The students in our Co-Taught Language Arts class have come to like the Concept Diagram. When we introduced the class to the diagram the first time, they struggled to stay on topic and had difficulty understanding the diagram. After we slowed down the pace and went back over the purpose and advantages of the diagram, they began to contribute more meaningfully to the creation of the diagram. The students compete to offer the best examples and non-examples. We have used the diagram on two different topics this year. Creating the diagram went more smoothly the second time. The students understood what was needed and required less guidance and prompting. Because we have seen the benefit for students, we plan to use the Concept Diagram more often.
