Implementation of Semantic Mapping


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Implementation of Semantic Mapping

  1. 1. Learning Strategy Project EDUC 6304 <ul><li>Presenter: Ric Sun </li></ul>Semantic Mapping Literature Review Participants and Setting Steps of Procedures Implications for future
  2. 2. Objective <ul><li>This presentation is to provide attendees a better understanding of semantic mapping with examples and transfer the applications to their own subjects and students. The examples presented will focus on 8th graders in church setting. </li></ul>
  3. 3. Semantic mapping is <ul><li>a visual strategy for vocabulary expansion and extension of knowledge by displaying in categories words related to one another. </li></ul><ul><li>an adaptation of concept definition mapping but builds on students prior knowledge . </li></ul>
  4. 4. Literature Review <ul><li>Heimich & Pittelman (1986) indicated that the semantic mapping process influences students to become active readers by triggering the brain to retrieve what is known about the topic and to use this information in reading. </li></ul><ul><li>Semantic mapping is a cognitive strategy in which information is categorically structured in a graphic/visual form (Raiziene & Grigaite, 2005) </li></ul>
  5. 5. Literature Review <ul><li>Previous research revealed that semantic mapping is an effective strategy for all reading ability level students in heterogeneous whole class situations (Johnson, Pittelman, et al., 1985). </li></ul>
  6. 6. Participants and setting <ul><li>Classroom: </li></ul><ul><ul><li>8th graders in church setting of Sunday school </li></ul></ul><ul><li>Timing: </li></ul><ul><ul><li>40 minutes </li></ul></ul><ul><li>Gender breakdown: </li></ul><ul><ul><li>Male:11 </li></ul></ul><ul><ul><li>Female: 7 </li></ul></ul><ul><li>SES: </li></ul><ul><ul><li>not pertinent </li></ul></ul><ul><li>Ethnicity: </li></ul><ul><ul><li>Asians </li></ul></ul>
  7. 8. Preparation of semantic mapping <ul><li>A topic </li></ul><ul><li>Chalkboard or computer </li></ul><ul><li>Blank paper </li></ul><ul><li>Markers </li></ul><ul><li>Highlighters </li></ul><ul><li>A folder </li></ul>
  8. 9. Steps of Implementation <ul><li>Choose a word or topic related to classroom work. </li></ul><ul><li>Write the word inside of a box, rectangle, triangle, or circle in the middle of a piece of chart paper, on the chalkboard, or the computer. </li></ul>
  9. 10. Steps of Implementation <ul><li>Encourage the students to think of as many words as they can that are related to the selected key word and then list the words or phrases on chart paper, on the chalkboard, or the computer. </li></ul><ul><li>The teacher and students work together to organize the suggested words and phrases in categories linked to the target word. </li></ul>
  10. 11. Steps of Implementation Taking Olympics as an example, the teacher would write the word, Olympics, in the center of a semantic map that includes categories labeled people, characteristics of the people, reasons for participating, feelings, and events. Discuss the semantic map with the class and encourage students to become aware of new words, to gather new meanings from old words, and to see the relationships among all the words.
  11. 12. Assessment results <ul><li>Pre-test </li></ul>50.5 Locations of ministries 57 applications 60.5 Miracles 40 Remarkable verses Pre-test (Average)
  12. 13. Assessment results <ul><li>Post-test </li></ul>65 Locations of ministries 70 Aapplications 75 Miracles 60.5 Remarkable verses Post-test (Average)
  13. 14. Assessment results 77% 65 50.5 Location of ministriess 81% 70 57 Applications 80% 75 60.5 Miracles 66% 60.5 40 Remarkable Verses Percentage of improvement Pro-test (average) Pre-test (average)
  14. 15. Assessment results
  15. 16. Assessment results <ul><li>Agree with the research? </li></ul><ul><ul><li>Students showed the certain degree of improvement in the pre-test and pro-test. </li></ul></ul><ul><ul><li>Students will automatically use the prior knowledge to link and build on the new knowledge. </li></ul></ul><ul><ul><li>Students got motivated by making their own semantic map richer and more fulfilled so that they gained certain new knowledge through making it. </li></ul></ul><ul><li>Will I use this strategy? </li></ul><ul><ul><li>ABSOULTELY!! </li></ul></ul><ul><ul><li>Semantic mapping can be widely used in general vocabulary development, as a prewriting, pre-reading, post-reading, and as a self- study skill strategy. </li></ul></ul><ul><ul><li>This is a valuable resource for teachers at all grade levels to motivate and involve students in the thinking-reading-writing processes. </li></ul></ul>
  16. 17. Assessment results <ul><li>What will I change? </li></ul><ul><ul><li>Have students first work as a group to learn from each other and later practice on their own. </li></ul></ul><ul><ul><li>Implement in the setting with more variety of ethnic students. </li></ul></ul><ul><ul><li>Due to the limited options of setting, implementation in other settings such as school would be suggested. </li></ul></ul><ul><li>What to keep the same? </li></ul><ul><ul><li>It’s very important for teacher to model it first. </li></ul></ul><ul><ul><li>Have students share their map with the class. </li></ul></ul><ul><ul><li>Students don’t even want me to erase the diagram because they thought it looks cool! (8th grader teachers know how hard to make them feel cool!) </li></ul></ul>
  17. 18. Reference <ul><li>Heimlich, J. E., & Pittelman, S. D. (1986). Semantic mapping: Classroom applications. Newark, DE: International Reading Association. </li></ul><ul><li>Johnson, D. D., Pittelman, S. D., & Heimlich, J. E. (1986). Semantic mapping. The Reading Teacher, 39, (8), 778-783 . </li></ul><ul><li>Raiziene, S., & Grigaite, B. (2005). Developing Child’s Thinking Skills by Semantic Mapping Strategies. Trames, 9, 192-206. </li></ul><ul><li>Google image </li></ul><ul><li>Yahoo image </li></ul>