On Concept Maps
We are used to digital forms of nearly everything these days, including maps. As a result, we are often compelled to jump into a new project or set off for a road trip without taking the time to plan like we used to.
The same is true for many of us in education. We often want to just jump into a new unit because we’re excited to teach it or we are pressed for time. Yet, I think concept maps are the visual that can make all the difference for students’ retention and understanding. We need to fight the urge to jump right into teaching our students something new without first taking a minute to help them understand concepts in context.
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. This book is a series of practical, research-based steps to support teachers of students of all ages.
Among the 6 targets is "Brain Target Three: Designing the Learning Experience," which discusses the value of concept maps. In my first years of teaching, I overlooked the importance of including students in the thought-process behind each unit. I didn’t see the importance of including them in a concept map discussion because they were young, but it is still ever so crucial to their learning.
After this course, I made it a practice to use some form of a concept map for every science and social studies lesson or unit I taught. It’s how we started each unit, and the poster(s) remained a guide 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," and a little concept map visual seems non-consequential, but sharing a visual roadmap can make a huge difference.
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 as you plan and guide students when they struggle.
These are some examples:
My 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. But remember, you don’t need to be an artist to make a concept map that works.
Keep it visible. Don't put it away! Give students a copy or keep the poster handy 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.
