Concept Mapping
Sue Klemmer * Camden Hills Regional High School
“Corners” Introduction
THINK: What do you want to get out of
Please
go
to
the
this workshop?
poster that most
WRITE your goal(s) on the poster.
closely matches
SHARE your goals with one another.
your experience
What do you notice?
with concept
PICK a spokesperson to share your
mapping.
goals with the rest of the group.
Norm
s
• minimize side
talk
• get up
whenever!
• ask questions
any time
... and?
In the next 2 hours ...
what’s a concept map?
• make a basic map & discuss
• compare map technologies
what’s a map do?
• different uses for maps
• grading vs. feedback; rubrics
• a look at student work
mapping power
• hierarchy & symmetry
• make a 2nd map & peer edit
What’s a Concept Map?
 concept maps show relationships
between ideas, rather than definitions
maps are visual tools that organize
knowledge
maps must have:
1. concepts: ideas in bubbles; nouns
2. links: labeled lines; verbs
3. these connect as “concept-link-concept”
sentences
concept
maps
contain
concepts
contain
express
relationships
links
Map Technologies
a good technology is easily edited & easily shared
1.
2.
3.
4.
5.
paper & pencil
whiteboards /benchtops
sticky notes & string or chalk
word processors
software
•
•
“Inspirations”
“Omnigraffle” ME-MLTI
Task: Make a Map
1. Divide team into pairs.
2.
maps with
your
• Swap
Put each
term
onpartner.
a
3. Have one partner read out loud
separate
sticky note. Do
each “concept-link-concept”.
make
grammatical
sense?
• they
Think
about
how they
Edit if needed.
are related.
4. Repeat for the other partner.
5.
your maps.
Whaton
do
• Compare
Move them
around
you notice?
a piece of paper and
6. Put the pairs together as a 4.
with
7. lightly
Have eachconnect
person share
something
lines. they noticed about
his/her partner’s map.
•8. Like
it?what
Mark
in the
Discuss:
insights
do we
want
share
with the
larger
linestoand
label
them.
group?
instructional
practice
professional
development
student
learning
Early Maps
keep first efforts small and structured
1. “Make a map from these 3 words: ___”
2. “Make a map from these 3 words (___)
plus two more concepts of your own
from your reading ___.”
3. “Make a map of 4-5 key words from
reading ___.”
Early Maps: “Buy In”
keep first efforts enjoyable and useful
 low stakes or no stakes grading
opportunities to share and edit
 USE THEM! avoid “mapping for
mapping sake”; what’s the purpose?
• probe prior knowledge
• get main ideas from a reading
• pull different lessons together for review
Simple Map Rubric
 All required concepts are present.
Required concepts represent important
ideas.
All concepts are connected to another
concept.
All links are labeled.
All links make grammatical sense &
scientific sense.
Typical Error #1: Definitions
Typical Error #1: Definitions
is
Typical Error #2: Dependency
Walk & Talk
• Get up and walk
about! Stretch!
• STOP and share
one new thing
you’ve learned.
Task: Student Work
• Get the “Basic Map
Rubric” page in your
packet.
• Evaluate each sample
map.
• Write 4 sticky note
feedback comments
for each student:
TEAM WORK:
1. In a “roundrobin”
report out your scores
for the first sample.
Come to consensus!
2. Share your feedback
for this student. Select
the 2-3 you think most
helpful to the student.
3. Repeat for the 2nd
sample.
4. Be prepared to share
o “warm” & “cool”
an “ahah!” or a
o on science & on the map
“hmm?”
Hierarchy & Symmetry
HIERARCHY requires students to
prioritize the importance of ideas.
SYMMETRY requires students to
“chunk” knowledge into parallel pieces.
This builds “HOTS”.
 Some students will do this intuitively,
but it should not be pushed until basic
skills are mastered.
Hierarchy & Symmetry
the topic
main idea
#1
detail
detail
main
idea #2
detail
“lead to” idea
main
idea #3
detail
detail
Unusual Hierarchy!
a more advanced rubric
 All required concepts are present.
 All concepts are connected to at least one other
concept.
 Multiple links highlight a few significant crossconnections.
 All links are labeled and substantial.
 All links make grammatical sense & scientific sense.
 The map uses one of the following strategies:
• hierarchy to show the relative importance of
different concepts.
• symetry to show “chunking” of ideas into groups.
Task: Make a Map #2
• As a team, select a topic
in chemistry you would
be interested in having
students map.
• Brainstorm a list of key
concepts. Select 3-4
concepts all maps must
have.
• Make a map of 6-10
concepts on your own,
using your choice of
“basic” or “advanced”
rubric.
Editing:
1. Swap maps with a
partner. Tell him/her
what rubric to use.
2. Evaluate your
partner’s map using
the correct rubric.
3. Provide “warm” and
“cool” feedback on
his/her mapmaking.
4. Get your own map
back. Edit it.
5. Time permitting, swap
with another member
of the team.
Survey says ...
68%
58%
Using Maps: a Review
Resources