The detailed analysis and scoring of concept maps may not be necessary in order for students to gain from their use in the classroom. A simplified recognition of different types ('species') of map may increase the likelihood of teachers employing maps in their classrooms so that more teachers and students might benefit from concept mapping on a regular basis. A greater familiarity and level of engagement with concept maps is likely to support an increase in the level of mapping expertise developed by both teachers and students, enabling maps to be used to support higher order thinking skills -- as intended. The counter-intuitive conclusion to this prospect is that the adoption of a non-analytical consideration of maps may actually make them a more valuable classroom asset. However, this requires a greater level of expertise in the application of concept maps on the part of the teacher. A simplified typology of 'map species' is presented to support the development of this perspective.