Concept Mapping
Concept Mapping is a type of graphic organizer that is used to help visually demonstrate complex ideas as simply as possible.
- “Designed to bring order to a task which is often extremely difficult for groups or organizations to accomplish” (Trochim, 1989)
- “Concept Mapping is a type of structured conceptualization method designed to organize and represent ideas from an identified group.” (Rosas & Kane, 2011)
- "Integrates qualitative individual and group processes with multivariate statistical analyses to help a group of individuals describe ideas visually through a series or related two dimensional maps." (Kane & Rosas, 2011)
- "A tool for representing and organizing knowledge, with concepts circled and connected to each other by lines on which words or phrases are written to label the relationship between the concepts." (Norton, 2013)
Advantages
As aforementioned with the quotes above, Concept Mapping has the ability to break down complex ideas in to simple, easy to read visual maps. One of the biggest advantages of this, is the ability to help groups accomplish tasks that would have otherwise been more difficult.
This in particular applies to the classroom, as often times it is very difficult to reach multiple types of learning styles at once. Concept Maps in particular help students who are visual learners, a learning style that at times can be neglected in the upper levels of high school history.
This in particular applies to the classroom, as often times it is very difficult to reach multiple types of learning styles at once. Concept Maps in particular help students who are visual learners, a learning style that at times can be neglected in the upper levels of high school history.
Challenges
With this target classroom, one of the biggest challenges will come from the 10 unmotivated students who learn the facts but struggle to see the larger concepts. One of the criticisms occasionally attributed to Concept Maps is that students get the requisite facts but sometimes fail to make the larger connections across the map and these students are at risk to fall in to that category.
Additionally, the 5 students with learning disabilities that make it difficult for them to get information from text, remember facts, and organize pose a challenge as well. Concept Mapping relies on the ability of students to organize the information they receive on to the map. Inability to draw information from text and/or organize it can make this a very difficult task for these students.
Additionally, the 5 students with learning disabilities that make it difficult for them to get information from text, remember facts, and organize pose a challenge as well. Concept Mapping relies on the ability of students to organize the information they receive on to the map. Inability to draw information from text and/or organize it can make this a very difficult task for these students.
Application
There are multiple ways concept mapping can be applied in the classroom. One use is as a supplement to assigned reading. Students can be asked to pull important information from the texts and apply it into a concept map.
Another example is students can be asked to make a concept map of the key points during a lecture. With this method, students can try to write the key points and make the connections to other key elements.
This Concept Map is a perfect example of how a complex idea can be represented visually in a more simplistic manner. The information conveyed in this map can span not only multiple lessons, but possibly an entire unit.
Here is a list of the Virginia Standards of Learning for 11th Grade United States and Virginia History that are covered on this Concept Map:
VUS 10: The student will demonstrate knowledge of key domestic events of the 1920s and 1930s by:
b) assessing the causes and consequences of the stock market crash of 1929;
c) explaining the causes of the Great Depression and its impact on the American people;
d) describing how Franklin D. Roosevelt's New Deal relief, recovery, and reform measures addressed the Great Depression and expanded the government's role in the economy.
VUS.11: The student will demonstrate knowledge of World War II by:
a) analyzing the causes and events that led to American involvement in the war, including military assistance to the United Kingdom and the Japanese attack on Pearl Harbor;
b) describing and locating the major battles and turning points of the war in North Africa, Europe, and the Pacific, including Midway, Stalingrad, the Normandy landing (D-Day), and Truman's decision to use the atomic bomb to force the surrender of Japan;
c) describing the role of all-minority military units, including the Tuskegee Airmen and Nisei regiments.
VUS.12: The student will demonstrate knowledge of the effects of World War II on the home front by:
a) explaining how the United States mobilized its economic, human and military resources
b) describing the contributions of women and minorities to the war effort
VUS.14: The student will demonstrate knowledge of the Civil Rights movement of the 1950s and 1960s
Another example is students can be asked to make a concept map of the key points during a lecture. With this method, students can try to write the key points and make the connections to other key elements.
This Concept Map is a perfect example of how a complex idea can be represented visually in a more simplistic manner. The information conveyed in this map can span not only multiple lessons, but possibly an entire unit.
Here is a list of the Virginia Standards of Learning for 11th Grade United States and Virginia History that are covered on this Concept Map:
VUS 10: The student will demonstrate knowledge of key domestic events of the 1920s and 1930s by:
b) assessing the causes and consequences of the stock market crash of 1929;
c) explaining the causes of the Great Depression and its impact on the American people;
d) describing how Franklin D. Roosevelt's New Deal relief, recovery, and reform measures addressed the Great Depression and expanded the government's role in the economy.
VUS.11: The student will demonstrate knowledge of World War II by:
a) analyzing the causes and events that led to American involvement in the war, including military assistance to the United Kingdom and the Japanese attack on Pearl Harbor;
b) describing and locating the major battles and turning points of the war in North Africa, Europe, and the Pacific, including Midway, Stalingrad, the Normandy landing (D-Day), and Truman's decision to use the atomic bomb to force the surrender of Japan;
c) describing the role of all-minority military units, including the Tuskegee Airmen and Nisei regiments.
VUS.12: The student will demonstrate knowledge of the effects of World War II on the home front by:
a) explaining how the United States mobilized its economic, human and military resources
b) describing the contributions of women and minorities to the war effort
VUS.14: The student will demonstrate knowledge of the Civil Rights movement of the 1950s and 1960s