Concept Maps

A concept map is a diagram that visually represents relationships between concepts and ideas. Ideas are contained in boxes or circles (or nodes) and are arranged in a hierarchical structure connected with lines or arrows. The concepts are connected by lines labeled with words and phrases to help explain the connections. You can hand-draw a concept map or use an online concept map maker.

You can create a concept map to give participants a “big picture” view of a course and show how the different topics fit together. Or you can ask participants to create their own concept maps to demonstrate their understanding. One of the downsides to using a concept map as an assessment is that you will need to develop a checklist or rubric to assess the quality and completeness of the participants’ concept maps. Another downside is that grading concept maps can be a time-consuming process.


Example

Figure 20 displays a concept map based on some details from NHI’s Post-Tensioning Tendon Installation and Grouting Manual.

Concept map for post-tensioning tendon installation and grouting. Main idea: post-tensioning tendon installation and grouting- major details: materials and components, sub detail grout which connects to major subtopic: grouting post-tensioning tendons. Major detail: duct and tendon installation which connects to anchor installation which connects to anchorages and associated hardware which connects to Major detail: materials and components. Major detail: Grouting post-tensioning tendons - connects to grout.
Figure 20: Post-tensioning tendon installation and grouting concept map

Instructions

To create a concept map activity:

  1. Create a focus question from a learning outcome, such as “Why is cybersecurity important to the transportation ecosystem?” or “How do all the elements of a construction program review report relate?"
  2. At the beginning of a lesson or module, ask participants to generate a list of relevant concepts and details to answer the question. Encourage them to organize their information hierarchically by level of specificity.
  3. Demonstrate how they can draw or create a draft concept map using the chosen method. Explain that, if needed, they can make multiple connections between concepts.
  4. At different points in the lesson, allow participants to add details to their map. Ask them to provide examples to clarify the meaning of concepts.
  5. If designed as an assessment, collect the concept maps for grading.
  6. If designed as a practice activity, display an example concept map and ask participants to discuss the map with a partner and share any other details or connections they identified.

Instructor-Led Training

Print out major details from the course on address labels and apply them to index cards. Keep the details for each lesson separate from one another. Distribute the groups of details among the table groups. Ask participants to review the details and, as a table group, arrange them to show their connections to one another. Then, each group can attach them to an easel pad sheet and share them with class. Other table groups can point out connections to the details being shared. The concept maps can be hung on the classroom wall and reviewed at the end of a lesson.

Web Conference Training

Create a concept map from the most important details of the course. Share the concept map with participants at the start of the course to provide a general overview of what the course will cover. Review the map again at the start of each lesson to allow participants to see how the details to be covered fit into the context of the entire course.