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Concept Mapping

Concept Mapping. Sue Klemmer * Camden Hills Regional High School. “Corners” Introduction. Please go to the poster that most closely matches your experience with concept mapping. THINK: What do you want to get out of this workshop? WRITE your goal(s ) on the poster.

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Concept Mapping

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  1. Concept Mapping Sue Klemmer * Camden Hills Regional High School

  2. “Corners” Introduction Please go to the poster that most closely matches your experience with concept mapping. THINK: What do you want to get out of this workshop? WRITE yourgoal(s) on the poster. SHARE your goals with one another. What do you notice? PICK a spokesperson to share your goals with the rest of the group.

  3. Norms • minimize side talk • get up whenever! • ask questions any time • ... and?

  4. 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

  5. What’s a Concept Map? • concept maps show relationships between ideas, rather than definitions • maps are visual tools that organize knowledge • maps must have: • concepts: ideas in bubbles; nouns • links: labeled lines; verbs • these connect as “concept-link-concept” sentences

  6. concept maps contain contain concepts links express relationships

  7. Map Technologies a good technology is easily edited & easily shared • paper & pencil • whiteboards /benchtops • sticky notes & string or chalk • word processors • software • “Inspirations” • “Omnigraffle” ME-MLTI

  8. Task: Make a Map Divide team into pairs. Swap maps with your partner. Have one partner read out loud each “concept-link-concept”. Do they make grammatical sense? Edit if needed. Repeat for the other partner. Compare your maps. What do you notice? Put the pairs together as a 4. Have each person share something they noticed about his/her partner’s map. Discuss: what insights do we want to share with the larger group? instructional practice professional development student learning • Put each term on a separate sticky note. • Think about how they are related. • Move them around on a piece of paper and lightly connect with lines. • Like it? Mark in the lines and label them.

  9. Early Maps keep first efforts small and structured • “Make a map from these 3 words: ___” • “Make a map from these 3 words (___) plus two more concepts of your own from your reading ___.” • “Make a map of 4-5 key words from reading ___.”

  10. 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

  11. 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.

  12. Typical Error #1: Definitions

  13. Typical Error #1: Definitions is

  14. Typical Error #2: Dependency

  15. Walk & Talk • Get up and walk about! Stretch! • STOP and share one new thing you’ve learned.

  16. Task: Student Work TEAM WORK: In a “roundrobin” report out your scores for the first sample. Come to consensus! Share your feedback for this student. Select the 2-3 you think most helpful to the student. Repeat for the 2nd sample. Be prepared to share an “ahah!” or a “hmm?” • Get the “Basic Map Rubric” page in your packet. • Evaluate each sample map. • Write 4 sticky note feedback comments for each student: • “warm” & “cool” • on science & on the map

  17. 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.

  18. Hierarchy & Symmetry the topic main idea #1 main idea #2 main idea #3 detail detail detail detail detail “lead to” idea

  19. Unusual Hierarchy!

  20. 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: • hierarchy to show the relative importance of different concepts. • symetry to show “chunking” of ideas into groups.

  21. Task: Make a Map #2 Editing: Swap maps with a partner. Tell him/her what rubric to use. Evaluate your partner’s map using the correct rubric. Provide “warm” and “cool” feedback on his/her mapmaking. Get your own map back. Edit it. Time permitting, swap with another member of the team. • 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.

  22. Survey says ... 68% 58%

  23. Using Maps: a Review

  24. Resources

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