Generative Learning - Concept Maps

Spider diagram, mind mapping, concept mapping. Maps are a great way of organising ideas and finding the links between them. I’ve used one today for writing this piece. Mapping links closely with Generative Learning, with children jotting down those uncontextualised sensory inputs and then taking time to find the links between them, generating learning along the way.

In the trial outlined below, I used what I think is the highest level of mapping: concept mapping. This is a map that may not have a centre, instead the links between items/nodes on the map provide the context rather than a hierarchical scaling of concepts. This makes a great tool for understanding specific/technical/Tier 3 vocabulary and putting it in context with the other vocabulary covered in the learning.

In a Concept Map, keywords are noted on the page and then linked with lines. Along those lines children write a sentence filler so you can read your way around the map. For example:

• [concept1] is the opposite of [concept2]

• [concept2] is less than 100, unlike [concept3] which is greater than 100.

Planning to use Concept Mapping

Not much preparation is needed for Concept Mapping - a bonus. You will need a list of all of the concepts/Tier 3 words you want children to include on their maps. It may be helpful to give children a sheet pre-populated with the words scatter upon it so they can spend all of their time and cognitive load on finding the connections between the words. This will also speed up the process and make the maps clearer if children are new to the concepts. If children do not have a rough idea of how the ideas link together you could end up with a knotty Ramen made up of word soup and overlaying concept links.

If children have already covered the concepts before and you are using Concept Mapping as an assessment tool, you may wish to have a list of keywords to include on the map.

Using Concept Maps in a lesson

1. Introduce the task. If children are used to spider diagrams or mind-maps it shouldn’t take them long to understand that this is a progression with a focus on noting the links between words. Model a few examples, maybe starting in a top corner rather than in the centre of the page.

2. Colate key words by looking back over prior learning or exploring the pre-prepared keywords list. Aim to have at least 10 words and no more than 20. You may wish to do this is a whole page or double page spread activity.

3. Get mapping. This will take some time, allow 30mins ish.

4. Review. Share map with partner/table with a focus on exploring the links. Are the links the same? Have you linked different concepts to the same starting node?

5. Allow time for additions or corrections.

Reflection

Concept Mapping is a great tool for assessing the understanding of learning. It is quick to prepare and gives layered assessment evidence. How many words did the child put on the page? How many links did they find? How much interlinking is there?

From the examples above it is visually obvious which children have a better understanding of the concepts than others before reading the words on the links. By reading the links the teacher gains a deeper understanding of the learning children have retained and organised into their longterm memories. These concept maps also make great revision tools for use in Retrieval Practice.

This is an activity I will be using at least once in most units in the future. It can be used in any “knowledge rich” subjects where there are lots of concepts to recall. So far I have trialled the maps in maths, history, geography and Religion & Worldviews all to great success.

Colleagues have also trialled concept mapping and notes how the method is self differentiating and scaffolding. The two examples below are from an SEN child working towards ARE alongside a HPAP child working at greater depth. Both did the same task and both showed their learning - this is a low entry, high ceiling task.

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Mapping (0.62)

Spider diagram, mind map, concept map. This is mind mapping, taught and used in a structured way with a focus on the Tier 3 vocabulary. Concept mapping: a mind map with a focus on interlinking ideas. Not a spider diagram radiating out from the centre. Concept mapping is easy to construct with children noting key words then plotting linking lines to show connections.