Concept Mapping in the Classroom

I had initially approached concept mapping with some skepticism, but now that I have familiarized myself with this tool, I think that it has tremendous potential for classroom use. It is a fun and versatile tool for students to explore ideas and relationships. I can see it being a great asset during the creative process, particularly when students are beginning a creative project or report. The concept map below is of the first kind mentioned; its purpose is to help students explore and understand concepts (and the relationships between these concepts).


This concept map could be used for Grade 6 Social Studies, where students are required to develop an understanding of democracy in Canada by examining historical models of democracy. One such historical model is the Iroquois Confederacy, and another is Ancient Athens. The concept map pictured here details features of society and democratic process in both contemporary Canada and the Iroquois Confederacy.

A teacher might present this concept map to his or her Grade 6 class, and then have students construct a similar concept map for Ancient Athens (or, the teacher might present a concept map for Canada only, and have students construct maps for both the Iroquois Confederacy and Ancient Athens). Students could construct their concept maps in groups and present them to the class, and of course, they would be encouraged to add colors and images, and perhaps even sounds and videos, to their concept maps; the example pictured above has been deliberately left rather plain, for the sake of clarity and simplicity.

By constructing their own concept maps for the democratic models of Canada, the Iroquois Confederacy, and/or Ancient Athens, students would be fulfulling a number of requirements in the Social Studies curriculum. No less importantly, they would also be satisfying the following outcomes specified in the ICT Program of Studies: organize information, using such tools as a database, spreadsheet, or electronic webbing (C.4.2.2); record group brainstorming, planning and sharing of ideas by using technology (C.5.2.2); use a variety of technologies to organize and synthesize researched information (C.7.2.1); use selected presentation tools to demonstrate connections among various pieces of information (C.7.2.2); and recognize that graphics, video and sound enhance communication (F.4.2.1). Also, there is room in this activity to integrate a number of other ICT outcomes. For instance, the students could be required to complete web research in order to complete their concept map, or they might be required to integrate their concept map into a PowerPoint presentation.

It should be clear by this point that, in addition to being a versatile tool for enhancing both creativity and understanding, concept mapping is an excellent way for students to fulfill many of the requirements in the ICT curriculum.