CONCEPT+MAPPING

** (Jones, Pierce and Hunter, 1988/89, p. 21 as cited in Hartman, 2001, p. 49) **
 * "A good graphic representation can show at a glance the key parts of a whole and their relations, thereby allowing a holistic understanding that words alone cannot convey" **

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 * __GRAPHIC ORGANISERS__**

Graphic organisers can be used to provide critical visual aid during students' development of skills and conceptual understanding of a topic. Rupp Filweiler (2007) lists five different types of graphic organisers: table, t-chart, system-parts or classification map, flow map and concept map. The literature speaks of other organisers such as network trees, fishbone maps, spider webs, compare/contrast matrices, problem/solution outlines, cycles, continua scales and so on (Jones et al, 1988/89 as cited in Hartman, 2001, p.49).

Remember that since students are learning new ways of thinking, deepening under standings or learning new knowledge that various representations of different kinds can help them achieve these goals much more easily - especially in a multiple intelligence or differentiated environment that caters to different learning styles within the same classroom.


 *  Click on the file below to see pictoral representations of these graphic organisers. **

The world is a big place and contains a lot of information for the human mind to process. To make our lives easier we tend to classify similar things under one heading. So "clothing" d escribes articles (pants, blouses, skirts, dresses, bathing suits, dashikis, kimonos, saris and so on) with which we cover our bodies for protection from the elements and for modesty. We could stick a sign on a box in a room in our house and store all our pants, blouses , dashikis and so on in there. The sign on the box would say "clothing".
 * __CONCEPT MAPPING__**

In our mind too there is a "box" marked "clothing". This box is really a concept. A concept is a mental representation of a group of items which are similar in some way(Cottrell, 2008). The brain has many other storage boxes, such as boxes/concepts labelled "cars", "cutlery" and so on. In a concept map these are represented by nodes (see below).
 * __Definition of a concept__**

When the brain comes across a new object it compares its main features to the main features of the things in the many storage boxes (concepts). This allows the brain the ability to make a good guess of what kind of thing is the new object. Once the brain has decided to which conceptual category the new object belongs, the brain can second guess or infer further characteristics of the object. " If it is a dress then it will not be comfortable to wear on a long hike and maybe I need to get something else to wear".
 * __Usefulness of a concept__**

Identification and sharing concepts facilitates easier conversation between people and there needs not be constant and detailed description of ideas and things everytime we talk to each other. Within the classroom, if concepts and the links between them are well organised, students can easily second guess or infer meanings and connections and make relevant applications to embellish and improve their everyday lives. It is useful to mention that the same thing occurs in academic writing. (Cottrell, 2008).

A concept map or pyramid can be a powerful analytical to ol. A concept map contains four different types of headings and develop according to the **"Big Idea" governing their use**. For example, if the "Big Idea" for a lesson is the cultural types of clothing then a supposed concept map (partially completed) is suggested below. Note that arrows head in the direction from dominant to subjugate concept and are labelled to describe the relationship between the two. Can you think of another Big Idea under which "clothing" can be taught so that the concept map is totally revolutionised? Needless to say, different individuals can come up with different concept maps on the same topic according to the "Big Idea" and how the concepts are linked in the user's mind. This of course supports the theory of constructivism.
 * __Developing a concept map__**


 * //__BIG IDEA/TITLE of Concept Map: Clothing types are governed by culture__// **
 * __CLICK LINK__ below **


 * [[image:file:///C:/DOCUME%7E1/user/LOCALS%7E1/Temp/msohtml1/01/clip_image002.gif width="32" height="32" link="http://lailaboisselle.wikispaces.com/file/view/C+L+O+T+H+I+N+G.doc"]] [|C L O T H I N G.doc] **

Remember that no two concept maps will be the same and that there is no such thing as a "wrong" concept map. As your understanding of relationships between concepts matures and changes, so will your maps.Below are some directions to help you get started: 1. //**Identify a focus question that deals with the issue or problem**//. Write this main idea/big idea in the centre of the page 2. **//Identify concepts pertinent to the central question// -** concept labels should can be a word, a phrase or an idea, usually containing three words at the most. Each concept occurs on its one node on the diagram. Related ideas on branches then radiate from this central area. Specific examples of concepts can be attached to labels too e.g a canary is a type of bird)

 ***Tip*****: When doing a paper based map (as opposed to the use of computer software) it may be useful to write these concepts on post-its!**

2. **//Print in capitals for ease of reading//.** This will also encourage you to keep the points brief. 3. //**Use unlined paper**// as the presence of line s may hinder the non-linear approach of Mapping. If your paper is lined, make sure that they run vertically.

4. //**Use paper with no previous writing**.// The writing may contain ideas that can influence your thoughts.

5. //**Go quickly without pausing**// so as not to stem the flow of ideas. Do not stop to organise the material, just get it down. Ordering and analysing are linear activities and will disrupt the mapping process.

***Tip*****: Post-its help you to write a new concept on a separate sheet so that organisation of concepts is easy!**

6. //**Write down everything**// you can think of without judging or editing.

7. //**If you come to a standstill**//, look over what you have done to see if you have left anything out.

8. **//Supporting ideas - Now you need to categorise, organise and symbolise//** the principal information which amplifies or supports the main idea. You may colour code sections of the map that contain similar ideas. An idea may branch many times to include both closely and distantly related ideas. Arrows are used to join ideas from different branches. If a number of branches contain related ideas, you may want to draw a circle around the whole area.

