Transcript DRichard

Graphic Organizers
Presented by:
Daniel’ Richard
Cognitive learning
theorists:
Jean Piaget
Lev Vygotsky
David Ausubel
Jean Piaget

His major contribution to the cognitive
learning approach was his theory of
cognitive development. This theory
describes 4 levels of intellectual growth
that humans progress through including
sensory motor, preoperational, concrete
operational, and formal operational.
IRA Professional Standard : 1.6
Implications of Piaget’s research

One important idea is that any given group of
students can display a wide variety of
cognitive abilities. Teachers must therefore
be aware of the cognitive abilities of their
students and plan instruction accordingly.
 Educators must promote more concrete
experiences in the classroom and encourage
students to search for meaning and
relationships when confronted with apparently
contradictory or difficult information.
IRA Professional Standard : 12.2
Two important features of Lev
Vygotsky’s research
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Private speech
– Involves a learner’s internal thought processes
used to regulate problem solving skills.

Zone of Proximal Development (ZPD)

– Describes the level between the learner’s
knowledge and the learner’s capabilities where
instruction is most beneficial
These two concepts work together when a teacher
assists a student to solve a problem by providing him
or her with structure and encouragement and then
gradually backing off to allow the student to rely on
his or her own private speech to complete the task.
Meaningful learning contrasted
with Rote learning
In Ausubel’s view, to learn meaningfully,
students must relate new knowledge
(concepts) to what they already know.
He proposed the notion of an advance
organizer as a way to help students link
their ideas with new material or
concepts.
IRA Professional Standards : 7.3,
8.4
Ausubel believed that learning proceeds in a top-down, or
deductive manner. This theory consists of three phases,
presentation of an advance organizer, presentation of learning
task or material, and strengthening the cognitive organization
Phase one:
Advance
organizer
Phase Two:
Presentation of
Learning Task or
Material
Phase three:
Strengthening
Cognitive
Organization
Clarify
Make
Relate
aim of the
the organization
lesson
of the new material
Present the organizer explicit.
Make logical order of
Relate the organizer
learning material
to students’
explicit.
knowledge
Present material and
engage students in
meaningful learning
activities.
new
information to advance
organizer
Promote active
reception of learning

Meaningful learning entails new
knowledge that relates to what one
already knows and that can easily be
retained and applied. (Ausubel)
Advance Organizers

An Advance organizer entails the use of
introductory materials with a high level of
generality that introduce new material and
facilitate learning by providing an “anchoring
idea” to which the new idea can be attached.
 Teachers can facilitate learning by organizing
information presented so that new concepts
are easily relatable to concepts already
learned.

Examples of devices that may be used include:
– Pictures, titles of stories, reviews of previously learned
concepts, short video segments
IRA Professional Standards : 8.1,
12.2

An advance organizer allows the learner to
recall and transfer prior knowledge to the new
information being presented.
 This theory is based on the idea that learning
is facilitated, if the learner can find meaning in
the new information.
 If a connection can be made between the
new information and previous knowledge, the
learning experience will become more
meaningful to the learner.
 Therefore, the new information will be
learned.
The advance organizer is not a strategy used by the learner,
but rather an instructional strategy used by the teacher. In
essence the advance organizer is a brief, general speech
prepared by the teacher, before presenting the new material,
to introduce the new lesson.

There are seven features of an advance
organizer:
– 1. It is a brief, abstract prose.
– 2. It is a bridge that links between similarities of the unknown with
the known.
– 3. It is used as a introduction the the new material.
– 4. It is an abstract outline of new information and a restatement of
old knowledge.
– 5. It helps to structure the new information.
– 6. It encourages students to transfer and apply old knowledge.
– 7. It consists of concrete intellectual information.
IRA Professional Standards : 8.4,
7.3, 7.5
Schema
Schema theory extends Ausubel’s
theory of meaningful learning by
identifying other types of relationships
which help lend meaning to new
knowledge.
 But the same two processes remain,
only with different names:

