Evolving Concept Maps as Evolving Concept Maps as Instructional & Assessment Instructional & Assessment

Tools in Graduate Tools in Graduate Educational Psychology Educational Psychology

CoursesCourses

Evolving Concept Maps as Evolving Concept Maps as Instructional & Assessment Instructional & Assessment

Tools in Graduate Tools in Graduate Educational Psychology Educational Psychology

CoursesCourses

Michelle M. BuehlMichelle M. BuehlGeorge Mason UniversityGeorge Mason University

Helenrose FivesHelenrose Fives Montclair State UniversityMontclair State University

Michelle M. BuehlMichelle M. BuehlGeorge Mason UniversityGeorge Mason University

Helenrose FivesHelenrose Fives Montclair State UniversityMontclair State University

Theoretical Theoretical FrameworkFrameworkTheoretical Theoretical FrameworkFramework

• A A Concept MapConcept Map is a graphic is a graphic representation that reflects representation that reflects one’s understanding of how one’s understanding of how new concepts relate to one new concepts relate to one another and to a preexisting another and to a preexisting schema.schema.

• CMs are used to communicate CMs are used to communicate complex ideas and complex ideas and relationships, and to make the relationships, and to make the structure of domain specific structure of domain specific knowledge explicit.knowledge explicit.

• CMs facilitate CMs facilitate Meaningful Meaningful learninglearning which takes place which takes place when “the learning task is when “the learning task is related in a nonarbitrary and related in a nonarbitrary and nonverbatim fashion to the nonverbatim fashion to the learner’s existing structure of learner’s existing structure of knowledge” (Ausubel,1977 p. knowledge” (Ausubel,1977 p. 163).163).

• A A Concept MapConcept Map is a graphic is a graphic representation that reflects representation that reflects one’s understanding of how one’s understanding of how new concepts relate to one new concepts relate to one another and to a preexisting another and to a preexisting schema.schema.

• CMs are used to communicate CMs are used to communicate complex ideas and complex ideas and relationships, and to make the relationships, and to make the structure of domain specific structure of domain specific knowledge explicit.knowledge explicit.

• CMs facilitate CMs facilitate Meaningful Meaningful learninglearning which takes place which takes place when “the learning task is when “the learning task is related in a nonarbitrary and related in a nonarbitrary and nonverbatim fashion to the nonverbatim fashion to the learner’s existing structure of learner’s existing structure of knowledge” (Ausubel,1977 p. knowledge” (Ausubel,1977 p. 163).163).

Evolving Evolving Concept Concept MapsMaps

Evolving Evolving Concept Concept MapsMaps

• Battle et al. (2003)Battle et al. (2003)– Semester long evolving

map for undergraduate students in an honors seminar on self-processes in human development.

• DefinedDefined– A concept map that is

treated as a work in progress.

– As new knowledge is constructed students add to and change their map.

• Battle et al. (2003)Battle et al. (2003)– Semester long evolving

map for undergraduate students in an honors seminar on self-processes in human development.

• DefinedDefined– A concept map that is

treated as a work in progress.

– As new knowledge is constructed students add to and change their map.

GuidingGuidingQuestionsQuestionsGuidingGuidingQuestionsQuestions

• How can evolving How can evolving concept maps be concept maps be implemented and used implemented and used in graduate level in graduate level courses in educational courses in educational psychology? psychology?

• What lessons have we What lessons have we learned in using and learned in using and adapting this adapting this technique that can be technique that can be of use to others?of use to others?

• What are the pros and What are the pros and cons of using evolving cons of using evolving concept maps?concept maps?

• How can evolving How can evolving concept maps be concept maps be implemented and used implemented and used in graduate level in graduate level courses in educational courses in educational psychology? psychology?

• What lessons have we What lessons have we learned in using and learned in using and adapting this adapting this technique that can be technique that can be of use to others?of use to others?

• What are the pros and What are the pros and cons of using evolving cons of using evolving concept maps?concept maps?

