Concept+Mapping


 * Name:** Keli Veillette

as a pre/during/after reading strategy and a formative/summative assessment, you can download this file by clicking on the link.
 * Strategy: **


 * Description: **

This strategy can be used as a pre-reading strategy. Give students a list of terms and ask them to identify how the concepts are related and make a map out of them. This will help the teacher see what the students already know or what misconceptions the students have. All unknown terms can me moved to a new list on the side to help both the student and teacher see what needs to be covered. This strategy is also a during reading strategy where students can create their own concept list from terms in the reading or take a pre-existing list and create or edit connections based on the material they are reading. During reading students can look for information that allows to concepts to be related or maybe they find a piece of information that contradicts something they already have on the map, this is a good opportunity for reflection and students can make a note of it. As an after reading strategy, this can be used as a review of covered material. Students can make a map from scratch to see what they remember or don’t, or they can use the same map and list from the pre-reading activity and make continuing edits. Making students thinking visible is a key factor in learning and after reading is a perfect time to integrate collaboration as well. Once students have developed their working map, they can talk with their peers and reflect on the readings and others ideas to improve their map. As a formative assessment, this concept map can be stopped at any point to judge what the students are understanding or what areas you may need to recover. As a summative assessment, this concept map can be used as a review and turned in at the end of a unit or major topic as a text grade. I would only recommend concept mapping as a summative assessment if you have given students time to reflect, edit, and change their maps both in class and at home. Concept mapping can be used in any subject for any topic. It makes student thinking visible, and once the connections are made in the brain and transferred onto paper, it can only be reinforced and made stronger. The connections the students make on the concept map can be developed and changed to reflect current understanding and are always improving.

In terms of differentiation for various levels, the activity differentiates itself as long as there is no standard set for the linking phrase. I have included example differentiations below:
 * Differentiation: **

C.K. || Student has vague linking phrases, many concepts in the unknown column, seems lost or is unsure of where to begin. Student has limited reflections and color changes on their concept map. Student is reading at a slow pace and having trouble with vocabulary and what information is important || Give partially filled in map where concept connections are draw but student must determine the relationship. Give students verbal assistance and model/rephrase their ideas while they explain them. Have students simply identify where their thinking remains unchanged, changed, and needs more information but not explain these reflections. Reduce the complexity level of the text. || D.K || Student knows many of the concepts and has relatively none in the unknown column. Student makes many interconnections and linking phrases. Student has few color changes while reading for information. Student is reading at an accelerated pace and seems to make connections rather easily from the material provided || Ask student to include any additional concepts they think are relevant and are not listed in the concept bank. Have students point out where their thinking remains unchanged, changed, and needs more information as well as explain the quality and reason for these reflections. Have student lead group discussions and assist others in reasoning and arguing their connections. Increase the text complexity of the sources as well as provide addition sources that provide more detail for the student to include in the concept map. ||
 * Student initials || **__ Evidence __** that the student needs differentiated instruction || How will you differentiate instruction **in this lesson** to support student learning? ||
 * Lower
 * Higher

Birbili, Maria. (2006). Early Childhood Research and Practice: Mapping Knowledge: Concept Maps in Early Childhood Education. Retrived from: []
 * References:**

University of North Florida, (2014). Florida Institute of Education: Concept Mapping. Retrieved from: []