Semantic or Concept Mapping
Definition:
Semantic Mapping falls under the broad category of graphic
organizers and can be used in any subject area to help students understand
relationships and to build concepts about broad topics. Semantic Mapping allows
students to see relationships that may be difficult to visualize. Concept or
semantic maps reflect a way to (1) illustrate the attributes related to an idea
or concept and (2) show the relationships among those elements, usually in a
way that is not possible through verbal means. The process of making a semantic
map is sometimes called webbing, probably because the finished product can
resemble a spider web.
Steps:
1.Topic for semantic mapping is selected
2.Students generate a long list of associations, examples, and connectors to the topic, which are written on the board. All ideas are accepted.
3.Students suggest groupings of items. Either each student or group of students works out a classification scheme, or the entire class can talk about the structure. Come to agreement on the broad categories.
4.Have the class place each of the original items brainstormed under one of the broad categories. Students should justify why they place each item where they do – and in their articulation of this are drawing for the other students a conceptual map of relationships to the topic being explored.
5.Decide on a visual representation of the categories to the original topic. One way is to put the initial topic in the center of a large page, circle it, and draw lines between it and circles that contain the headings and secondary ideas.
6.Once students have had a chance to reflect on the
relationships between headings, associations and topics, each will have
activated an internal scheme for the initial topic that prepares them to think
about the topic in an organized fashion or prepares them to move into
inquiry-based activities.
When To Use:
This strategy can be used at the beginning of a unit of
study to activate prior knowledge and to set the stage, during the unit of
study to consolidate learning, or at the end of a unit of study to assess
learning.
Resources:
Welton, David A.,
and Mallan, John T.(1996)Children and Their World:
Strategies for Teaching Social Studies, 5th Edition.Boston, MA:
Houghton Mifflin Co.
Alexandria, VA: ASCD.
Example:
