Concept Mapping

Paper Summary:

The paper explains that the teaching of language arts requires that teachers develop activities that will encourage their students to enjoy reading and writing. The paper explores the trend of using concept mapping to teach language arts to students. The paper examines examples and published literature about the use of concept mapping and concludes that it is a valid and useful tool for teaching language arts to students.

Outline:
Introduction
Concept Mapping
Purpose
Importance
Conclusion

From the Paper:

"Getting students interested in reading has been something that challenged teachers since the first classroom was constructed. Some students love to read, and would do so whether or not they were assigned books and stories, while other students avoid reading at all costs(Kahn, 2000). The teaching of Language Arts requires that teachers develop activities that will encourage their students to enjoy reading and writing. For the past several decades various measures have been tried to get students involved in Language Arts, including whole language learning, Back to Basics programs and phonics. In recent years however, the idea of using concept mapping in the Language Arts curriculum has begun to gain popularity and is enjoying moderate success."

Sample of Sources Used:

• Conlon, Tom (2006) Formative assessment of classroom concept maps: the reasonable fallible analyser. Journal of Interactive Learning Research
• Kahn, Jessica (2000) The Dreaded Book Report. Learning & Leading with Technology
• Conlon, T., & Bird, D. (2004, September). Not yet within the mainstream: Concept mapping in a Scottish high school. Proceedings of CMC2004. Pamplona, Spain.
• Morales, R., Pain, H., Bull, S., & Kay, J. (Eds.) (1999). Proceedings of the workshop on open, interactive and other overt approaches to learner modelling. AIED99: World Conference on Artificial Intelligence in Education, Le Mans, France.
• Nelson, T. (1980). Interactive systems and the design of virtuality. Creative Computing, 6(11), 56 ff, (12), 94 ff.

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