If you have a question, comment or concern, please
email Ms. vB or call
425.837.7817. |
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Concept Mapping |
Concept maps harness the power of our
vision to understand complex information "at-a-glance."
It is easier for the brain to make meaning when
information is presented in visual formats. This is why
a picture is worth a thousand words
Making Draft Maps
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After a topic is discussed in
class, make a map to represent the information
presented. It is recommended that you add a
little bit to your map each day as new material
is learned, rather than trying to create the
unit concept map all at once.
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Use single words or simple
phrases for information. Single strong words
and evocative phrases can convey meaning. Excess
words just clutter the concept map, and take
time to write down.
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Be sure to ALWAYS include the key
terms that are listed for each unit. They
provide a convenient overview of some very
complex information.
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Revising Maps
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Revise your maps to refine them:
Are they clear? Logical? Attractive? Good maps
are like good writing; they are usually the
product of several drafts.
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Show a map to your teacher and
friends to get feedback. Use the scoring rubric
provided as a guide. |
Creative Tips for Making Maps
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Use shapes, arrows or BOLD words
for emphasis. |
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Use colors to separate different
ideas; this will help your mind to
separate ideas where that is necessary, and
helps visualization of the concept map for
recall. Color also helps to show organization.
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Integrate visuals with the text.
Where a symbol means something to you, and
conveys more information than words, use it.
Pictures help you to remember information.
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Print words -- joined up or
indistinct writing can be more difficult to read
and less attractive to look at.
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Use
computer software such as “Inspiration” or this
free
concept mapping software to make a
digital concept map. |
Scoring
With so many concept maps
to score, the amount of time given to examining each
individual student's concept map is limited to only
about 20 seconds. Seems short? Try examining
1 piece of paper for 20 seconds and you will realize
that 20 seconds is plenty of time to get a sense of the
understanding displayed in the concept map. Here
is what is looked for:
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CATEGORY |
Exemplary (5 points) |
Proficient (3 points) |
Developing (1 point) |
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Arrangement of Concepts |
Main concept easily identified; subconcepts
branch appropriately from main idea. |
Main concept easily identified; most subconcepts
branch from main idea. |
Main concept not clearly identified; subconcepts
don’t consistently branch from main idea.
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Logic |
Understanding of facts and concepts is clearly
demonstrated by correct links and action verbs.
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Understand of facts and concepts is demonstrated
but with some errors (e.g. incorrect links and
verbs). |
Poor understanding of facts or concepts with
significant errors. |
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Links |
Linking lines connect related terms/point in
correct direction with arrow; linking words
accurately describe relationship between
concepts. Links can be read individually
(not as part of a chain). |
Most linking lines connect properly; most
linking words accurately describe the
relationship between concepts. |
Linking lines not always pointing in correct
direction; linking words are absent or don’t
clarify relationships between concepts. |
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Content |
All relevant concepts and mechanisms are
included (map includes all unit key terms) |
Most relevant concepts and mechanisms are
included. |
Few relevant concepts and mechanisms are
included. |
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Presentation
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Concept map has an appropriate title. Map is
neat, clear, legible, and has easy to follow
links. Has no spelling or grammatical errors.
Appears to be final draft quality. |
Concept map has an appropriate title. Concept
map is neat, clear, legible, and has easy to
follow links. Has some spelling or grammatical
errors or appears to be draft quality. |
Concept map has an inappropriate title or is
untidy or has difficult to follow links or has
many spelling or grammatical errors or appears
to be draft quality. |
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