Description
Semantic maps are frequently used as graphic organizers that assist students in organizing and analyzing reading or lecture materials in preparation for studying for exam or for utilizing such material for a course project. These “maps” may also be used to help students to develop understanding of advanced content specific vocabulary. Applied to science or engineering, this educational tool can also be used effectively as a pre-assessment strategy. Semantic maps have an advantage over other popular pre-assessment methods because unlike pretests, semantic mapping can cover a wide range of information within a particular topic. Additionally, semantic maps may involve the entire class at once (or a group of students). The maps help reveal student meaning related misconceptions related to a particular topic, and provide graphical written records of students’ ideas connected to a core idea. Semantic maps may be used during a given class period or across class periods in related course content.
Predominant focus of Instruction
- Process focus: analysis
- Instructional phase: before reading/ before direct instruction (lecturing)
- Response mode emphasized: graphical depiction
- Strategy emphasized: analysis and assessment
- Skill emphasized: meaning making
- Source of information: connections between prior and new knowledge
- Type of instruction: mini-lectures, connections to reading assignments
Procedures
- Write the topic for unit (or class lecture) on the whiteboard, overhead or piece of paper. Read the topic aloud.
- Have each student work individually for five minutes to record all the words that come to mind on a particular topic. Circulate the room, glancing a student progress the students—stop before five minutes if students have stopped writing or extend the time if they are still going strong in recording key words.
- Divide the class into groups of four or five students. Have each group select a recorder for its group. Small groups of students make a master list of all of the words the individuals in the group recorded. Students may add additional words to the list during this time.
- While still in small groups, have students review their lists and identify three to five categories into which all of the words could be classified. Once they have their categories, have each group classify their master list.
- Instructor writes the classifying categories used for the various master lists on the board or poster paper. Come to a class consensus as to three to five categories the class could use to classify items.
- As a class, develop a semantic map on the chalkboard, overhead or a large sheet of paper. Once this map is made, students should record the class map in their notebooks.
- Alternatively, students can also use a semantic map to organize their reading materials either individually or in groups.
- The instructor carefully review the class (or group) map and ask the following questions about what the map illustrates:
- What are the strengths of the students’ understanding of the key topic and related ideas on the semantic map?
- What are the students’ misconceptions or misunderstandings based on the semantic map?
Strengths of Approach
Semantic maps are used to pre-assess student knowledge. They are also used as a connective activity across content. They may be used to connect information about class lectures or reading materials. When misconceptions are revealed in a given map, the instructor can dispel these misconceptions in future course m lectures or discussions