How to implement it?

Note: It is important to take time to introduce younger students to the use of graphs and diagrams before employing this strategy.

There are several ways to create concept maps. Most include the following steps:

1. Model how to identify the main ideas or concepts presented in a selection of text while reading.

2. Organize ideas into categories. Remind your students that their organization may change as they continue reading and adding more information.

3. Use lines or arrows on the map to represent how ideas connect to each other, to a specific category, and/or to the main concept. Limit the amount of information on the map to avoid frustration.

4. After your students have finished the map, encourage them to share and reflect on how each one made connections between the concepts.

5. Encourage your students to use the concept map to summarize what they read.

Diversity in the classroom

For second language learners, students with varied reading skills, and younger students.

• You can use concept maps as a pre-reading strategy by inviting students to share what they already know about a particular concept. While they read, ask students to help add to the map as a group, using a projector or a bulletin board. This provides a visual aid to build on their prior knowledge with new information they have gained from the reading.
• You can encourage your students to practice writing skills by asking them to write in their own concept map.

• Teach vocabulary words explicitly and use simple words.
• Make sure that the pointed part of each arrow is clear.
• Design the graphics to minimize directional confusion.
• When possible, allow your students to draw pictures or use cut-out images, in addition to words.
• It allows the number of concepts represented in each student's map to differ according to their skills or interests.
• Choose texts from the content area that reflect diversity.

Evidence

Birbili, M. (2007). Mapping Knowledge: Concept Maps in Early Childhood Education.

Farris, P. & Downey, P. (2004). Concept muraling: Dropping visual crumbs along the instructional trail. The Reading Teacher, 58, 376-380.

Schroeder, N.L., Nesbit, J.C., Anguiano, C.J. et al. Studying and Constructing Concept Maps: a Meta-Analysis. Educational Psychology Review 30, 431–455 (2018). https://doi.org/10.1007/s10648-017-9403-9 

Izci, E., & Akkoc, E. A. (2024). The impact of concept maps on academic achievement: A meta-analysis. Heliyon, 10(1). https://doi.org/10.1016/j.heliyon.2023.e23290