How do I use Concept Maps?

How do I use Concept Maps?

What is a Concept Map?

Why should I use Concept Maps in my teaching?

What are the steps for creating Concept Maps?

What are some class activities that involve Concept Maps?

What kind of media and student materials should I use for Concept Maps?

Where can I go to learn more about Concept Maps?

What is a Concept Map?
A Concept Map is a tactic that can be used to teach defined concepts at the K3: Comprehend level. A Concept Map graphically illustrates the relationships between defined concepts and/or their characteristics.

There are two types of Concept Maps that are relevant for the comprehension of defined concepts: Hierarchy Maps and Spider Maps. A Hierarchy Map shows the hierarchical relationship of an overarching defined concept and subordinate or lower level concepts. Several types of Spider Maps can be drawn to depict defined concepts. One type shows the relationship of a single defined concept and its defining characteristics. Another shows the relationship between an overarching defined concept and related concepts. A third type of Spider Map is much more detailed. It depicts an overarching defined concept, its related concepts, and their defining characteristics.

Below is an example of a Hierarchy Map for defined concepts at the K3: Comprehend level:

Adapted from Basic Military Requirements: NAVEDTRA 1425 (2002).

In this example, Chemical Warfare Agents is the overarching defined concept, and Sarin, VX, Mustard, and Hydrogen Cyanide are its subordinate concepts. Sarin, VX, Mustard, and Hydrogen Cyanide are coordinate or related concepts.

Below is an example of a Spider Map for defined concepts at the K3: Comprehend level:

Adapted from Basic Military Requirements: NAVEDTRA 1425 (2002).

In this example, the Chemical Warfare Agent Sarin is the defined concept. The pieces of information branching off Sarin are its defining characteristics. The defining characteristics that are related to each other are represented as stemming from the same point on the main concept. For example, the physiological effects of Sarin (Difficulty Breathing, Blurred Vision, and Excessive Contraction of Pupils) are grouped together by stemming from the same point.

Below is an example of a Spider Map for defined concepts at the K3: Comprehend level:

Adapted from Basic Military Requirements: NAVEDTRA 1425 (2002).

In this example, Chemical Warfare Agents is the overarching defined concept and Sarin, VX, Mustard, and Hydrogen Cyanide are its subordinate defined concepts. Some of the defining characteristics (Odorless and Rapid Onset) are listed between the defined concepts that share those characteristics. Both Sarin and VX are odorless and both Sarin and Hydrogen Cyanide have a rapid onset. Note that additional defining characteristics could have been added to the Spider Map, such as the physiological effects of the gases on humans.

Why should I use Concept Maps in my teaching?
A defined concept is a concept that is known primarily by its definition rather than by physical characteristics. A Concept Map is useful in organizing related information about defined concepts in a structured manner that facilitates comprehension by showing the relationships between defined concepts and subordinate (lower) concepts or between defined concepts and their defining characteristics.

Concept Maps can be used with other tactics such as Concept Frames and Venn Diagrams. Unlike Venn Diagrams which are limited in the amount of content that can be displayed, Concept Maps are not limited. When used with a Concept Frame, a Concept Map can show the structured layout of the concepts and their interrelationships, while the Concept Frame provides the details.

It is important to note that Concept Maps can take a long time to develop due to trial and error. In addition, everyone may have a different version of a Concept Map for the same piece of information. It is important to make sure that all of the learners' Concept Maps correctly illustrate the same meaning and relationships of the concepts presented.

What are the steps for creating Concept Maps in my lesson?
Steps for creating Hierarchy Maps for defined concepts at the K3: Comprehend level:

Identify the main defined concept to classify. Make sure that the defined concept has subordinate defined concepts that can be categorized in a hierarchical manner.
Determine categories for the classification of the main defined concept and its subordinate defined concepts based on their defining characteristics.
Draw the Hierarchy Map's structure and fill in the defined concepts.

