Enhancing Teacher Metacognitive Learning to Improve Student Academic Performance
Chapter 9. Mentoring Instructional Planning Via Concept Maps
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MENTORING INSTRUCTIONAL PLANNING VIA CONCEPT MAPS
A concept map created as part of instructional planning can serve as a focal point in mentoring dialogues. Through reflective dialogue around concept maps, mentors can augment the metacognitive feedback that concept mapping provides and use it to scaffold the mentee’s thinking in ways that can help improve their instructional planning.
While instructional planning is one of the most important domains of teaching, it remains one of the least visible aspects, making systematic mentoring difficult. Concept mapping for instructional planning can help to remedy this situation by serving as an important reference point in mentoring conversations among teachers and their mentors or teacher educators. In making teachers’ thinking and the organization of their pedagogical content knowledge (PCK) visible, concept mapping provides a helpful tool to support and extend mentoring around instructional planning. Mentors can use a teacher’s concept map to diagnose the quality of the teacher’s pedagogical content knowledge for a particular instructional context and prompt discussions that augment a teacher’s metacognitive learning. In addition to greatly enhancing the teacher’s learning, it can similarly facilitate the metacognitive learning of the mentor or teacher educator, too. ← 175 | 176 →
In this chapter we explore how the evaluative criteria that we explained in chapter 8 can be used to diagnose the type of support that a teacher might need to improve his or her instructional plan. Through a series of examples, we show how teachers’ concept maps and...
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