The second leg of our journey through maps takes us to analyze concept maps. These, too, are useful tools to assist and support our students’ language learning journey, and they have the ability to systematize seemingly unstructured concepts. As “systems of mental representation of knowledge” (Bargero 1994), they owe their name to Prof. J. Novak and his team at Cornell University, who outlined their essential characteristics in the 1970s.
What is a concept map?
According to Novak’s definition, concept maps “… are tools for organizing information in a way that promotes at a deep level the integration of knowledge. Students who use them acquire meaningful, interconnected learning and, in addition, ‘learn how to learn’ more effectively…” (Novak, Gowin, 1997).
The structure of concept maps, unlike that seen for mind maps, is developed vertically, from top to bottom, and each concept is placed in a geometric outline connected to other geometric outlines by arrows or nodes. The relationship logic is connectionist, and the structure is networked; sometimes, when it is over-articulated, the starting point may not be clear.
This type of visual representation of knowledge serves as a way for students to familiarize themselves with concepts and proposes a tool for deconstructing and reconstructing what they are learning.
How to use concept maps during the Italian foreign language class?
I always use concept maps in my L2/LS Italian class because I find them essential for systematizing the course of study. Very often, especially during intensive courses, students need to visualize the coordinates of what they are learning, and, just like a compass, concept maps are the most immediate and responsive tools for their needs: try building a mind map together with students with all the tenses of the indicative, placing it side by side with a timeline. The reuse of what was previously practiced will be safer and gradually more accurate.
In addition to stimulating metacognitive reflection, they are really effective for assessing acquired skills and checking learning progress. Proposing a map to complete, or asking you to construct one, is always a testing exercise that does not overcommit, but gives an immediate insight into how much more needs to be deepened, particularly with some groups of students who prefer categorized and organized study. Several online software programs are available, all of which are quite intuitive to use, including https://cmap.ihmc.us/cmaptools/ or https://gitmind.com/
You just have to try them out!
A cura di Simona Consolazione