"In learning to construct a concept map, it is important to begin with a domain of knowledge that is very familiar to the person constructing the map. Since concept map structures are dependent on the context in which they will be used, it is best to identify a segment of a text, a laboratory activity, or a particular problem or question that one is trying to understand. This creates a context that will help to determine the hierarchical structure of the concept map. It is also helpful to select a limited domain of knowledge for the first concept maps."2
 
 

    Above (figure 1-A)  is a concept map for students and teachers to use when reporting and reflecting on service learning projects. Students engaged in both the planning and reporting process could take any one of the nodes and create a concept map of their own. Successful reporting in the school newspaper can be extended to the school webpage, student electronic portfolios, and local media outlets as well.

Figure 1-B

    Luci, Bob, and I worked together to create this map which outlines "How To Create a Concept Map" during class.

1 Jonassen, David H. (1999). Computers as Mindtools for Schools: Engaging Critical Thinking, 2 Edition.

2 Joseph D. Novak, Cornell University, The Theory Underlying Concept Maps and How To Construct Them
http://cmap.coginst.uwf.edu/info/
(Available 5-30-03)