Comprehension Strategies
Concept Maps |
Video's Of Concept Maps |
Description: A Concept Map is a strategy that helps enrich the students; understanding of a concept through envisioning numerous connections between phrases and the main idea of a selected text. Through the use of a graphic organizer, students are able to think about the concept being presented in a variety of way, which deepens their understanding and comprehension of the text.
Purpose: The purpose of Concept Maps is to help student comprehend the text they are reading by making meaningful connections within the text and organizing the information gathered in graphic organizer. Procedure: 1. Introduce the strategy along with the pre-selected text. 2. Teacher should model the process of organizing the main ideas of the text into categories and how the process may change when continuing to read and adding more information. 3. Have students participate in developing a concept map. 4. After students start finishing up their maps, they should be encouraged to share and reflect on the connections they made between each concepts and how they made them. 5. Have students use their concept maps to summarize what they read. Classroom Integration: • To study a non fiction topic in science • Used for organizing research topics • Used to assess student learning or course material Variation: Use concepts maps as a pre-reading strategy to activate the student prior knowledge of the given topic and getting them engaged in the material about to be learned. Have student draw pictures to represent their concepts rather than just writing the words. Work as a whole class to complete a map of a selected text. Another variation is that student can be provided a completed concept map to be used a tool for studying. ("Concept Maps," 2001) ("Concept Maps," 2007) Concept Map ResourcesConcept Maps
• This resource provides a detailed description of Concept Maps, the procedure of how to integrate it into the classroom, differentiated instructional ideas, and downloadable templates to use with the students ("Concept Maps," 2001). Classroom Strategies: Concept Maps • This source offers the reasoning behind the Concept Map strategy, the benefits it produces, and the steps in how it can be implemented into a classroom setting ("Concept Maps," 2007). How Writing Ties into the StrategyStandard: CCSS.ELA-Literacy.W.7.2.a
• Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. How Writing is Tied into the Strategy: The Concept Maps strategy is a process where students use the main idea and phrases of the assigned reading material to make connections between presented concepts. The students will then reflect on the connections they formed and state how they came to be. This strategy ties in writing as it manipulates the use of graphic organizers. The graphic organizers are used to help students organize their ideas and information acquired form the text in an ideal manner that helps assist them in comprehending the text. (Common Core State Standards, 2010, p. 42) |
(Noolouit, 2011)
Video: This presentation provides tips for creating concept maps and provides examples that work well in many courses, especially in the area of science. There are three types of concept maps discussed and the video explains when each is best used. The three examples in this video include tree diagrams, circle diagrams and flow charts. Instruction: This video provides examples of concept maps that can be used immediately in the classroom. It can be used with students to assist them in the organization of notes and concepts. The examples in this video are primarily in the science area. Student Engagement: This video provides three working examples of concept diagrams giving the student concrete examples for future implementation. Assessment: The teacher could assess student knowledge and understanding after presenting the video by asking the students what the names are of the three types of concept maps presented in this video. (Behrens, 2011)
Video: This video provides an animated presentation about concept mapping. The music engages the viewer as the presentation unfolds providing a step-by-step design of a problem solving map. The presentation provides a completed map along with guidelines and rules for creating a quality map. Instruction: This video could be used to introduce concept mapping to high school or college level students. The video is in presentation mode and serves as a resource for anyone needing an example before creating or teaching this strategy. Student Engagement: The presentation engages the learner with details, animation and a catchy music. Assessment: The teacher could assess student knowledge and understanding after presenting the video by asking the students what they learned from this presentation and what information they would use to create a quality concept map. |