Concept mappingAlso known as: mind mapping, diagramming, webbing, idea mapping
Concept maps are an effective way of expressing structured relationships. They have three elements: shapes, arrows, and text. The subject is at the top and related ideas become specific entries as you move down the map. In this way, concept maps differ from mind maps because relationships are expressed in a tree or radial structure, depending on the relationships between ideas. They enable teachers to tell at a glance if students have a deep understanding or are struggling with the content and concepts being studied. Concept maps aid learning by explicitly integrating new and old knowledge and students can assess understanding or diagnose misunderstanding through drawing concept maps.
How to use with ICT
Create an interactive and/or collaborative concept map to support student understanding and relationships between content, using one of the available tools (See ICT tools). Presentation software or a word processor can be used to create a skeleton concept map that students will complete in class. Specialised applications like draw.io or bubbl.us are better for creating a concept map from scratch in class.
Project a concept map on the board while adding to it as a class. Share the completed concept map via email or Google Classroom or Microsoft Teams.
|How to make a concept map (video) by Lucidchart||How to make a concept map (new window)||This tutorial teaches both expert and beginner diagrammers how concept mapping works and how to make one from scratch, with explanations every step of the way.|
|Concept mapping and the theory behind its structure||Concept mapping and the theory behind its structure (new window)||The theory behind the development of concept mapping by American professor and science researcher Joseph D. Novak and his team from Cornell University in the 1970s.|
|Concept map on the Teacher Toolkit website||Concept map on the Teacher Toolkit website (new window)||Concept Map on the Teacher Toolkit website.|
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Disability, Learning and Support
When planning to use technology in the classroom it is important to consider the diversity of your learners. Universal Design for Learning (UDL) is a framework to guide the design of learning environments that are accessible and effective for all. For UDL guidelines, information and additional materials, visit the CAST website.
Many students require technology as an adjustment to support their access to learning. Adjustments (NESA) are actions taken that enable a student with disability and additional learning needs to access syllabus outcomes and content on the same basis as their peers. Enrol in the Personalised learning with technology online course to help you make more informed decisions regarding technology.
For a range of simple, how-to videos visit the Assistive Technology page on the Disability, Learning and Support website. Resources are organised into four sections; Literacy and Learning, Vision, Hearing, Physical and Motor Skills.
High potential and gifted learning and support
When planning to use technology in the classroom it is important to consider the full range of abilities of all learners. High potential and gifted learners may require additional adjustments and deliberate talent development. These strategies include differentiation, grouping, enrichment and advanced learning pathways so students can be engaged, grow and achieve their personal best.
Assessing and identifying high potential and gifted learners will help teachers decide which students may benefit from extension and additional challenge. Effective strategies and contributors to achievement for high potential and gifted learners helps teachers to identify and target areas for growth and improvement.
For further support and advice about how to tailor learning for high potential and gifted students from all backgrounds, visit the High Potential and Gifted Education web section, High Potential and Gifted Education Policy or attend one of the professional learning courses on offer.