As most advocates of the arts and arts integration know, the struggle to recognize the important role of the arts, and art integration has been extremely difficult.

In going all out for what we believe will be our own happiness, we exploit the world and see ourselves as alien to it, rather than seeing that our happiness depends on being part of it, and therefore on helping it to thrive. This is exactly what the more left brained curriculum needs to create the new thinking skills leading to creativity. They are a great way of organising lecture notes, particularly in the way in which they reflect the priorities of the subject. I am of course not responsible for the content of any external links; any endorsement is on the basis only of my quixotic judgement.
That would be nice but, frankly, there is not money for doing anything more, only doing things differently. Is is also making it easier for them to embrace the principles of the Common Core being adopted by schools districts around the nation. Sadly, that is true even today perhaps because many people don't take the term "arts" seriously. But the evidence is mounting, in Portland and in other communities, in favor of blurring the lines between art and science, and developing more real world interdisciplinary courses.
Hawkins reveals the characteristics of inner knowingness, the true nature of Divinity, and gives a description of a true spiritual teacher. If I look at any page of my note-books, I find I have naturally drawn connecting lines between ideas and topics; a concept map is simply an extension of this to lay out points visually. Suggestions for new pages and corrections of errors or reasonable disagreements are of course always welcome. It's soft, not muscular unlike the sciences where there is more certainty, more equations, formulas etc.

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