Steps for creating Spider Maps for defined concepts at the K3: Comprehend level:

Identify the main defined concept on which the Spider Map will focus.
Identify the main concept's subordinate concepts.
Identify any defining characteristics you want to include in the Spider Map.
Draw the Spider Map's structure and fill in the main defined concept, its subordinate concepts, and any defining characteristics you want to include in the Spider Map. The defining characteristics that can be grouped together should stem from the same point on the map. This shows that a specific group of defining characteristics are related to each other.

What are some class activities that involve Concept Maps?
The following table contains suggestions of activities to use with Concept Maps for defined concepts at the K3: Comprehend level. Click on the activity hyperlink for a list of procedures to follow for using the activity.

Activity	Purpose and Description	Format	Preparation and Materials Required
Concept Map Completion	The purpose of this activity is to allow students who are not familiar with Concept Maps to practice organizing defined concepts and their defining characteristics by filling in a partially completed Concept Map.	Individual Pairs Small group	Handouts of a partially completed Concept Map Answer key: Model Concept Map Instructor presentation materials
Concept Map Generation	The purpose of this activity is to allow students who are familiar with Concept Maps to practice organizing defined concepts and their defining characteristics by generating a Concept Map.	Individual Pairs Small group	Answer key: Model Concept Map Instructor and student presentation materials
Note-Taking Concept Map	The purpose of this activity is to provide students with a blank Concept Map to use as a note-taking device to record the characteristics of the defined concepts presented during the lesson. This activity takes a lot of trial and error. It may be helpful to provide students with two copies of a blank Concept Map or suggest they use pencil in case they make mistakes.	Individual	Handouts of blank Concept Maps
Concept Map Essay	The purpose of this activity is to allow students who are familiar with the lesson content to practice and test their comprehension of the defined concepts by answering essay questions. They will use a completed Concept Map as a resource for answering the essay questions. This activity also provides students with practice interpreting Concept Maps.	Individual Pairs Small Groups	Handouts of a completed Concept Map Essay questions related to the Concept Map

Procedures for Concept Map Completion

Explain that the purpose of the activity is to practice organizing the characteristics of the defined concepts presented in the lesson by filling in a partially completed Concept Map.
Divide students into small groups or pairs if desired.
Provide students with the handouts of a partially completed Concept Map of the defined concepts presented. If handouts are unavailable, you can draw the partially completed Concept Map on the board and ask students to make their own.
Instruct the students to fill in the missing information.
Present the model version of the Concept Map.
Lead the class in a discussion of the similarities and differences between the model version of the Concept Map and the student versions.
Summarize the results of the activity.

Procedures for Concept Map Generation

Explain that the purpose of the activity is to practice organizing the characteristics of the defined concepts presented in the lesson by generating a Concept Map.
Divide students into small groups or pairs if desired.
Inform students of the topic of the Concept Map.
Have the students generate a Concept Map for the given topic.
Have the students present their Concept Maps.
Provide feedback.
Present the model version of the Concept Map.
Lead the class in a discussion of the similarities and differences between the student versions of the Concept Map and the model version.
Summarize the results of the activity.

Procedures for Note-Taking Concept Map

Explain that the purpose of this activity is to use a blank Concept Map as a note-taking device to record the characteristics of the defined concepts presented during the lesson.
Hand out the blank Concept Map to the students. Only the shell of the Concept Map should be presented. If handouts are unavailable, you can draw the Concept Map on the board and ask students to make their own.
Have the students fill in the Concept Map as you lecture.

Procedures for Concept Map Essay

Explain that the purpose of this activity is to practice and test the comprehension of the characteristics of the defined concepts presented by answering essay questions from a completed Concept Map that summarizes the lesson content.
Divide the students into small groups or pairs if desired.
Pass out the handouts of the Concept Map. If handouts are unavailable, draw the Concept Map on the board and ask students to make their own.
Assign essay questions to the students or groups.
Have the students write the answers to their questions. Their answers should come from the information presented in the Concept Map.
Have the students present their questions and answers aloud.
Encourage class discussion.
Provide feedback on the accuracy of the answers.
Summarize the results of the activity.

