Learning Strategy ProjectEDUC 6304

Presenter: Ric Sun

Semantic Mapping

LiteratureReview

Participants and Setting

Steps ofProcedures

Implicationsfor future

Objective

This presentation is to

provide attendees a better understanding of semantic mapping with examples and transfer the applications to their own subjects and students. The examples presented will focus on 8th graders in church setting.

Semantic mapping is a visual strategy for

vocabulary expansion and extension of knowledge by displaying in categories words related to one another.

an adaptation of concept definition mapping but builds on students prior knowledge.

Literature Review

Heimich & Pittelman (1986) indicated that the semantic mapping process influences students to become active readers by triggering the brain to retrieve what is known about the topic and to use this information in reading.

Semantic mapping is a cognitive strategy in which information is categorically structured in a graphic/visual form (Raiziene & Grigaite, 2005)

Literature Review

Previous research revealed that semantic mapping is an effective strategy for all reading ability level students in heterogeneous whole class situations (Johnson, Pittelman, et al., 1985).

Participants and setting Classroom:

8th graders in church setting of Sunday school Timing:

40 minutes Gender breakdown:

Male:11 Female: 7

SES: not pertinent

Ethnicity: Asians

Preparation of semantic mapping

A topic Chalkboard or computer Blank paper Markers Highlighters A folder

Steps of Implementation Choose a word or topic

related to classroom work.

Write the word inside of a box, rectangle, triangle, or circle in the middle of a piece of chart paper, on the chalkboard, or the computer.

Steps of Implementation Encourage the students to

think of as many words as they can that are related to the selected key word and then list the words or phrases on chart paper, on the chalkboard, or the computer.

The teacher and students work together to organize the suggested words and phrases in categories linked to the target word.

Steps of Implementation

Taking Olympics as an example, the teacher would write the word, Olympics, in the center of a semanticmap that includes categories labeled people, characteristicsof the people, reasons for participating, feelings, and events.

Discuss the semantic map with the class and encourage students to become aware of new words, to gather new meanings from old words, and to see the relationships among all the words.

Assessment results Pre-test

0

20

40

60

80

100

pre-test

RemarkableVersesMiracles

Applications

Locations ofministries

Pre-test

(Average)

Remarkable verses

40

Miracles 60.5

applications 57

Locations of ministries

50.5

Assessment results Post-test

Post-test

(Average)

Remarkable verses

60.5

Miracles 75

Aapplications 70

Locations of ministries

650

20

40

60

80

100

post-test

RemarkableVersesMiracles

Applications

Locations ofministries

Assessment resultsPre-test

(average)

Pro-test

(average)

Percentage

of improvement

Remarkable

Verses40 60.5 66%

Miracles 60.5 75 80%

Applications 57 70 81%

Location of ministriess

50.5 65 77%

Assessment results

0

20

40

60

80

100

pre-test post-test

RemarkableVersesMiracles

Applications

Locations ofministries

Assessment results Agree with the research?

Students showed the certain degree of improvement in the pre-test and pro-test.

Students will automatically use the prior knowledge to link and build on the new knowledge.

Students got motivated by making their own semantic map richer and more fulfilled so that they gained certain new knowledge through making it.

Will I use this strategy?

ABSOULTELY!! Semantic mapping can be

widely used in general vocabulary development, as a prewriting, pre-reading, post-reading, and as a self- study skill strategy.

This is a valuable resource for teachers at all grade levels to motivate and involve students in the thinking-reading-writing processes.

Assessment results What will I change?

Have students first work as a group to learn from each other and later practice on their own.

Implement in the setting with more variety of ethnic students.

Due to the limited options of setting, implementation in other settings such as school would be suggested.

What to keep the same?

It’s very important for teacher to model it first.

Have students share their map with the class.

Students don’t even want me to erase the diagram because they thought it looks cool! (8th grader teachers know how hard to make them feel cool!)

Reference

Heimlich, J. E., & Pittelman, S. D. (1986). Semantic mapping: Classroom applications. Newark, DE: International Reading Association.

Johnson, D. D., Pittelman, S. D., & Heimlich, J. E. (1986). Semantic mapping. The Reading Teacher, 39, (8), 778-783.

Raiziene, S., & Grigaite, B. (2005). Developing Child’s Thinking Skills by Semantic Mapping Strategies. Trames, 9, 192-206.

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