On Concept Maps
Photo Credit: Canva
These days, we might laugh if someone asks if we take a map with us on the road. We have our phones! But, of course, generally speaking, most of us would never "wing it" when going somewhere important and on time. I think the same is true when it comes to planning and teaching a unit.
A few years ago, I completed a certificate as part of my master's degree with Johns Hopkins called "Mind, Brain, and Teaching." The program was developed from the book The Brain-Targeted Teaching Model by Mariale Hardiman. Among the 6 "targets" is creating an optimum physical classroom learning environment and evaluating learning. This book is a series of practical, research-based steps to support teachers of students of all ages.
One of the targets I nearly overlooked until years into my teaching was "Brain Target Three: Designing the Learning Experience," which discusses the value of concept maps. I didn't understand this when I first started teaching. In hindsight, it might have been arrogant to assume that my students could see how every concept I taught them connected.
I often was so eager to jump into each lesson that I forgot to take the time to outline our goals and provide a visual map of an upcoming unit. Later, I added this crucial component at the start of each unit and referred back to it throughout. I noticed a substantial difference in the retention of the content and overall engagement compared to years before.
In any form, a concept map provides students (and you, the teacher) with a guide. It is just that, a map. A jigsaw puzzle is nothing without its picture on the box, just like a unit without a concept map (Hardiman, p. 80). It's the thing that explains the why behind the unit. Why is it important? What will students gain? How does one unit connect to other skills and concepts covered? Sometimes, you "get it," but sharing a visual roadmap with your students and team teachers is essential.
Project-based learning must include a concept map. If you need help launching a project from a unit, a concept map could be your go-to when planning. Think about it as a chance to outline concepts and skills: "You need to know _ so that you can _." You'd be surprised how much this can spark inspiration for students.
Project-based learning must include a concept map. If you need help launching a project from a unit, a concept map could be your go-to when planning. Think about it as a chance to outline concepts and skills: "You need to know _ so that you can _." You'd be surprised how much this can spark inspiration for students.
Types of concept maps/graphic organizers:
Venn diagram
cause/effect chart
linear or cyclic sequences
spiderwebs
concept pattern organizer
Tips:
Keep it neat. If you create a poster for your class, take extra care to make your writing legible and clean. If necessary, make a quick sketch on the whiteboard during the introduction of your unit, but recreate it as a neat poster later when you have more time. Make space for more ideas that could be added later.
Keep it visible. Don't put it away! Give students a copy or leave the poster in your classroom throughout the unit. A visual map is essential, especially as a unit becomes more complicated for students. (As we know, they don't always tell you when they need support!)
Remember to include your students when you make a concept map. It's best to allow students to add to the concept map with prior knowledge, comments, and questions. After all, this is their process. They need to be part of it.
