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Using Concept Mapping to Foster Adaptive Expertise

Enhancing Teacher Metacognitive Learning to Improve Student Academic Performance

Series:

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 8. Evaluating Concept Maps for Instructional Planning

Using Metacognitive Feedback From the Practices of Concept Mapping

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EVALUATING CONCEPT MAPS FOR INSTRUCTIONAL PLANNING

The metacognitive feedback provided by each key practice in the concept mapping process can be organized into a developmental rubric that conveys a progression in the quality of a concept map. Drawing from the practices outlined in Part II, the rubric guides and amplifies teachers’ metacognitive learning through concept mapping.

In each of the previous four chapters, we have described how a particular practice within the concept mapping process can provide metacognitive feedback for instructional planning. We have also described what the implications of this feedback are for a teacher’s conceptual framework for teaching a particular topic. We have argued that using this metacognitive feedback in the context of instructional planning can engage a teacher’s adaptive expertise. Furthermore, the framework of pedagogical content knowledge (PCK) can help teachers augment that metacognitive feedback and both expand and deepen their knowledge bases for teaching.

In this chapter, we introduce a rubric to help teachers interpret the metacognitive feedback from the concept mapping process in order to direct their own learning from the process. Not only can the rubric help teachers evaluate their approach to each major practice, but by association, it also enables them ← 163 | 164 → to self-evaluate the quality of their conceptual framework for teaching a particular lesson. The levels of quality within the rubric make explicit the types of metacognitive feedback that the concept map provides and point the way to the next steps needed...

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