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Using Concept Mapping to Foster Adaptive Expertise

Enhancing Teacher Metacognitive Learning to Improve Student Academic Performance

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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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Chapter 5. Articulating the Linking Phrases

The Function of Linking Phrases

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· 5 ·

ARTICULATING THE LINKING PHRASES



Conceptual understanding can be expressed through linking phrases in a concept map. The accuracy and precision of these phrases reflect the person’s understanding of the ideas being linked. Examining these characteristics in instructional planning helps teachers check their understanding of the relationships among concepts to better promote student learning. ← 93 | 94 →

In this chapter we shift our focus to the second practice in constructing a concept map for instructional planning. Procedurally this step reflects the addition of linking phrases to the concept map. Conceptually it reflects the articulation of the important relationships within the domain that the students need to understand. This practice elaborates on the big ideas and the planning domain in Danielson’s (2007) framework.

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