What kind of media and student materials should I use for Concept Maps?
There are several media and student materials that can be useful when using Concept Maps for defined concepts at the K3: Comprehend level. The following table contains suggestions for how you can integrate media and student materials into your lesson. Clicking on the hyperlink for each medium in the table will take you to a template (if there is one provided).

Suggested IMM

Description and Example(s)

PowerPoint or Overheads

PowerPoint or a series of overheads can be used to display a Concept Map one concept or relationship at a time, text from which the Concept Map was created, or text that was created from a Concept Map.

Example:
Present a PowerPoint slide with a Concept Map for showing the different defining characteristics of the Chemical Warfare Agent Sarin. Reveal the information one characteristic at a time to allow students to predict the next piece.

Suggested Student Materials	Description and Example(s)
Handouts of Blank or Partially Completed Concept Maps	Handouts of blank or partially completed Concept Maps can be used by students to take notes during the lesson and to review the material later. Example: Provide students with blank or partially completed Concept Maps for showing the different characteristics of the Chemical Warfare Agent Sarin. Allow the students to use it as a note-taking device during the lesson.
Handouts of Completed Concept Maps	Handouts of completed Concept Maps can be used by students to review the material. This ensures consistency and accuracy of the Concept Map. Example: Provide students with a completed Concept Map for showing the defining characteristics of the Chemical Warfare Agent Sarin.
Handouts of Descriptive Text	Handouts of descriptive text can be used by students for review of a Concept Map that was created from it. Example: Provide students with handouts that highlight key characteristics of the Chemical Warfare Agent Sarin and instruct them to use it for review.

Where can I go to learn more about Concept Maps?
ACES. (2001). Concept maps. Retrieved February 13, 2002, from http://classes.aces.uiuc.edu/ACES100/Mind/CMap.html

Adsit, K. (2000). Concept mapping and curriculum design. Retrieved February 13, 2002, from http://www.utc.edu/Teaching-Resource-Center/concepts.html

Beissner, K., Jonassen, D., & Grabowski, B. (1994). Using and selecting graphic techniques to acquire structural knowledge. Performance Improvement Quarterly. 7(4), 20-38.

ETE Team. (2000). Concept mapping. Retrieved February 13, 2002, from http://www.cotf.edu/ete/pbl2.html

Gagne, R., Briggs, L., & Wager, W. (1992). The principles of instructional design. Fort Worth: Harcourt Brace Jovanovich College Publishers.

Gagne, R., & Medsker, K. (1996). The conditions of learning: Training applications. Fort Worth: Harcourt Brace College Publishers.

Leung, J. (2001). The use of concept maps in the teaching-learning process. Retrieved February 13, 2002, from http://www.fed.cuhk.edu.hk/~johnson/misconceptions/concept_map/cmapguid.html

Merrill, M., & Tennyson, R. (1977). Teaching concepts: An instructional design guide. Englewood Cliffs, NJ: Educational Technology Publications.

Mind Tools. (2001). Improving note taking with concept maps. Retrieved February 13, 2002, from http://www.mindtools.com/mindmaps.html

Novak, J. D. The theory underlying concept maps and how to construct them. Retrieved February 13, 2002, from http://cmap.coginst.uwf.edu/info/

Plotnick, E. (1997). Concept mapping: A graphical system for understanding the relationship between concepts. Retrieved February 13, 2002, from http://ericit.org/digests/EDO-IR-1997-05.shtml

Rye, J. Concept maps and concept mapping. Retrieved February 6, 2002, from http://www.ed.psu.edu/ci/papers/sts/toc.html

University of Texas System. (1998). Multimedia best practices: Ways to present information so that it will be remembered. Retrieved February 20, 2002, from http://uts.cc.utexas.edu/~best/html/learning.htm

West, C. K., Farmer, J. A., & Wolf, P.M. (1991). Instructional design: Implications from cognitive science. Englewood Cliffs, NJ: Prentice Hall.