How do I use Knowledge Maps?

What is a Knowledge Map?

Why should I use Knowledge Maps in my teaching?

What are the steps for creating Knowledge Maps?

What are some class activities that involve Knowledge Maps?

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

Where can I go to learn more about Knowledge Maps?

 

What is a Knowledge Map?
A Knowledge Map is a tactic that can be used to teach organized knowledge at the K3: Comprehend level. A Knowledge Map is a graphic illustration of interconnected information.

There are two types of Knowledge Maps that are relevant for the comprehension of organized knowledge: Hierarchy Maps and Spider Maps. A Hierarchy Map shows the overall hierarchical breakdown of organized knowledge into subordinate or lower levels. A Spider Map shows the relationships between interconnected information.

Below is an example of a Hierarchy Map for organized knowledge at the K3: Comprehend level:

Adapted from Civilwar.com: The battles (2002).

In this example, Civil War Battles is the main idea and Battles in Virginia, Battles in Pennsylvania, and Battles in Georgia are subordinate information (facts) which are further broken down into another level of related information - the names of the battles (Appomattox Courthouse, Manassas Gap, Gettysburg, Hanover, Peachtree Creek, and Rocky Face Ridge).

Below is an example of a simple Spider Map for organized knowledge at the K3: Comprehend level:

Adapted from Civilwar.com: The battles (2002).

In this example, Battle of Gettysburg is the main idea. The circles branching off the Battle of Gettysburg contain key facts about the battle. Related information is represented as stemming from the same point in the map. For example, the Generals involved in the Battle of Gettysburg (Robert G. Meade and Robert E. Lee) are grouped and stem from the same point. Other information could be added, depending on the content covered during the lesson. For example, the number of Union casualties and the number of Confederate casualties are two other circles that could stem from the circle containing "51,000 casualties." Facts about other events that occurred during the period of July 1-3, 1863 could be connected to that circle. This map could grow in size and detail if additional information about the Battle of Gettysburg were added.

Below is an example of a more complex Spider Map for organized knowledge at the K3: Comprehend level:


Adapted from Civilwar.com: The battles (2002).

In this example, Civil War Battles is the overarching main idea. The names of Civil War Battles - Shiloh, Hanover, Gettysburg, Manassas Gap, Appomattox Courthouse, Rocky Face Ridge, and Peachtree Creek - are linked to the main idea. Information that stems from the same point on the map is related. For example, both the battles of Gettysburg and Hanover were located in Pennsylvania. A box labeled Pennsylvania represents this. This map could easily grow in size and detail as more information about the battles of the Civil War is added and linked to appropriate circles and squares.

Back to top

Why should I use Knowledge Maps in my teaching?
Organized knowledge involves large bodies of interconnected facts. A Knowledge Map is useful for organizing related information in a structured manner that facilitates comprehension by showing the connections between the information pieces.

Knowledge Maps can be used with other tactics such as Knowledge Frames, Outlines, and Analogies. When used with a Knowledge Frame, a Knowledge Map can show the structured layout of the information, while the Knowledge Frame provides the details.

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

Back to top

What are the steps for creating Knowledge Maps?
Steps for creating Hierarchy Maps for organized knowledge at the K3: Comprehend level:

  1. Identify the main idea for the map. Make sure that the main idea has subordinate information that can be categorized in a Hierarchical manner.
  2. Determine categories for the classification of the main idea and its subordinate information.
  3. Draw the Hierarchy Map's structure, and fill in the main idea and its related information.

Steps for creating Spider Maps for organized knowledge at the K3: Comprehend level:

  1. Identify the main idea for the Spider Map.
  2. Identify the relevant information related to the main idea.
  3. Determine how the information is related and how it can be grouped together. Information that can be grouped together should stem from the main idea at the same point.
  4. Draw the Spider Map's structure, and fill in the main idea and its related information.