Mode of Mode of InquiryInquiryMode of Mode of InquiryInquiry

• Self-study perspective Self-study perspective (Bullough & Pinnegar, (Bullough & Pinnegar, 2001 2001 – Specifically, we focus on

our own actions, reactions, and dialogues regarding the creation, implementation, and use of evolving concept maps.

• Framed as a Case Framed as a Case StudyStudy– Descriptive (Yin, 1993)– Intrinsic (Stake, 1995)

• Self-study perspective Self-study perspective (Bullough & Pinnegar, (Bullough & Pinnegar, 2001 2001 – Specifically, we focus on

our own actions, reactions, and dialogues regarding the creation, implementation, and use of evolving concept maps.

• Framed as a Case Framed as a Case StudyStudy– Descriptive (Yin, 1993)– Intrinsic (Stake, 1995)

ContextContextContextContext

• Helenrose’s ClassesHelenrose’s Classes– The Adolescent Learner– Master’s level course

required for students pursuing middle-level teacher certification

– Spring 2004, 2005

• Michelle’s ClassesMichelle’s Classes– Learning and Cognition– Cross-listed as a

Master’s and Doctoral course

– Summer, Fall 2004; Fall 2005

• Helenrose’s ClassesHelenrose’s Classes– The Adolescent Learner– Master’s level course

required for students pursuing middle-level teacher certification

– Spring 2004, 2005

• Michelle’s ClassesMichelle’s Classes– Learning and Cognition– Cross-listed as a

Master’s and Doctoral course

– Summer, Fall 2004; Fall 2005

Data Data SourcesSourcesData Data SourcesSources

• Course MaterialsCourse Materials– Syllabi– Assignment Directions– Assessment Rubrics– Lecture Notes

• Student work and Student work and Instructor FeedbackInstructor Feedback– Students’ weekly maps and

final papers– Instructor feedback

provided • To individuals on assignments• To the class in memo form

• Individual ReflectionsIndividual Reflections

• Course MaterialsCourse Materials– Syllabi– Assignment Directions– Assessment Rubrics– Lecture Notes

• Student work and Student work and Instructor FeedbackInstructor Feedback– Students’ weekly maps and

final papers– Instructor feedback

provided • To individuals on assignments• To the class in memo form

• Individual ReflectionsIndividual Reflections

Data Data AnalysisAnalysisData Data AnalysisAnalysis

•Four-stage Reflective AnalysisFour-stage Reflective Analysis– Stage 1: Independent Review

• Each gathered and reviewed all data• Developed individual reflective and

interpretative notes

– Stage 2: In-depth Discussion• Shared findings from Stage 1• Identified broad emergent themes

– Stage 3: Examination of Themes• Divided themes identified in stage 2• Each author examined data for

supporting and non-supporting evidence

– Stage 4: Audit and Review• Findings from stage 3 were shared• Each audited the data and findings of

the other.

•Four-stage Reflective AnalysisFour-stage Reflective Analysis– Stage 1: Independent Review

• Each gathered and reviewed all data• Developed individual reflective and

interpretative notes

– Stage 2: In-depth Discussion• Shared findings from Stage 1• Identified broad emergent themes

– Stage 3: Examination of Themes• Divided themes identified in stage 2• Each author examined data for

supporting and non-supporting evidence

– Stage 4: Audit and Review• Findings from stage 3 were shared• Each audited the data and findings of

the other.

ResultsResultsResultsResults

• Implementation Implementation DescriptionsDescriptions– The Adolescent Learner,

Helenrose– Learning Theories and

Cognition, Michelle

• Lessons Learned Lessons Learned • Meeting the Challenge Meeting the Challenge

of Teaching of Teaching Educational Educational PsychologyPsychology

• Pros and Cons of using Pros and Cons of using this Teaching Toolthis Teaching Tool

• Implementation Implementation DescriptionsDescriptions– The Adolescent Learner,

