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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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Chapter 6. Organizing Conceptual Structures

Conceptual Structures and Differentiation in Concept Maps


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The structure of a concept map suggests how a person’s knowledge in a particular domain is organized. A network of concepts is a generative structure that involves differentiating ideas. Developing network structures in a concept map for instructional planning can engage teachers’ adaptive expertise to help them advance student learning. ← 113 | 114 →

The practice of adding linking phrases to the concept map prompted forethought about the types of relationships that the teacher wants to express among the big ideas in the concept map. Those relationships form the foundation for his or her instructional planning. In this chapter, we focus on the third practice in the process of constructing the concept map, which involves organizing the relationships into conceptual structures and refining those structures.

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