Back to top

What are some class activities that involve Knowledge Maps?
The following table contains suggestions of activities to use with Knowledge Maps for organized knowledge 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
Knowledge Map Completion The purpose of this activity is to allow students who are not familiar with Knowledge Maps to organize and practice the lesson content by filling in a partially completed Knowledge Map.
  • Individual
  • Pairs
  • Small group
  • Handouts of a partially completed Knowledge Map
  • Answer key: Model Knowledge Map
  • Instructor presentation materials
Knowledge Map Generation The purpose of this activity is to allow students who are familiar with Knowledge Maps to organize and practice the lesson content and test their comprehension. They will do this by generating a Knowledge Map.
  • Individual
  • Pairs
  • Small group
  • Answer key: Model Knowledge Map
  • Instructor and student presentation materials
Note-Taking Knowledge Map The purpose of this activity is to provide students with a blank Knowledge Map to use as a note-taking device. The map will help them organize information presented during the lesson. This activity involves a lot of trial and error. It may be helpful to provide students with two copies of a blank Knowledge Map or suggest they use pencil in case they make mistakes.
  • Individual
  • Handouts of blank Knowledge Maps (only the shell of the Knowledge Map)
Knowledge 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 information learned by answering essay questions. They will use a completed Knowledge Map as a resource for answering the essay questions. This activity will also provide students with practice interpreting Knowledge Maps.
  • Individual
  • Pairs
  • Small group
  • Handouts of a completed Knowledge Map
  • Essay questions related to the Knowledge Map

Procedures for Knowledge Map Completion

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

Procedures for Knowledge Map Generation

  1. Explain that the purpose of the activity is to organize and practice the lesson content and test comprehension by generating a Knowledge Map.
  2. Divide students into small groups or pairs if desired.
  3. Inform students of the topic of the Knowledge Map.
  4. Have students generate a Knowledge Map for the given topic.
  5. Have students present their Knowledge Maps. If small groups or partners created the Knowledge Maps, students may present to the class or exchange maps with another small group or a partner.
  6. Provide feedback.
  7. Present the model version of the Knowledge Map.
  8. Lead the class in a discussion of the similarities and differences between the student versions of the Knowledge Map and the model version.
  9. Summarize the results of the activity.

Procedures for Note-Taking Knowledge Map

  1. Explain that the purpose of this activity is to use a blank Knowledge Map as a note-taking device to organize information during the presentation of the lesson content.
  2. Hand out the blank Knowledge Maps to the students. Only the shell of the Knowledge Map should be presented. If handouts are unavailable, you can draw the Knowledge Map on the board and ask students to make their own.
  3. Have the students fill in the Knowledge Map as you lecture.

Procedures for Knowledge Map Essay

  1. Explain that the purpose of this activity is to practice and test comprehension of the information learned by answering essay questions from a completed Knowledge Map that summarizes the lesson content.
  2. Divide the students into small groups or pairs if desired.
  3. Hand out the completed Knowledge Maps. If handouts are unavailable, draw the completed Knowledge Map on the board and ask students to make their own.
  4. Assign essay questions to the students or groups.
  5. Have the students write the answers to their questions. Their answers should come from the information presented in the Knowledge Map.
  6. Have the students present their questions and answers aloud.
  7. Encourage class discussion.
  8. Provide feedback on the accuracy of the answers.
  9. Summarize the results of the activity.

Back to top

What kind of media and student materials should I use for Knowledge Maps?
There are several media and student materials that can be useful when using Knowledge Maps for organized knowledge 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 Knowledge Map one information piece at a time, text from which the Knowledge Map can be created, or text that was created from a Knowledge Map.

Example:
Present a PowerPoint slide with a Knowledge Map organizing information related to the battles of the Civil War. Reveal the information one piece at a time to allow students to predict the next piece.
Suggested Student Materials Description and Example(s)
Handouts of Blank or Partially Completed Knowledge Maps

Handouts of blank or partially completed Knowledge Maps can be used by students to take notes during the lesson and review the material later.

Example:
Provide students with a blank Knowledge Map for organizing information related to the battles of the Civil War and instruct them to fill it in during the lesson.

Handouts of Completed Knowledge Maps

Handouts of completed Knowledge Maps can be used by students to review the material. This ensures consistency and accuracy of the Knowledge Map.

Example:
Provide students with a completed Knowledge Map organizing information related to the battles of the Civil War and instruct them to use it for review.

Handouts of Descriptive Text

Handouts of descriptive text can be used by students for review of a Knowledge Map that was created from it.

Example:
Provide students with handouts of descriptive text that highlights the battles of the Civil War and instruct them to use it for review.

Back to top

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

Adsit, K. (2000). Knowledge 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). Knowledge 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 knowledge maps in the teaching-learning process. Retrieved February 13, 2002, from http://www.fed.cuhk.edu.hk/~johnson/misconceptions/concept_map/cmapguid.html

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

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

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

Rosenshine, B. (1996). Advances in research on instruction. Retrieved March 5, 2002, from http://epaa.asu.edu/barak/barak.html

Rye, J. Knowledge maps and knowledge 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.

Back to top