Show Less
Restricted access

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.
Show Summary Details
Restricted access

Chapter 10. Collaborative Concept Mapping and Adaptive Expertise

Multiplying the Value of Concept Mapping


· 10 ·


Collaborative concept mapping can multiply the value of individual concept mapping. When teachers construct concept maps together to guide instructional planning, they articulate, clarify, negotiate, and elaborate their understandings to co-construct meaning across instructional contexts. When teachers sustain such joint thinking efforts they develop professionally and design powerful learning environments for students.

In this chapter we extend the practice of concept mapping by individual teachers to a collaborative concept mapping among a group of teachers. We introduce a protocol to guide the discussion process during collaborative concept mapping. The concept map can provide an important anchor within instructional planning discussions because it serves to capture ideas, to make them explicit, and to provide an avenue for sharing and refining thinking among a group of teachers who share professional concerns. For example, collaborative concept mapping can help teachers who are responsible for different disciplines align interrelated big ideas by constructing a multidisciplinary concept map to help ensure that students experience a coherent curriculum. Alternatively, teachers who are responsible for the same subject matter at different grade levels can collaborate to develop a concept map of a student ← 193 | 194 → learning progression that makes explicit shared expectations for student growth within a domain.

The discussion protocol for concept mapping that we introduce can further enhance metacognitive awareness achieved through concept mapping. Through an explicit discussion of the four practices of concept maps described in this book (selecting...

You are not authenticated to view the full text of this chapter or article.

This site requires a subscription or purchase to access the full text of books or journals.

Do you have any questions? Contact us.

Or login to access all content.