Helenrose– Learning Theories and

Cognition, Michelle

• Lessons Learned Lessons Learned • Meeting the Challenge Meeting the Challenge

of Teaching of Teaching Educational Educational PsychologyPsychology

• Pros and Cons of using Pros and Cons of using this Teaching Toolthis Teaching Tool

The The Adolescent Adolescent LearnerLearnerFirst ClassFirst Class

The The Adolescent Adolescent LearnerLearnerFirst ClassFirst Class

• Concept Mapping Concept Mapping IntroducedIntroduced– Theoretical Rational Offered– Sample Maps Shared

• In Class Pair Mapping In Class Pair Mapping ActivityActivity– In Pairs students read and

mapped a section of an article on Adolescent Development.

– Gallery-walk of Maps– Pairs shared their maps and

mapping methods with class

• Concept Mapping Concept Mapping IntroducedIntroduced– Theoretical Rational Offered– Sample Maps Shared

• In Class Pair Mapping In Class Pair Mapping ActivityActivity– In Pairs students read and

mapped a section of an article on Adolescent Development.

– Gallery-walk of Maps– Pairs shared their maps and

mapping methods with class

The The Adolescent Adolescent LearnerLearnerAssignmentAssignment

The The Adolescent Adolescent LearnerLearnerAssignmentAssignment

• Weekly Concept Map & Weekly Concept Map & Explanation PapersExplanation Papers– 12 assigned, 10 assessed– Expectations:

• select important constructs for inclusion on their map

• place constructs in meaningful locations on their maps

• make links across and among constructs included

• explain the significance of the constructs included

• rationalize the placement of constructs on the map

• explain any changes in the map from one week to the next.

• Final AssignmentFinal Assignment– Weekly Map and Paper Archive– Final Map– Reflection Paper

• Weekly Concept Map & Weekly Concept Map & Explanation PapersExplanation Papers– 12 assigned, 10 assessed– Expectations:

• select important constructs for inclusion on their map

• place constructs in meaningful locations on their maps

• make links across and among constructs included

• explain the significance of the constructs included

• rationalize the placement of constructs on the map

• explain any changes in the map from one week to the next.

• Final AssignmentFinal Assignment– Weekly Map and Paper Archive– Final Map– Reflection Paper

The The Adolescent Adolescent LearnerLearnerRubricRubric

The The Adolescent Adolescent LearnerLearnerRubricRubric

Criteria

Map Construction 5 Points

o All key constructs from the assigned reading included.o Constructs placed in theoretically meaningful locationso Logical and correct links made among constructs.

Written Explanation 5 Points

o Correctly identifies and describes the key constructs included in the map.

o Clearly articulates why constructs were placed as they were on the map and the relations demonstrated.

o Explanation demonstrates logical and appropriate interpretations of constructs described.

Quality of Work 3 Points

o Professional appearance of map demonstrates care and effort went into creation.

o Explanation is typed according to paper format guidelines.

o Map and explanation are free of spelling, punctuation, and citation errors.

The The Adolescent Adolescent LearnerLearnerManagementManagement

The The Adolescent Adolescent LearnerLearnerManagementManagement

• Weekly turn around Weekly turn around timetime

• Formative FeedbackFormative Feedback– Sensitive to creative

nature of the Assignment

– Practical issues related to the evolving nature of the assignment.

– Solutions• Sticky Notes• Questions/suggestions• Whole class feedback

memos

• Weekly turn around Weekly turn around timetime

• Formative FeedbackFormative Feedback– Sensitive to creative

nature of the Assignment

– Practical issues related to the evolving nature of the assignment.

