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Help me prepare and run the exercise below. First ask for my participant count, time, setting, access needs and intended result. Check these against the stated limits. Use the supplied rules and materials. Explain any proposed changes before using them, and label them as adaptations. Do not invent source claims or require personal disclosure. Give me one step at a time when I say start. I manage the people, physical activity and clock; do not claim to observe the room. Ask me what happened before choosing a next step.

Reference revision: bfae240c175fd16f24512b9bd9e048853a3d9a6d776042997aac2d29195f13aa

# Concept Map

Participants generate key terms on a focal topic, sort them from general to specific, and draw linking lines with explanatory phrases to show how concepts relate.

**Time:** 20 minutes. UWT suggested 20-minute run time based on the 4-step sequence from The Teacher Toolkit.
**People:** 4 to 24. Pairs or small groups of 3; individual mapping is also supported.

## Choose this exercise

**Purpose:** Produce an explicit diagram of relationships between core concepts in a topic area.
**Use it when:** Use when reviewing a shared text, synthesizing complex project terminology, or diagnosing prior understanding before a new work phase.
**Skip it when:** Skip when the group needs divergent, open-ended brainstorming without hierarchical structure, or when participants lack common reference points on the topic.

## Materials and tools

- One large sheet of paper (flip chart or ledger size) per pair
- One pad of sticky notes per pair
- Two fine-tip markers per pair
- One visible countdown timer

## Before participants arrive

1. Select a single central topic, reading, or focus question.
2. Write the central topic clearly on a front board.
3. Distribute paper, sticky notes, and markers to each workstation.

## Say this to open

Today we are building a concept map to track how key ideas connect. You will work in pairs. First, list individual terms on sticky notes. Then arrange them from the broadest idea down to specific examples. Finally, draw connecting lines and write short phrases on those lines to describe exactly how the concepts link together.

## How to run it

### 1. Introduce topic and brainstorm terms (4 minutes)

State the central topic. Give pairs three minutes to write 8 to 12 distinct terms or key facts on individual sticky notes, one term per note.

### 2. Sort and arrange hierarchy (5 minutes)

Instruct pairs to place their most general concept near the top or center of the large paper. Have them sort and cluster remaining notes below it, moving from general concepts down to specific examples or supporting details.

### 3. Draw lines and label relationships (6 minutes)

Pairs draw connecting arrows between related notes. Along each arrow, they write a short linking phrase explaining the relationship (for example, 'leads to', 'is part of', or 'depends on').

### 4. Review and debrief (5 minutes)

Ask pairs to stand and spend two minutes viewing adjacent maps. Gather the whole room. Take two voluntary observations on different connection choices.


## Debrief questions

- Which concept had the most links connecting to it, and what made it central?
- Where did you and your partner disagree on how to label a relationship line?
- What missing concept or link became obvious once you saw the map on paper?

**Finished output:** A pair-created relational diagram showing key concepts linked by labeled connecting phrases, or an individual copy kept privately.

## Remote

Run using an online whiteboard. Create one framed canvas per pair with pre-made digital sticky notes and line connector tools. Pairs work in breakout rooms for steps 1 through 3, then return to the main room to view each other's frames.

## Hybrid

In-person pairs use physical paper and notes; remote pairs use the digital whiteboard. Ensure the facilitator projects the digital board in the physical room so both groups see the collective work during debrief.

## Access and participation choices

- Participants may work individually instead of in pairs upon request.
- Partners can split writing and arranging roles according to motor or visual preferences.
- Participants may pass on speaking during the whole-room debrief without explanation.

## If the session gets stuck

**Participants draw lines between terms but forget to write explanatory phrases on them.**

Remind the room that an unlabeled arrow only shows contact, while a labeled line explains the relationship. Give an example like 'water cycle' linked to 'evaporation' via the phrase 'begins with'.

**Pairs get stuck trying to create a perfect hierarchy.**

Prompt them to use sticky notes freely so they can reposition terms without redrawing.


## Terms used here

- Concept map: A visual diagram showing relationships between concepts, using labeled connecting lines between terms.
- Linking phrase: A brief text (like 'causes' or 'includes') written along an arrow to explain the connection between two terms.

## Sources and adaptation

Observed in The Teacher Toolkit teaching resource library under 'Concept Map'.

Retained the four-phase mechanic (Brainstorm, Organize, Map, Connect) documented by The Teacher Toolkit. Added explicit pair grouping rules, a 20-minute facilitation timeline, neutral relationship examples, remote and hybrid execution details, and access options.

[The Teacher Toolkit](https://www.theteachertoolkit.com/index.php/tool/Concept-Map)

Current run sheet: https://unitedwetransform.com/exercises/concept-map-the-teacher-toolkit/