Transcript Graphic Organizers - Arcadia Valley School District

Graphic Organizers
Presented by
David Amelunke
Objectives
• Learn what research shows about the use of
Graphic Organizers on student achievement
• Learn when to use the various types of Graphic
Organizers
• Learn methods to create Graphic Organizers
• Generate ideas for use of Graphic Organizers in
your classroom
Vocabulary
• Nonlinguistic Representations - imaginary
forms of knowledge in the mind such as mental
pictures or even physical sensations
•Visual Learning - a variety of activities and
systems for organizing information graphically
or visually
•Graphic Organizers - visual depictions of
knowledge that help guide the thinking process
Nonlinguistic
Representations
Information from Classroom
Instructions That Works: Research
Based-Strategies for Increasing
Student Achievement by Robert
Marzano, Debra Pickeringand Jane
E. Pollock
Storing Information
• Many Psychologists adhere to a “dual coding”
theory of information storage
• This theory says that knowledge is stored in
the brain in two forms - a linguistic form and an
imagery form
Linguistic
•The linguistic form is in words or statements
• This form could be thought of as containing
actual statements in long-term memory
Imagery/Nonlinguistic
The imagery form is expressed as mental
pictures or even physical sensations such smell,
taste, touch, sound and kinesthetic association
Using Both
•The more we use both systems of
representation the better we are able to think
about and recall knowledge
• This is particularly important in the classroom
because linguistically is the primary method of
presenting knowledge in the classroom
• We either talk to students about content or
they read about new content
• This means students are left to generate their
own nonlinguistic representations
Increasing Student
Achievement
• When teachers help students make nonlinguistic representations students achieve more
• Engaging students in the creation of
nonlinguistic representations stimulates and
increases activity in the brain
Generalizations Regarding
Nonlinguistic Representations
• A variety of activities produce nonlinguistic
representations
• The goal of instructional strategies is to
produce nonlinguistic representations of
knowledge in the minds of students
• It can be accomplished in many ways:
• Creating Graphic Representations
• Making Physical Models
• Generating Mental Pictures
• Drawing Pictures and Pictographs
• Engaging in Physical Activities
Generalizations Regarding
Nonlinguistic Representations
• Nonlinguistic representations should elaborate
on knowledge. For example a student can
elaborate on his knowledge of fractions when
he constructs a mental model of how a fraction
might appear in concrete form
• The process of generating nonlinguistic
representations forces students to elaborate on
their knowledge and leads to deeper
understanding and easier recall of information
Classroom Practice in
Nonlinguistic Representations
• Graphic Organizers are the most common way
to help students generate nonlinguistic
representations
• Graphic Organizers combine the linguistic
mode in that they use words and phrases and
the nonlinguistic mode in that they use symbols
and arrows to represent relationships
•
Graphic Organizers have great utility in the
classroom because they correspond to six
common patterns that information can be
divided into:
1.
Descriptive pattern
2.
Time sequence pattern
3.
Process/cause-effect pattern
4.
Episode pattern
5.
Generalization/principle pattern
6.
Concept pattern
Descriptive Pattern
•
•
Descriptive Patterns
can be used to
represent facts
about specific
people, places,
things and events
This information
does not have to be
in any specific order
Mai n Ide a
Descriptive Pattern
Big
Example
T usks
Ele ph an ts
Big Ears
Gray
Time Sequence Pattern
•
Time sequence patterns organize events in a
specific chronological order
•
For example, the events leading up to the
Vietnam War can be shown in a time sequence
pattern organizer
Event 1
Event 2
Event 3
Event 4
Process/Cause-Effect Pattern
•
Process/Cause-Effect Patterns
organize information into a
casual network leading to a
specific outcome
•
An example would be
study habits that make a
good student
Episode Pattern
Episode Pattern Organizers arrange data about
specific events including:
1. Setting (time and place)
2. Specific People
3. A specific duration
4. A specific sequence of events
5. A particular cause and effect
An Example would be information
leading up to the Civil War
Episode Pattern
An Example
would be
information
leading up to
the Civil War
Du rati on
Place
Tim e
C au s e
Person
Episode
Person
Effect
Person
Generalization/Principle Patterns
•
•
Gereralization/Princi
ple Patterns
organize information
into general
statements with
supporting details.
An Example would
be statements
supporting a
hypothesis that
economic conditions
were the cause of
the Civil War.
Generalization/Principle
Example
Example
Example
Concept Pattern
•
Concept Patterns organize information
around a word or phrase that represents
entire classes or categories of people, places
things or events
•
The characteristics or attributes of the
concept along with examples of each should
be included in this example.
•
An example would be a teacher asking a
student to show the concept of fables along
with examples and characteristics of them.
Concept Pattern
Exam ple
C h aracteri stic
A Concept Pattern could
look like this
Exam ple
Exam ple
Concept
C h aracteri stic
Exam ple
Exam ple
Exam ple
Exam ple
Exam ple
C h aracteri stic
Exam ple
So how do you make
a Graphic Organizer
and what software can
you use?