Generative Learning - Concept Summary Maps

As I showed in my previous post on Concept Mapping, I am a big fan of Mapping and the rich learning it generates. 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 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.

In the trial outlined below, I blended concept maps with summarising to make a hybrid product. Children still jotted down concepts and interlinked these with explained links. The approach was enhanced with children using pictures, descriptions and keywords as the nodes in their networks.

Planning to use Concept Mapping

Not much preparation is needed for this hybrid Summary Concept Map. A list of key points, words and images you wish for children to include. I planned to construct the maps as double page spreads, but you may wish to do this on A3 squared or plain paper.

A list of key concepts or words to include will be helpful for students. You may wish to prepare a pre-populated map to get students going. This could contain all or some of the words you wish to see on the map. This is a good way of differentiating the activity as children could be given all, some or none of the words to include.

Depending on your drawing skills (mine are subpar) you may wish to draw up an example on the flipchart/board ahead of time.

Using Summary 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. Give time to go back and review all the learning from the unit. Suggest children jot down a list on scrap paper or tab-up the images/diagrams they will wish to include in their map. Colate these ideas on the board so their is a common core list for all children to include. 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. You may wish to put time aside in early morning work for children to colour-in their pictures.

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.

View fullsize

View fullsize

View fullsize

View fullsize

Reflection

This proved a logical extension to our trials on Summarising and Concept Mapping. Children were experienced in both of the approaches and enjoyed joining the two activities together. This was an activity at the end of unit that will be used for future revision and supporting Retrieval Practice.

This could also be done on a Cover Page when starting a unit, with children adding content over the course of the unit.

As with the words-only Concept Mapping, this enjoyable activity shows the depth of learning children have as well as illustrating misconceptions. A good activity for bringing a unit to a close that generates lots of thinking, requires little scaffolding and creates minimal marking. A win-win-win activity I will be repeating at the end of units, especially maths units such as geometry where there are lots of disparate concepts to recall.

Note: we use Maths No Problem to support maths teaching at my school. Chapter 13 is a chapter covering angles and shape. No parrots were harmed in the making of this map that includes polygons.

---

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.