Unit 2 - Creation of Maps
From KNILT
Performance Objectives
- Select and organize material to present using one of the pre-identified concept maps
- Apply individual steps need to create the map of choice
- Compose a content specific concept map using CMap Tools
Prerequisites
- Basic understanding of computers
CMap Tools
- Open the following document to familiarize yourself with CMap Tools. You may want to open the link on a separate web page
- Create a test map using your name and things associated with yourself to gain a further understanding of the program and its tools. See example: Media:Kelly.jpg
Key Ideas in Map Making
Concept maps should help students "activate, focus, select, organize, integrate, and apply as they learn" (Buehl, 2001). But how do I know what information to include on my map?
- Be specific -- Remember, the idea is to select on main ideas/concepts!
- KISS (Keep it short and simple) -- Responses should be no more than a few words!
- Pictures/graphics can be added to help illustrate ideas
Creating Your Map
Now all that is left to do it create your map. How do I create an effective map?
Analogy Graphic Organizer
- In order for this map to be successful you first must determine what the learner already knows! Select a familiar concept that can be used for comparison
- Brainstorm ideas or characteristics that can be associated with both concepts
- Brainstorm ideas or characteristics that distinguish differences between topics
- Create additional categories that aid with the comparison
- Click here to see example: Media:Analogy2.pdf
Brainstorming Prior Knowledge
- Decide on a key word or concept that you wish to discuss --- This word should be related to your lesson
- Write down any words or associations they have with this topic (this can be done individually, as a group, or both) --- The format of this is up to you, two examples are provided
- Click here to see example: Media:Brainstorm1.pdf Media:Brainstorm2.pdf
Chapter Tour
- Select a text that you want students to read
- Preview the text structure and identify key sources of information
- Look at the key topics, main ideas, themes, structure, details, and style of the text
- Create a series of questions that will aid in guiding students through the text --- have them record their findings
- Click here to see example: Media:Chapter2.pdf
Definition Map
- Identify a key term or concept
- Ask questions that further describe the item. They may include; but are not limited to:
- What is it?
- What is it like?
- What are some examples?
- Click here to see example: Media:Defintion2.pdf
Different Perspectives
- Read a text one time through
- Identify perspectives in the text that could be used to build further connections
- Fill out the chart using one of the perspectives --- identify any needs, concerns, or feelings that might surround the perspective
- Reread text for supporting statements
- Discuss any new insights learned
- Click here to see example: Media:Different2.pdf
Discussion Web
- Pick a topic that consists of opposing viewpoints
- Remember to set aside any personal beliefs in order to represent each side fairly
- Develop key ideas/concepts related to each side of the issue
- Once filled in, generate a fair, unbiased conclusion on the topic
- Click here to see example: Media:Discussion2.pdf
History Memory Bubbles
- Identify key terms or concepts related to an issue
- Brainstorm ideas related to this concept --- may include but are not limited to:
- Who/What is involved?
- Problems surrounding the issue
- Solutions to the problem
- Changes that resulted
- Click here to see example: Media:History.pdf
Inquiry Chart
- Identify a topic of interest and brainstorm 4-5 questions related to that topic
- Identify what you already know
- Using several resources, record your findings for each question
- Create a summary for each section
- Chart may then be used to guide writing assignments
- Click here to see example: Media:Inquiry2.pdf
Pyramid Diagram
- Select a focusing question
- Record notes on cards or small pieces of paper --- one per card/paper
- Assemble the cards by similiairty
- Create topic headings for each grouping
- Construct one concise sentence that incorporates all the details previously listed
- Click here to see example: Media:Pyramid2.pdf
Question Dissection
- Provide a sample test or essay question
- Answer the following questions related to the question:
- What is the test verb?
- What is the topic or main concept of the question?
- What must you discuss in your answer?
- How many things must be listed in your answer?
- Single or Multiple?
- Set number or Open number?
- In what order must the ideas be listed?
- Flexible or Sequence?
- Rewrite the question to be the opening sentence
- Proceed to answer the question --- additional outlining may be helpful
- Click here to see example: Media:Question.pdf
Word Family Tree
- Select a target word that is crucial to student understanding
- Use various resources to fill in the chart
- Click here to see example: Media:Word2.pdf
Learning Activities
As of now, you should have examined several concept maps and how to effectively use them in the classroom. Please take this time to complete the following activities.
Map Creation
- "It's important to emphasize to students that there is not a single correct map and that the process of creating a map involves learning and interacting with the material." (Wayne State College, 1999). The important thing to remember is that your map is "constructed around what was identified as important information" (Lenz, 2009). Now it is time to practice creating concept maps.
- Select one of the three maps from Unit 1 Learning Activities
- Employ the strategies listed in "Creating Your Map" to select, organize, and represent your topic
- Construct a computer generated map using CMap Tools
- Select one more map from Unit 1 Learning Activities
- Employ the strategies listed in "Creating Your Map" to select, organize, and represent your topic
- Construct a computer generated map using CMap Tools
Learning Log
- Take a few minutes to write down any thoughts or ideas you have learned. This is your chance to reflect upon the content and internalize the material.
- Feel free to express any questions, comments, or concerns that you may have about the content. Possible ideas may include:
- reflecting on the content
- predicting results
- personal opinions
- summarize understanding
- clarify points
- record observations
- compare and contrast how your ideas have changed or misconceptions that have been corrected
