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Using Concept Mapping to Foster Adaptive Expertise

Enhancing Teacher Metacognitive Learning to Improve Student Academic Performance


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 III. Tools for Integrating Multiple PerspectivesWithin and Across Concept Maps


tools for integrating multiple perspectives within and across concept maps Part III of the book extends the practices of concept mapping for instructional planning described in Part II by illustrating different perspectives on those practices. These perspectives on a teacher’s use of concept mapping for in- structional planning include the teacher’s own self-monitoring, a mentor’s use of concept maps to anchor mentoring dialogues, and a team’s collaborative concept mapping to plan for student learning. With each of these perspec- tives we introduce tools to support teachers’ interactions with concept maps and the concept mapping process. Figure III.1 highlights these interactions in response to the focus question: How can concept mapping leverage social interactions to promote metacognitive learning? Figure III.1 represents the big ideas in chapters 8, 9, 10, and 11. Throughout the chapters in Part II we have described how the concept mapping practices provide teachers with metacognitive feedback about their conceptual frameworks for teaching a particular topic. In chapter 8, we review the four practices of concept mapping and provide a rubric to support the thinking processes that these practices entail. The rubric provides a frame- work for reviewing a concept map and interpreting feedback from the concept mapping process. Teachers can use this rubric to self-evaluate their concept maps for instructional planning. Thus, the rubric functions as both a guide 160 using concept mapping to foster adaptive expertise and an evaluative tool to help teachers self-monitor their conceptual frame- works for teaching particular topic areas. Figure III.1. Concept...

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