Concept Mapping Across The Curriculum
Today, it is "estimated that 5 percent to 10 percent of school-age children and adolescents have learning disabilities (LDs), with some estimates approaching 17 percent" (Aylward, 2009). These students try just as hard, as 'normal' students, are just as motivated, and yet have less success in their learning. This in not because they are any less intelligent; it is because the LD child has "trouble processing sensory information because they see, hear, and understand things differently" (Kemp, Segal, Cutter, 2009). However, current research hints that neuroplasticity, the brain's natural ability to form new connections and generate new brain cells in response to experience and learning, brings new hope to how these students learn and retain information (Kemp, Segal, Cutter, 2009).
Concept mapping has been proven to help the LD child build the connections needed to learn and retain information. The "visual formatting of information as a planning and presentation tool", as well as the ability to actively engage students in organizing and questioning content helps enhance learning for students with LD" (Lenz et al., 2007).
In this course, we will explore the benefits concept mapping can have within the LD classroom. We will examine several forms of content specific concept maps and how they can enhance student performance. Together, we will not only learn how to create our own maps, but how to implement them in the classroom.
- What is a concept map?
- What benefits does the concept map have in the LD Classroom?
- Content specific maps and their purpose
- Comprehension of content knowledge
- Use of Cmap Tools to create content specific concept maps
- Basic understanding of computers
- Demonstrate use of concept map in the LD classroom
- Student creation of concept maps