This document discusses concept maps, which are visual representations of relationships between concepts in a subject area. Concept maps use labeled nodes for concepts and labeled directional lines to show relationships between concepts. When building a concept map, students choose a topic, brainstorm related concepts, arrange concepts hierarchically from general to specific, and connect concepts with labeled lines to form propositions. The document provides tips for using concept maps, such as connecting them to course readings, and discusses assignments where students created concept maps over the course of a semester.

1. Teaching with
Concept Maps
An Interactive Demonstration

2. What’s a Concept Map?
• It’s a visual representation of the relations among concepts
within a particular subject area.
• A map consists of labeled nodes, each representing a concept,
and labeled directional lines between pairs of nodes,
indicating the relation between them.
• Each pair of nodes and directional line expresses a
proposition.
• The nodes are arranged hierarchically on the map, with the
most general concepts appearing at the top.

3. AConceptMapofConceptMaps
Zeilik, Michael. “Concept Mapping.” Field-Tested Learning Assessment Guide,
http://www.flaguide.org/cat/conmap/conmap7.php. Accessed Nov. 8. 2012.

4. Building a Concept Map
• First, choose a general topic.
• Second, begin to brainstorm concepts associated with that
topic. Select 10 concepts, expressed as single words or very
short phrases.
• Third, arrange students into pairs, and have each pair build a
concept map of those 10 concepts.

5. Rules
• Each concept must occupy one node.
• Each node must be connected to at least one other node, via a
directional line.
• Each directional line must be labeled, such that one can read a
complete declarative sentence by starting at a node, following
the line, and ending at another node (Warning: this may
require some awkward phrasing!)
• The nodes should occupy levels – those appearing at the top
of the map should represent the most general concepts.
Those at the bottom, the most specific.
• You may add new concepts as you like.
• There is no limit as to how many directional lines you draw
(but keep it legible!)

6. Why Use Concept Maps?
• They visually represent a student’s broad understanding of a
subject area.
• They are an excellent supplement to traditional means of
measuring student understanding, such as tests and papers.
• They are revisable.
• They are interactive and collaborative.

7. Tips
• I tend to emphasize that there is no one exactly perfect
concept map.
• However, you can make your concept maps better with
practice and understanding.
• You can connect them to course readings – finding places in
the reading that justifies a particular connection on your map.
• Collaboration is welcome.

8. Assignments
• Three concept maps, over the course of the semester
• Initially, I gave them all 10 concepts to build their maps.
• Each successive assignment I reduces the number I provided
by 2, and they had to fill in their own, so I supplied 8 concepts
for the second assignment, then 6 for the third.
• Each assignment required at least 10 concepts, and they were
welcome to add more.

9. Student Practice Map of
Education Concepts

10. Student Map of Aristotle’s
Categories, using Sticky Notes

11. Tools
• Wordle.com
• LucidChart