Thinking with Concept Maps

When I think of the word cognitive, the word “thinking” comes to mind. In looking at a student’s cognitive ability, I see it has his/her ability to think. How well he/she is able to think is not always in my control. However, with a few new tips and tricks that I picked up this week, my student’s cognitive ability may be more in my control than I previously thought. This being said, there are many ways I can incorporate technology into my teaching portfolio, in a way that my students are working with the technology to gain a better understanding of the topic at hand.

One of the tools described in Using Technology with Classroom Instruction that Works is the computer software Inspiration, an organizing and brainstorming software. In this software a teacher is able to create several variations of concept maps, such as summary frames, definition frames, topic-restriction-illustration frames, problem solution frames, and character trait frames. This software would definitely come in handy, since creating concept maps can sometimes be an exhausting task. That being said, decided to do a Google search on Inspiration. My search took me to their website where I found Webspiration, a free public beta version of the upcoming subscription version. In no time I had signed myself up, and began goofing around with the free version. I chose to create a character trait frame, based on the book The City of Ember. As you can see in the picture, the idea is simple, but has created a map to follow and look at. In addition, I had fun making this, though it took me a bit, because I was playing around with the various tools.

I think the use of these concept maps correlate quite well with the various cognitive theories. For one, creating a concept map “replicates the network model of memory (Laureate Education Inc., 2009).” If a child were to build a character map, similar to the one I created, he she would have to activate prior knowledge, and then begin making connections about the character they have chosen. I enjoy the way Dr. Michael Orey describes concept mapping. He says, “Concept maps serve as mind tools, because it is hard to sort tons of information at one time. These organizers help learners visualize the idea and make connections between ideas (Laureate Education Inc., 2009).” I also think that in creating these concept maps, with a technological tool like Inspiration or Webspiration, I am giving my students an opportunity to create an episodic memory, which according to Dr. Orey is very powerful.

Another resource I have learned about this week, which can be applied to the use of technology in the classroom, is the use of cues, questions, and advanced organizers. In the Using Technology with Classroom Instruction that Works cues are described as “explicit reminders or hints about what students are about to experience (Hubbell, E., Kuhn, M., Malenoski, K., and Pitler, H., 2007, p. 73).” While questions are similar, they might be used to get the ball rolling or to get kids thinking and talking about a topic. Advanced organizers might come in the form of a concept map, but are given to students prior to a lesson beginning. Additionally, advanced organizers come in many different forms.

In seeing how cues, questions, and advanced organizers might work in my classroom, I am going to use an example of discussing the lost colony on Roanoke Island with my fifth grade students. Prior to class beginning, it would be appropriate for me to put up a map of the general region where the Roanoke Island is. Plus, I might begin the lesson by discussing with students some prominent figures/ideas; like John White, Sir Walter Raleigh, 1587, winter, England, etc. From here, I think my students would be able to actively participate in a KWL chart on the lost colony of Roanoke Island. Next would be a great time to distribute a blank advanced organizer for my students to fill in as we discuss the lost colony of Roanoke Island, as pictured below.

Both of the strategies I have described would work well in any classroom. With more practice, I am positive that I will be able to become more familiar with Inspiration, or in this case Webspiration. It seems like a resource that could be implemented immediately, in order to create a more effective learning experience for my students. This being said, there are thousands of other cognitive, technological learning resources available. The opportunity is ours, if willing to explore, learn, and practice a bit of thinking ourselves.

References:

Laureate Education, Inc. (Producer). (2009) Creating an Effective Classroom Learning Environment [Film Strip]. Cognitive Learning Theory. Los Angeles: Laureate Education, Inc.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.