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Concept Mapping Sue Klemmer * Camden Hills Regional High School.

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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 your goal(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 Norm s 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 2 nd 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: 1.concepts: ideas in bubbles; nouns 2.links: labeled lines; verbs 3.these connect as “concept-link-concept” sentences

6 concept maps relationships links concepts contain express

7 Map Technologies 1.paper & pencil 2.whiteboards /benchtops 3.sticky notes & string or chalk 4.word processors “Inspirations” “Omnigraffle” ME-MLTI a good technology is easily edited & easily shared

8 Task: Make a Map 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. instructional practice professional development student learning 1.Divide team into pairs. 2.Swap maps with your partner. 3.Have one partner read out loud each “concept-link-concept”. Do they make grammatical sense? Edit if needed. 4.Repeat for the other partner. 5.Compare your maps. What do you notice? 6.Put the pairs together as a 4. 7.Have each person share something they noticed about his/her partner’s map. 8.Discuss: what insights do we want to share with the larger group?

9 Early Maps 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 ___.” keep first efforts small and structured

10 Early Maps: “Buy In” 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 keep first efforts enjoyable and useful

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 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 Get the “Basic Map Rubric” page in your packet. Evaluate each sample map. Write 4 sticky note feedback comments for each student: o “warm” & “cool” o on science & on the map 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 2 nd sample. 4.Be prepared to share an “ahah!” or a “hmm?”

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 main idea #1 the topic detail main idea #3 main idea #2 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 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.

22 Survey says... 68% 58%

23 Using Maps: a Review

24 Resources

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