 ***Tip*****: Using post-its help you to shift the** **m into different categories as you consider how ideas link together. You can easily add, subtract or change sub-ordinate concepts as you re-work the structure of your map! It is prudent too to place only 3 or 4 minor concepts under any main concept. Six to eight sub-concepts usually clue us in to another lower hierarchical level that we might be over-looking.**

9. //**Label arrows/branches to form links**.// Headings in the chapter of your text book may be used to define and describe branches and hence the relationship between different levels. Lists may also be used. Use no more than six or seven details on any branch. Arrange supporting details around the main idea of the map and use them as questions to guide your further reading.Remember that arrows move from a dominant to a subjugate level or concept and that the linking words define the relationship between the two concepts so that it reads as a valid statement or proposition. 10. //**Look for crosslinks**// between concepts in different areas of the map and indicate these lines. Crosslinks help us to see new, creative relationships in the knowledge domain.

11. //**Additional details, especially if the map is being used as a review or assessment tool**// - this is the time to read for details. This part of the map is best done from memory. You may write a few explanatory sentences on the map to explain, question, or comment on some aspect of your map. If the details cannot be easily remembered, re-read that section. In this way the map provides immediaet feedback as to which selections are understood and which are more difficult to comprehend.


 * __Benefits and Uses - Why concept map?__**

1. Mapping then is the technique of structuring information in a visual form. It requires drawing a verbal picture of the ideas gained from the reading and then organising these ideas in ways which are meaningful to YOU or to your BIG IDEA. It is not brainstorming which is a divergent thought process but instead, mapping is a convergent method of thinking in which ideas are linked to central themes/headings/levels. It is also a non-linear processs i.e. ideas do not necessarily flow one to the other but may go in any direction. This encourages critical thinking and investigation of all facets of an idea. Mapping clearly defines the central idea by positioning it in the centre of the page and allows you to figure out the links among key ideas more easily (very good for writing essays and developing unit and lesson plans).

2. All of the basic information is on one diagram to which information can be added or subtracted (very useful for summarising notes and for review purposes. The construction of a concept map by students at the end of a unit is also a good idea for summative assessment). A concept map especially allows you to see complex relationships among ideas, such as self-perpetuating systems with feedback loops, contradictions, paradoxes among ideas and gaps in the material - or in your interpretation of the material - more easily and hence pr ovides a foundation for questioning which in turn encourages discovery and creativity.

3. Scaffolding allows an instructor to provide support through models, cues, prompts, hints and partial solutions and so bridge the gap between what students can do with and without guidance or help from others. Scaffolding aims to make students self-regulated, self-sufficient and independent learners. Self-regulated students "...engage in learning activities with specific goals in mind, observe their performance as they work, evaluate progress in attaining their goals and react by continuing or changing their approach as needed...(Schunk, 1991 as cited in Harman, 2001, p.36). Scaffolding is an effective tool for developing high level cognitive strategies (Hartman, 2001, p. 49) especially since concept mapping requires students to operate on all six levels of Bloom's Taxonomy in the development of a map (Novak & Gowin, 1984, p. 23). Partial maps that provide scaffolding which helps students with their completion provide unlikely and precious opportunity to accomp lish such aims.

4. Metacognition or thinking about thinking. Teaching specific strategies, for example the steps and sequence in a task, do not give students successful life-long learner skills.he use of concept mapping helps students to develop metacognitive ability which allows students to (Hartman, 2001, p.35):
 * determine the difficulty of a task
 * to monitor their comprehension effectively so that they realise when they do not understand a task or directions etc.
 * to plan ahead e.g. decide what needs to be done and how long each part should take
 * monitor success of personal performance or determine when enough study/work has been done to achieve mastery of the material to be learnt
 * use relevant information
 * use a systematic step-by-step approach
 * not jump to conclusions
 * use dequate or correct representations

5. Research - field work and the writing of papers

6. Teaching, learning and assessment

7. Planning and evaluation

__**Summary**__

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 * REFERENCES**

1. Cottrell, S. (2008).The study skills handbook by Stella Cottrell (3rd edition). New York, NY: Palgrave Macmillan. 2. Hartman, H.J. (2001). Metacognition in learning and instruction. New York, NY: Kluwer Academic Publishers. 3. Kane, M., & Trochim, W.M.K. Concept mapping for planning and eval uation. Applied Social Research and Methods Series, Vol 50. Thousand Oaks, CA: Sage Publications. 4. Novak, J.D. (1998). Learning, creating and using knowledge: Concept Maps as Facilitative Tools in Schools and Corporations. Mahway, NJ: Lawrence Erlbaum Associates Publishers. 5. Novak, J.D., & Gowin, D.B. (1984). Learning how to learn. New York, NY: Cambridge University Press. 6. Parks, S. & Black, H. (1992). Organizing thinking: Graphic organizers.Pacific Grove, CA: Critical Thinking Books and Software. **(*****Contains useful lesson planning strategies!*****)** 7. Rupp Fulwiler, B. (2007). Writing in science: How to scaffold instruction to support learning. Portsmouth, NH: Heinemann. **(*****Contains useful lesson planning strategies!*****)**