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A concept map is similar to a structured overview. The concept map is an arrangement of key words and concepts on a topic. Lines connect the words or subtopics showing their relationship to the central idea and to each other. The more general key words are often in the centre and the details or examples are connected to these keys words with lines.
The teacher prepares a list of key words for a topic and gives a set of words to each pair or small group. The students group related words and put them in position on a piece of paper or card. They draw the links (arrows) between the words and linking words are written above each linking arrow. Discussion at this point helps clarify understanding of concepts. There is no one right way to arrange and link the words. The task should take about 45 minutes to complete.
This diagrammatic overview of the topic helps tie new information to existing knowledge. It can be used to introduce a topic, finding out what students already know and providing a framework for studying the topic. It can be added to as the learning progresses or it can be used for review at the end of a unit. It may be teacher organised, teacher and student organised or student organised. It can be used individually, in pairs or small groups.
Students developing concept maps use paired or small group discussion to:
Concept Map - Science Years 10-11- Genetics Concept Map (RTF 168KB) Concept Map - Science Years 10-11- Astronomy (RTF 33KB) Concept Map - Science Years 10-11- Physical and Chemical Changes in Matter (RTF 386KB) Concept Map - Physics Year 12- Electricity (RTF 21KB) Concept Map - Physics Year 12- Energy and Momentum (RTF 56KB) Concept Map - Physics Year 12- Projectile (RTF 21KB) Concept Map - Physics Year 12- Rotational Motion (RTF 133KB) Concept Map - Physics Year 12- SHM (RTF 42KB) Concept Map - Forces and Movement (RTF 384KB)
KWL
K-W-L is a group activity developed by Donna Ogle (1986) that helps students think actively while reading.
K - Stands for helping students recall what they KNOW about the subject. W - Stands for helping students determine what they WANT to learn. L - Stands for helping students identify what they LEARN as they read.
Using language, symbols, and texts is about working with and making meaning of the codes in which knowledge is expressed. Languages and symbols are systems for representing and communicating information, experiences, and ideas. People use languages and symbols to produce texts of all kinds: written, oral/aural, and visual; informative and imaginative; informal and formal; mathematical, scientific, and technological.
Students who are competent users of language, symbols, and texts can interpret and use words, number, images, movement, metaphor, and technologies in a range of contexts. They recognise how choices of language, symbol, or text affect people's understanding and the ways in which they respond to communications. They confidently use ICT (including, where appropriate, assistive technologies) to access and provide information and to communicate with others.
From The New Zealand Curriculum
This key competency definition of using language, symbols, and texts opens our eyes to a broad view of texts.
For example, in a statistics classroom:
The written language diagram below suggests a wide variety of written text forms. If we overlay a cross-curricula lens to this mind map and add all other subject disciplines, we can see that text and written text forms are contextual, and depend on the audience and purpose.
This diagram was taken from " Effective Literacy Strategies in Years 9 to 10: A guide for Teachers (2004)" p. 162.
Once you have explored how written texts and non-written texts look different between and within different disciplines, the next step might be to co-create a school definition of text. Here is one example a secondary school literacy team created:
Writing is creating meaningful text for a specific audience and purpose that has specific style and conventions.
This cross-curricular literacy team wanted to be inclusive of all types of texts, so rather than keeping a focus on written texts only, they broadened this view to be all-encompassing depending on the sociocultural context, purpose, and audience. This deliberate change from written to meaningful helps teachers and learners decide what kinds of literacy are meaningful.
What does your school and classroom value as meaningful literacy and language skills, knowledge, and attitudes?
Key resource
NZC Update 23 - Literacy across the curriculum
This Update focuses on the languages, texts, and literacy practices of the different curriculum learning areas.
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