by: Kim Cleary Sadler, Samantha Stevens, and James C. Willingham
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Type Journal ArticlePub Date 7/1/2015Stock # ss15_038_09_38Volume 038Issue 09
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Concept maps aren’t something you’d normally associate with science. As the article highlights, meeting the needs of all learners in the classroom is quite the challenge. Concept maps are a... See More
Concept maps aren’t something you’d normally associate with science. As the article highlights, meeting the needs of all learners in the classroom is quite the challenge. Concept maps are a great way to connect vocabulary across units and allow students to work together just as they are expected to do in their adult lives and careers. Students who are learning English would benefit from creating concept maps because they allow students to social while highlighting important academic vocabulary. The downside I could see to using the concept maps is potentially one student dominating the conversation and creation of the concept map. What if the student has limited vocabulary? What if the student has limited background knowledge or is unable to contribute to the conversation? Despite these hypothetical questions, I do believe incorporating concept maps consistently would be beneficial to all learners in the classroom. Realistically speaking, if we are preparing our students for careers the real world – most of us don’t sit alone at our desks doing silent work all day. We talk, have choice, have meetings, and have the ability to use our creative freedom. Allowing students time to academically collaborate always sounds like a good idea.
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