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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 9. Mentoring Instructional Planning Via Concept Maps

Using Multiple Representational Modes to Facilitate Mentoring


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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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