Student-generated mapping exercise¶

Strategy · All strategies
Evidence · no claims cited

Description¶

Provide students with skeletal map templates and term lists and have them analyze and place concepts into the structure prior to assessment, individually or in small groups of 3-4. The article treats this as a generative learning strategy that activates and alters existing knowledge structures, and found it benefited even incidental learning of unmapped content.

Design Implications¶

Context¶

Requirements¶

• Skeletal map templates and term lists limited in length to keep cognitive demands manageable

Constraints¶

• Too many terms to relate can make the task counter-productive

Target Learners¶

• introductory psychology students working individually or in small groups of 3-4

Target Learning Goals¶

• building structural knowledge, including incidental learning of unmapped content

Related Strategies¶

• Semantic Mapping Principle
• Teacher-provided graphic map as review
• Hexagonal Thinking
• Graphic Organizers
• Graphic Organizers for Assessment
• Concept Mapping
• Graphic Organizers as Thinking Tools

Examples¶

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Key Sources¶

• Jonassen, D. H. (1984). Semantic relationships and structural knowledge acquisition in introductory psychology. https://eric.ed.gov/?id=ED258538