1. Using teams to maximize success

2.  The purpose of this training is to provide participating teachers with the knowledge, skills, and resources needed to use concept mapping to improve instruction in the classroom.

3.  In today’s training session you will:  Understand what concept maps are and why they are successful.  Discover multiple types of concept maps and their application to the afterschool learning process.  Design a plan to incorporate concept mapping within the overall afterschool session.

4.  Design a concept map (or maps) which contains what you know about concepts maps, and what you want to know about concept maps.

5.  Concept map: Concept maps are a combination of linguistic and nonlinguistic components used to express a concept, skill, or process.  Graphic Organizer: see concept map.  Linguistic: Linguistic refers to the use of words and phrases. Examples include speech, writing, and reading.  Nonlinguistic: Nonlinguistic refers to the use of symbols and arrows to express information (Marzano, Pickering, & Pollock, 2001).

6.  Concept mapping/graphic organizers were included as one of Marzano et al.’s (2001) nine most effective techniques for improving student achievement. Concept mapping was also found to have a strong to moderate effect on student achievement by John Hattie (2009).

7.  What role does the linguistic portion of concept maps play?  What role doe the nonlinguistic portion of concept maps play?  You may find it helpful to look at or talk about different examples of concept maps from the earlier activity.  

8. LINGUISTICNONLINGUISTIC  Contains thoughts, ideas, and concepts.  Use words and phrases.  Can be a single word up to a complete definition.  Shows the relationships between thoughts, ideas, and concepts.  Can be a line, arrow, shape of the text box or any type of symbol that represents a relationship.

9.  Descriptive: Represent characteristics, descriptions and other information about a concept.  Time-Sequence: Put events into an understandable order.  Process/Cause and Effect : Show the steps in a process leading to a particular event or the causes that led to a particular effect.  Episode : Record relevant information about a particular event (Marzano et al., 2001)

11. Bubble Map

12. Double Bubble Chart

13. Prime Numbers 5 7 11 13 Even Numbers 4 6 810 Multiples of 3 9 15 21 3 2 6

14. Event Cause Effect Cause and Effect Chart

15. Character or Event Description Chart

16. Sequence Chart Next… And finally… First…

17. Data Collection Chart Topic: Who… What… Where… Why… How… When…

18. Tree Chart/Heirarchy

20.  That last one was just a picture.

21. Cycle Chart 1 2 3 4

22. Evidence Chart Position: Reason 1Reason 2Reason 3

23.  Take the concept map you are assigned and create a model that a student in the afterschool program might create.  Share the strengths of your diagram and the situations it might be of greatest benefit.

24.  Any questions?  Comments?  Concerns?  Or anything else for the good of the group?

25.  Concept maps, or graphic organizers, are strong teaching tools that have a large impact on student achievement.  Concept maps combine both linguistic and nonlinguistic eleme  nts to illustrate a deep understanding of a concept.  Descriptive, time-sequence, process/cause and effect, and episode are the most common types of concept maps used on the elementary level.  There are many forms of concept maps that can be used for a variety of learning activities.

26. Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York, NY: Routledge. Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: ASCD.