– Assimilation & Restructuring
IRA Professional Standard : 7.3

Assimilation occurs when you plug new
knowledge into an existing schema, whereas

Restructuring occurs when the new
knowledge results in your reconceptualizing
(significantly modifying a schema) in order to
understand (reconcile conflicts with your prior
knowledge).
Using Graphic Organizers for
Prewriting and Writing Assessment

From helping students generate writing topics
to organizing the details of a written piece,
graphic organizers are important tools for
students to use during prewriting, or the
planning stages of writing. Simple, visual
planning tools, like graphic organizers, can
help students think and plan before
attempting to map out complex sentences,
comprehensive paragraphs, and longer
written pieces.
Story Web

Help students brain storm before writing.
 Have the children identify a topic and main areas
they want to share about the topic.
 Have them record details about each on the
branches.
 Each subtopic circle and its branches represent the
main idea of a paragraph and the supporting details.
 Have students number the circles to reflect the order
in which they plan to organize their written
paragraphs.
 This exercise will allow students to get a jump start
on their writing.
Story Map

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Help students get their
creative juices flowing.
In the writing center, place
several partially completed
story maps with a variety of
titles, characters, and
settings.
At the center, let each
student choose a map to
complete.
Then, have each student
practice his/her creative
writing skills by using the
elements presented in the
story map to write a creative
piece.
K W L Chart

Make a class book to review and assess what
students have learned.
 Have students choose information from the L
column on a class KWL chart and write one
or more informative sentences about what
they learned from a topic or unit of study.
 Ask students to include an illustration
showing what they have learned.
Comparison Map & Venn
Diagram



Typically used when
writing descriptive
pieces.
Have students list two
topics, events,
characters, etc., to be
compared.
Comparing helps
students to better
understand the topics,
and make connections
between them.
Time Line

Have each student create a book about a
story they read.
 Fold 8 ½ X 11 paper in half horizontally. Layer
papers and staple along the fold to create a
book.
 Have each student refer to the completed
time line, then write a sentence and create an
illustration on each page of the book.
Chain Reaction
1. Guide students to make predictions
about a story, helping them to visualize
events which affect each other.
 2. Students may also use the organizer
to brainstorm What might happen
if…during discussions about conflict
resolution. (Character education)

Paragraph Frame
This is a great tool to reinforce the
concept of writing summaries.
 Paragraph frames are useful tools for
recalling information.

Gifted and Talented
Modifications

Posing open-ended questions that require higher-level thinking

Modeling thinking strategies, such as decision making and evaluation

Accepting ideas and suggestions from students and expanding on them

Facilitating original and independent problems and solutions

Helping students identify rules, principles, and relationships
Taking time to explain the nature of errors

English Language Learner
Modifications
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Provide them with a taped reading prior to the lesson.
Partner them with an English-speaking child.
Do picture sorts with them to build their sight vocabulary, then do
word sorts.
Have them do the job of illustrator at first, then move them into story
dictation. The child could incorporate his language in by telling the
word as he knows it.
Give them a vocabulary notebook of important words in the book.
If possible, get a copy of the book in their language.
Find websites that they could use to translate words.
Works Cited
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http://tip.psychology.org/ausubel.html
Ausubel, D. (1963). The Psychology of Meaningful Verbal Learning.
New York: Grune & Stratton.
Ausubel, D. (1978). In defense of advance organizers: A reply to the
critics. Review of Educational Research, 48, 251-257.
Ausubel, D., Novak, J., & Hanesian, H. (1978). Educational
Psychology: A cognitive view (2nd Ed.). New York: Holt, Reinhart &
Winston.
http://www.indiana.edu/~idtheory/methods/m6c.html
http://web.csuchico.edu/~ah24/ausubel.htm
http://www.coe.ufl.edu/webtech/GreatIdeas/pages/peoplepages/ausabe
http://scied.gsu/Hassard/mos/2.10.html
http://www.geocities.com/jjmohn/research.htm
Holmes, E. (2003). Graphic Organizers. North Carolina: CarsonDellosa
Thank You!
Questions or Comments?
Daniel’ Richard
