Concept maps are graphic organisers or visual representations of knowledge. They are also referred to as mind maps, spider maps or idea webs. Information is linked whereby key concepts are linked to other related concepts via directional arrows and descriptive words (and sometimes pictures) which define the relationship between the concepts.
Sundar (2025) argues that concept maps are a powerful tool for helping students connect new information with prior knowledge because it enables them to see how concepts are connected. When making concepts maps it is important that students explicitly label the relationship between the concepts they are connecting using verbs and classifiers that describe that relationship in specific terms.
The process of concept mapping reflects the encoding-storage-output model of learning. Describing the relationship between concepts involves elaboration and encoding. Organising concepts in a structure supports storage, and generating the concepts and links requires retrieval (output).
Sundar suggests the following uses for concept maps:
- Use concept maps to provide students with a snapshot summary of key concepts and relationships of a topic you are teaching.
- Teach students how to use concepts maps as a note-taking strategy. However, it is a skill that needs to be explicitly taught and opportunities provided to students to practise. You can also make it easier for students to take notes using concept mapping by providing a clear framework to your teaching. These concept maps become a great tool for studying as students try to recreate the maps from memory.
- Concept maps can also be used as a form of assessment, whereby students are provided with a partially competed map and either the key concepts or the relationship links are left blank for students to complete.
Using concept maps in literacy lessons:
- Use concept maps to develop students’ vocabulary. For example, take a word like ‘bat’ and help students create a concept map to show the multiple meanings and use of the word in language.
- A similar strategy can be used for developing an understanding of morphology.
- Have students develop a concept map to demonstrate their understanding of a text they have read.
- Many non-fiction texts are a good way to introduce concept mapping as they often clearly show subheadings and sub-subheadings.
- Students could use concept mapping to illustrate changes over time. For example, they could map the lifecycle of a butterfly based on the reading of a text or the development of a character or the different events that occurred in a story.
- For fiction texts, you could provide subheadings such as characters, settings, themes, etc. and encourage students to provide examples from the text and the literary devices used.
- Alternatively, the sub-headings could be literary devices and students refer back to the text to find examples and explain how these devices impacted on the reader.
Reference
Sundar, K. (2025). Concept mapping: Strengthen learning with linking words in P. Agarwal. Smart Teaching: Stronger Minds – Practical Tips from 10 Cognitive Scientists. Unleash Learning Press: Boston.