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Using Concept Mapping to Foster Adaptive Expertise

Enhancing Teacher Metacognitive Learning to Improve Student Academic Performance

Series:

Diane Salmon and Melissa Kelly

Concept mapping is a powerful means to promote metacognitive learning in students and teachers alike. When teachers integrate concept mapping into their instructional planning, they clarify the big ideas, expose new conceptual relationships, and refine learning goals for their students. Salmon and Kelly provide a research-based framework and corresponding strategies to help teachers develop, critique, and revise their concept maps. In using this approach, teachers refine knowledge for teaching in order to expand their adaptive expertise and ultimately improve the academic performances of their students. Teacher candidates at both the undergraduate and graduate level can use this book to support their professional learning and planning for teaching. Teacher educators will find this text appropriate for courses that address learning, cognition, and instructional planning. In-service professionals can use the approach described here to support their own professional development through their practice. Administrators and coaches will find the volume a useful tool in fostering a professional learning community in their schools.

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Part II. Four Core Practices of Concept Mapping

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the practices of concept mapping The focus of this part of the book is on how to construct, analyze, and revise concept maps to leverage their power as a tool for instructional planning and metacognitive learning. The upcoming chapters (4 through 7) are intended to provide support while teachers draft and revise a concept map as part of their instructional planning on a particular topic. In each of these chapters, we explain how to create and evaluate concepts maps based on the findings from the research that we described in chapter 2 and other research on con- cept mapping. The practices presented in the chapters also provide a useful guide for teacher educators who want to instruct teacher candidates in how to construct concept maps as part of their instructional planning. These practices center on four key features of concept maps (the big ideas, the linking phrases, the conceptual structures, and the coherence of the map) and are applicable regardless of the subject area being mapped. Chapter 4 focuses on the practice of framing the focus question and selecting the big ideas that will guide the rest of the mapping process. Chapter 5 focuses on the practice of articulating the linking phrases that will connect the concepts in the map. The latter two chapters in this part of the book (6 and 7) focus on the respective practices of organizing the conceptual structure and creating coherence among clusters in the map. We have found that careful attention to 70 using...

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