Learning Vocabulary Using Concept Definition Mapping

Presenters: Allison Meade and Zach Hall

Do you remember coming across a difficult word when you were younger and turning to the dictionary for an answer? Most students read the definition several times to try to develop an understanding, but frequently the definition will be misconstrued. Learning vocabulary can be a challenging task for students of any age. This task gets increasingly harder as children get older because the context in which they encounter the new word has few context clues. Schwartz views the concept definition map as a more meaningful method for students to learn new words in a structured and creative manner.

                  The concept definition map uses the following connections within a word’s meaning: categories, properties and illustrations. Through these connections and the use of prior knowledge, students are able to transform the unfamiliar word into something that makes sense.  Students frequently encounter unfamiliar words in textbooks and answer questions in a work book to further their understanding of the word. This method fails to encourage students to be independent learners. By using the concept definition map, students are able to make a more personal connection to the word to develop a better, more independent understanding.  In order to make the concept definition map fit different needs, there are ways to modify the map. The sections, category, properties and illustrations may be changed to “what is it,” “what is it like” and “what are some examples” in order to make an easier connection to the unfamiliar word.

                  The following examples are ways that concept definition maps are helpful in the classroom:

·  Demonstrating purpose

o   Instead of simply saying the purpose of instruction, students respond better when shown the value of the instruction being taught.

·  Activating Prior Knowledge

o   This section is used to show students that they do in fact know a lot about the word by being able to define properties, categories and illustrations.

·  Content application

o   When students are familiar with the structure of the concept definition map they will be able to easily identify if they have any prior knowledge of the word.

·  Context analysis

o   When the structure of the map is familiar, students will be able to use it in aid with their context text to determine the meaning.

·  Internalizing CD structure

o   Analyzing definitions that may be incomplete and discussing what could be added either by viewing the context text or their prior knowledge. This discussion will allow students to internalize the techniques used to determine the meaning of concepts.

· Strategy Ownership

o   When the concept definition map is used frequently along with discussion so that students develop a feeling of control and ownership of the word meaning strategies.