Concept Mapping
Sue Klemmer
Camden Hills Regional High School
sue_klemmer@fivetowns.net
http://klemmer-science.wikispaces.com/
Resources:
Learning How to Learn by Novak & Gowin
How Students Learn: Science in the Classroom by Committee on How People Learn: A Targeted
Report for Teachers, National Research Council
Embedded Formative Assessment by Dylan William
What’s a concept map?
concept maps show relationships between ideas, rather than definitions
maps are visual tools that organize knowledge
 maps must have:
o concepts: ideas in bubbles; nouns
o links: labeled lines; verbs
o these connect as “concept-link-concept” sentences

Maps need a purpose
 avoid “mapping for mapping sake”
 know the purpose before you map
o probe prior knowledge
o get main ideas from a reading
o pull different lessons together for review
Map Technologies good technologies are easily edited & shared
1.
2.
3.
4.
5.
paper & pencil
whiteboards /benchtops
sticky notes & string or chalk
word processors
software
a. “Inspirations”
b. “Omnigraffle” ME-MLTI
Early Maps:
1.
first maps should be simple & structured
a. “Make a map from these 3 words: ___”
b. “Make a map from these 3 words (___) plus two more concepts of your own
from your reading ___.”
c. “Make a map of 4-5 key words from reading ___.”
2. ways to make the “buy in” easier
a. low stakes or no stakes grading
b. peer editing & sharing; post exemplars
c. focus on content, not mapping (“why are we doing this”?)
3. typical errors
a. trying to turn the map into “term-and-definitions”
b. “dependent links”: links that only make sense after reading another part of the
map
Basic Concept Map Rubric
 KISS!
 keep the stakes low
o there’s no “√e = exceeds”
o either no grade or a generic completion grade
 I would also include “All required concepts are present.”
 Consider the purpose and tailor the feedback:
o is it about the map?
o is it about the content?
Basic Concept Map Rubric: sample #1
√m = standard met √p = standard partially met
√n = standard not met
√m
√p
√n
All concepts are connected to another concept.
√m
√p
√n
All links are labeled.
√m
√p
√n
All links make grammatical sense.
√m
√p
√n
All links make scientific sense.
Basic Concept Map Rubric: sample #2
√m = standard met √p = standard partially met
√n = standard not met
√m
√p
√n
All concepts are connected to another concept.
√m
√p
√n
All links are labeled.
√m
√p
√n
All links make grammatical sense.
√m
√p
√n
All links make scientific sense.
Hierarchy & Symmetry




HIERARCHY requires students to prioritize the importance of ideas.
SYMMETRY requires students to “chunk” knowledge into parallel pieces.
This builds “HOTS” [higher order thinking skills].
Some students will do this intuitively, but it should not be pushed until basic skills are
mastered.
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 cross-connections.
All links are labeled and substantial.
All links make grammatical sense & scientific sense.
The map uses one of the following strategies:
o hierarchy to show the relative importance of different concepts.
o symmetry to show “chunking” of ideas into groups
Peer Edit
Basic Concept Map Rubric
√m = standard met √p = standard partially met
√n = standard not met
√m
√p
√n
All concepts are connected to another concept.
√m
√p
√n
All links are labeled.
√m
√p
√n
All links make grammatical sense.
√m
√p
√n
All links make scientific sense.
Advanced Concept Map Rubric
√m = standard met √p = standard partially met
√n = standard not met
√m
√p
√n
All required concepts are present.
√m
√p
√n
All concepts are connected to at least one other concept.
√m
√p
√n
Multiple links highlight a few significant cross-connections.
√m
√p
√n
All links are labeled and substantial.
√m
√p
√n
All links make grammatical sense & scientific sense.
√m
√p
√n
The map uses one of the following strategies:
hierarchy to show the relative importance of concepts.
symmetry to show “chunking” of ideas into groups
“Exit Slip”
Concept Mapping Workshop
NEACT Summer Conference 2011 * Sue Klemmer
I teach: Check all that apply.
___ middle school
___ high school
___ college
___ chemistry
___ other sciences
____ mathematics
other:
My knowledge about concept mapping before this workshop was:
low
medium
high
My knowledge about concept mapping after the workshop is:
low
medium
high
I learned new skills in this workshop.
strongly agree
strongly disagree
I am likely to have my students use concept mapping this year.
strongly agree
strongly disagree
I liked the pair and teamwork format of this workshop.
strongly agree
Optional Comment:
strongly disagree