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Concept Maps

A concept map is a visual organizer that can enrich students' understanding of a


new concept. Using a graphic organizer, students think about the concept in several ways. Most
concept map organizers engage students in answering questions such as, "What is it? What is it
like? What are some examples?" Concept maps deepen understanding and comprehension.

When to use: Before reading During reading After reading


How to use: Individually With small groups Whole class setting

More comprehension strategies

Directed Reading Thinking Activity (DRTA)


Jigsaw
Listen-Read-Discuss (LRD)

Why use a concept map?


It helps children organize new information.
It helps students to make meaningful connections between the main idea and other
information.
They're easy to construct and can be used within any content area.

How to use a concept map


Note: It is important that teachers spend time introducing younger students to charts and
diagrams prior to using this strategy.
There are several ways to construct concept maps. Most include the following steps:

1. Model how to identify the major ideas or concepts presented in a selection of text as you
read.
2. Organize the ideas into categories. Remind students that your organization may change as
you continue to read and add more information.
3. Use lines or arrows on the map to represent how ideas are connected to one another, a
particular category, and/or the main concept. Limit the amount of information on the map
to avoid frustration.
4. After students have finished the map, encourage them to share and reflect on how they
each made the connections between concepts.
5. Encourage students to use the concept map to summarize what was read.

Download blank templates

Template 1 (280K PDF)*


Template 2 (52K PDF)*
Template 3 (56K PDF)*

Examples
Science

How a concept map could be used with a topic such as the study of weather.

See example >

Here's a more complex concept map from a study on bats.

See example > (40K PDF)*

How concept maps have been used in early childhood education to help students understand
more about trees, their bodies, and other familiar topics.

See example >

Here's a step-by-step on building concept maps for a variety of topics: plants, football, and the
Cinderella fairytale.

See example >


Differentiated instruction
For second language learners, students of varying reading skill, students with
learning disabilities, and younger learners

Teachers can use concept maps as a pre-reading strategy by inviting students to share
what they already know about a particular concept. While reading, teachers should ask
students to help add to the map as a group using an overhead or large chart. This provides
a visual aid for building upon their prior knowledge with new information they have
gathered from reading.
Teachers may wish to have students practice writing skills by asking students to write on
their own concept map.
Teach vocabulary words explicitly and use simple words.
Be sure the pointed part of each arrow is clear. Design the graphics to minimize
directional confusion.
When applicable, allow students to draw pictures or use cut out pictures as well as words.

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