– Solutions• Sticky Notes• Questions/suggestions• Whole class feedback

memos

Learning and Learning and CognitionCognitionDecisionDecision

Learning and Learning and CognitionCognitionDecisionDecision

• Viewed concept maps Viewed concept maps as a means to as a means to – Address varying needs

of masters and doctoral students• Prior knowledge• Writing abilities

– Help students recognize and appreciate the complexity of the information

• Viewed concept maps Viewed concept maps as a means to as a means to – Address varying needs

of masters and doctoral students• Prior knowledge• Writing abilities

– Help students recognize and appreciate the complexity of the information

Learning and Learning and CognitionCognition11stst Endeavor Endeavor

Learning and Learning and CognitionCognition11stst Endeavor Endeavor

• Similar CM instruction Similar CM instruction and assignment and assignment organizationorganization

• Changes related to Changes related to teaching a 5-week teaching a 5-week summer coursesummer course– Number of maps and

papers– Student receipt of

feedback

• Minor adjustment to Minor adjustment to rubric based on student rubric based on student misunderstandingmisunderstanding

• Similar CM instruction Similar CM instruction and assignment and assignment organizationorganization

• Changes related to Changes related to teaching a 5-week teaching a 5-week summer coursesummer course– Number of maps and

papers– Student receipt of

feedback

• Minor adjustment to Minor adjustment to rubric based on student rubric based on student misunderstandingmisunderstanding

Learning and Learning and CognitionCognition22ndnd Endeavor Endeavor

Learning and Learning and CognitionCognition22ndnd Endeavor Endeavor

• Students given terms Students given terms to mapto map

• Differentiated Differentiated assignments by assignments by graduate levelgraduate level– Masters students

• Weekly maps (12 assigned, 10 assessed)

• 2 application papers

– Doctoral students• Weekly maps and

explanation papers (12 assigned, 10 assessed)

• Delayed feedbackDelayed feedback

• Students given terms Students given terms to mapto map

• Differentiated Differentiated assignments by assignments by graduate levelgraduate level– Masters students

• Weekly maps (12 assigned, 10 assessed)

• 2 application papers

– Doctoral students• Weekly maps and

explanation papers (12 assigned, 10 assessed)

• Delayed feedbackDelayed feedback

Learning and Learning and CognitionCognition33rdrd Endeavor Endeavor

Learning and Learning and CognitionCognition33rdrd Endeavor Endeavor

• Restructured assignment Restructured assignment based on course based on course enrollment, logistical enrollment, logistical issues, and student issues, and student feedbackfeedback– Weekly maps

• 12 assigned, 10 assessed• 2 pt rubric (Good, Fair,

Inadequate/Missing)

– Unit maps• 4 assigned and assessed • 12 pt rubric

– Unit explanation papers (doctoral students only)

• 4 assigned, 3 assessed• 12 pt rubric

• Restructured assignment Restructured assignment based on course based on course enrollment, logistical enrollment, logistical issues, and student issues, and student feedbackfeedback– Weekly maps

• 12 assigned, 10 assessed• 2 pt rubric (Good, Fair,

Inadequate/Missing)

– Unit maps• 4 assigned and assessed • 12 pt rubric

– Unit explanation papers (doctoral students only)

• 4 assigned, 3 assessed• 12 pt rubric

Learning & Learning & CognitionCognitionUnit Unit RubricsRubrics

Learning & Learning & CognitionCognitionUnit Unit RubricsRubrics

Unit Map (12 pts each)

Map Construction

• Inclusion of assigned constructs/concepts/theorists (3 pts)

• Placement of constructs/concepts/theorists (3 pts)

• Links among constructs/concepts/theorists (3 pts)

Quality of Map

• Professional appearance; Care and Effort; Errors (3 pts)

Learning & Learning & CognitionCognitionUnit Unit RubricsRubrics

Learning & Learning & CognitionCognitionUnit Unit RubricsRubrics

Unit Explanation Paper (15 pts)

Explanation

• Discussion of constructs/concepts/theorists included in the map (3 pts)

• Articulation of why constructs/concepts/theorists were placed as they were on the map and discussion of the demonstrated relations. (3 pts)

• Logical and appropriate interpretation of constructs/concepts/theorists described. (3 pts)

WritingWriting

Spelling, punctuation, grammatical, or typographical Spelling, punctuation, grammatical, or typographical errors (2 pts)errors (2 pts)

Citation of sources (2 pts)Citation of sources (2 pts)

Paper guidelines and APA style (e.g., references, Paper guidelines and APA style (e.g., references, levels of heading, margins) (2 pts)levels of heading, margins) (2 pts)

Lessons Lessons LearnedLearnedLessons Lessons LearnedLearned

• Need to tweak any Need to tweak any instructional strategy and instructional strategy and make it ones’ ownmake it ones’ own– E.g. Michelle’s muti-semester

re-framing of the assignment

• Organizational aspects of Organizational aspects of instruction instruction – Late work – Returning maps– Class size: balancing between

deep understanding and practical implementation.

