Concept+Maps+or+Webs

A concept map or web includes two parts — concepts and the relationships among the concepts. Concepts are usually enclosed in boxes or circles and could also be considered a graphic organizer. The relationships noted in a concept map are usually indicated by a line, or a link, that connects two concepts. See some examples on this website library.usu.edu/instruct/tutorials/cm/CMinstruction2.htm. Concept mapping is a useful strategy for the writing process or may be used to brainstorm ideas, understand the relationship among the information, and organize the sources collected on a topic. Essentially, concept maps are best in educational settings as they are specific to content. Mind maps, while perhaps more flexible, are useful for brainstorming but may not demonstrate hierarchical relationships. Mind map may be used for ideas where being "random" is okay. A concept map can be viewed many months after its creation and it will still make sense, a mind map may not.
 * Explanation**

The mindmapping software blog provides a good distinction between mind maps and concept maps/webs. Here is a summary of the differences: Concept maps Mind maps
 * Are commonly used to organize and represent tacit knowledge.
 * Usually contain general concepts at the top of the map, with more specific concepts arrayed hierarchically below.
 * Connector lines usually contains keywords or phrases that summarize the relationship between the topics they connect. Such as topic a “causes” topic B.
 * Topics may be cross-linked with each other to depict more complex relationships between topics. Topics in mind maps may only have one parent; in a concept map, a topic may have multiple connector lines, each one representing a different relationship.
 * Tend to be more flexible and personal than concept maps.
 * Are used to slice and dice the map’s central topic or concept in multiple ways.
 * May contain images and color, to make them more visually stimulating
 * Topics may only have a single parent

Any concept where there are, or you want to show, relationships or associations, lend themselves to concept maps. Concept maps can be used for pre-assessment by asking students to create a map and then counting their connections and any misconceptions. This gives you information about what students know already. During instruction I can use this strategy formatively to see if what I am teaching is resulting in learned concepts. I can evaluate with a rubric for frequency and connections along with linked terms. I can use the information to re-teach important concepts. Finally, this strategy could be used in post-assessment with the same rubric and may serve as a data point for summative evaluation. I have used concept mapping to highlight agricultural careers and pathways. You can start with the pathway in the center of the map and work out towards specific ag careers. I have also started with a product, say "pizza" and had students work outward identifying all the career involved with getting pizza to their table. I created an Agricultural Careers Concept Mapping, lesson that is available online. I have also created a page of technology tools for creating concept maps.
 * Examples**