Concept Mapping: Step-by-step

Copied from my posting on First Class:


One of the most challenging graphic organizers for kids to learn to use is the Concept Map. I have tried many different methods of teaching/introducing the maps to kids, but today I found one that really worked. Keep in mind that this was a 3U American History class and that a handful of kids had done Concept Maps for me last year.
After they completed a reading and various Bloom's-based activities related to American colonization, I had them pair up and review their notes. As a pair, they had to decide on the 15 most important terms that they thought they should remember about the topic of colonization. I walked around and eavesdropped, but did not offer any suggestions. I gave them about 5 minutes for that step.
Next, I called on 16 different kids to provide me with a term that their partnership had selected and noted them on the board. Then the pairs had to obtain the following materials:
2 pairs of scissors
1 half sheet of chart paper
1 piece of coloured paper (8.5X11)
I had them fold the paper until they had 16 equal rectangles that they could cut out. At this point, I had not even mentioned the words "concept map." Each partner was instructed to write down either words from their list or words from the board on their blue slips. They could not have any more than 15 slips. Next, I had them write "colonization" in large letters at the top of their chart paper (turned landscape). The groups then had to lay out all the blue slips and arrange them so that words that had strong connections were close together, but also so that the space was efficiently used.
Again, I circulated, and this time I intervened to offer some grouping suggestions and to remind them about using the entire sheet of paper. Once they were satisfied with the placement of their slips, they were told that the slips were "placeholders" and that they should remove slips one at a time and write the words directly onto the chart paper. Once the slips were disposed of (we managed to control the mess) I modelled how to draw arrows between the words that were connected and then how to add linking words and phrases. I set them loose trying to make connections on their own. I was very impressed by how complex the words and phrases they used were. The pairs also did a very good job at contributing to the task.
We ran short on time; tomorrow I will have them do something like a gallery walk to compare their maps. I did, however, have them write in their history journals what they liked and disliked about the making of the maps. It was only at that point that I told them what they had created. I had a look at the maps and they are some of the best first attempts I have seen so far.
Sorry that was so long-winded, but this method really seemed to work. Next time I will spend very little time explaining map construction. The plan is to have them do another one next week at the latest. Let me know if you have any other ideas for teaching kids how to concept map.
Cheers.