• Using maps as Formative Using maps as Formative and Summative Assessment and Summative Assessment

• Technology generated mapsTechnology generated maps

• Need to tweak any Need to tweak any instructional strategy and instructional strategy and make it ones’ ownmake it ones’ own– E.g. Michelle’s muti-semester

re-framing of the assignment

• Organizational aspects of Organizational aspects of instruction instruction – Late work – Returning maps– Class size: balancing between

deep understanding and practical implementation.

• Using maps as Formative Using maps as Formative and Summative Assessment and Summative Assessment

• Technology generated mapsTechnology generated maps

Meeting the Meeting the Challenges Challenges of of ComplexityComplexity

Meeting the Meeting the Challenges Challenges of of ComplexityComplexity

• Students evolving maps Students evolving maps helped them to helped them to – understand the complex

nature of educational psychology

– articulate their evolving understanding in meaningful ways

• Map construction Map construction required in-depth required in-depth analysis of content and analysis of content and critical thinking skillscritical thinking skills

• Map ExamplesMap Examples

• Students evolving maps Students evolving maps helped them to helped them to – understand the complex

nature of educational psychology

– articulate their evolving understanding in meaningful ways

• Map construction Map construction required in-depth required in-depth analysis of content and analysis of content and critical thinking skillscritical thinking skills

• Map ExamplesMap Examples

ProsProsUse Concept Use Concept Maps!Maps!

ProsProsUse Concept Use Concept Maps!Maps!

• Emphasizes students’ Emphasizes students’ construction of meaning construction of meaning and making that explicit.and making that explicit.

• Vast improvements in Vast improvements in academic writing over the academic writing over the semester (Adolescent semester (Adolescent Development)Development)

• Student ownership of Student ownership of learning and knowledge learning and knowledge construction.construction.

• Instructor Instructor awareness/access to awareness/access to student thinking and student thinking and understanding throughout understanding throughout the semester. the semester.

• Emphasizes students’ Emphasizes students’ construction of meaning construction of meaning and making that explicit.and making that explicit.

• Vast improvements in Vast improvements in academic writing over the academic writing over the semester (Adolescent semester (Adolescent Development)Development)

• Student ownership of Student ownership of learning and knowledge learning and knowledge construction.construction.

• Instructor Instructor awareness/access to awareness/access to student thinking and student thinking and understanding throughout understanding throughout the semester. the semester.

ConsConsDon’t Use Don’t Use Concept MapsConcept Maps

ConsConsDon’t Use Don’t Use Concept MapsConcept Maps

• Time – for students Time – for students • Time for instructorsTime for instructors• Mapping abilities – Mapping abilities –

representation of representation of meaningmeaning

• Time – for students Time – for students • Time for instructorsTime for instructors• Mapping abilities – Mapping abilities –

representation of representation of meaningmeaning

“ “Students who are Students who are required to make required to make knowledge knowledge structures structures graphically explicit graphically explicit are forced to are forced to consider consider possibilities, possibilities, construct new construct new understandings, and understandings, and think critically, all of think critically, all of which are essential which are essential to learning”to learning” (Jonassen, (Jonassen, 1996).1996).

“ “Students who are Students who are required to make required to make knowledge knowledge structures structures graphically explicit graphically explicit are forced to are forced to consider consider possibilities, possibilities, construct new construct new understandings, and understandings, and think critically, all of think critically, all of which are essential which are essential to learning”to learning” (Jonassen, (Jonassen, 1996).1996).