I’ve often used a concept map with students (and teachers) to pre- and post-assess their knowledge of a topic. Usually, I just put up about four large chart paper sheets around the room, each having a different term or topic on each. The sheets are divided into the following sections:
• Definition
• Questions I have
• What would I—
o See
o Hear

I have small groups (3-5) of people go to each chart and complete what they can, at the beginning of the session/unit. Then, they move about the room until each group has completed what they can on each of the four sheets. This gives me a good feel for their pre-conceptions, misconceptions, understandings, etc.

At the end of the session/unit, I have them take a different color of marker and add to/change what they can on each chart.

TWIST: Now, the “twist” on this strategy takes a little more preparation time on the part of the teacher, but it is well worth it in terms of what is learned about the students’ understanding. It involves creating large “bubbles” with one word/term on each. Each of these bubbles is cut out (they’re circles or ovals because these don’t seem to have a beginning or ending like squares or rectangles do) and put into a letter-size envelope. There need to be enough envelopes so there is one for each group (four in the case of this example). Each group also receives a marker, a repositionable glue stick, and a list of some suggested “link words or phrases”. The four blank sheets of chart paper have already been pasted around the room; assign each group to stand near their chart paper (something different happens when people stand and work on this rather than sit at a table).

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Each group decides for itself which bubble word/term is the “center” (this “center” may go in the middle or the top or bottom of the paper, etc.) for the mindmap they are about to create. Then, they paste the other bubbles where they believe they should go. (The repositionable glue sticks allow them to move these bubbles wherever or whenever they feel they must.) Finally, they draw lines with the markers between the various bubbles and write in some of the link words or phrases to show the relationships between the bubble ideas.

Be sure to have a “gallery walk” so the groups can see each other’s work. Then, the teaching can really begin in earnest; you now know what they think they know about the topic, and you can start teaching “where they’re at”.

Samples of the link words/phrases:
• Is a part of
• Leads to
• Necessitates
• Is a cause of
• (Any other key words or phrases that would help connect your topics or phrases to show the relationships)