Enhancing Teacher Metacognitive Learning to Improve Student Academic Performance
Chapter 10. Collaborative Concept Mapping and Adaptive Expertise
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COLLABORATIVE CONCEPT MAPPING AND ADAPTIVE EXPERTISE
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...
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