Transcript Elementary Cross-Curricular Session - MSD-ORD

An Introduction to Dinah Zike’s Foldables®:
Three-dimensional Graphic Organizers
Featured Exclusively in McGraw-Hill Textbooks
Dinah Zike, M.Ed.
Glencoe and Macmillan McGraw-Hill Author, K-12
Dinah-Might Adventures, L.P., www.dinah.com
Dinah Zike Academy, www.dzacademy.com
1-800-99DINAH
c Dinah Zike, 2008
Dinah Zike, www.dinah.com
What are Graphic Organizers?
• Visual representations
combining line, shape,
space, and symbols to
convey facts and
concepts or to organize
information.
Dinah Zike, www.dinah.com
Uses for Graphic Organizers
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Advance organizers
Supplement note-taking and outlining
Alternative format for report
Show relationships between concepts
Reinforce understanding
Organize ideas
Review information
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Why are Graphic Organizers Useful?
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Speed up communication
Help organize information
Make information easy-to-understand
Show complex relationships
Clarify concepts with few words
Clarify concepts through graphic
representations and/or organization
• Convey ideas and understanding
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Types of Graphic Organizers
• Two-dimensional: worksheet-type activities,
photocopied, or student generated: diagrams,
maps, outlines, webs, charts.
®
• Three-dimensional: kinesthetic Foldables
developed by Dinah Zike and featured in
McGraw-Hill textbooks, are based upon the
same concepts and learning strategies, but
they add another dimension which results in
more active student involvement in the
learning process.
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Support for use of Graphic Organizers
• Theoretical: Learning Theory
• Scientifically Based Research
• literacy development
• thinking and learning skills
• Experiential
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Learning Theory Support for Graphic Organizers:
Dual Coding Theory
• Dual coding theory states that we
mentally code information in both verbal
and nonverbal formats. By addressing
both formats in the learning process,
information is easier to retain and recall.
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Learning Theory Support for Graphic Organizers:
Schema Theory
• Schema theory explains that our
memory contains networks of
information, or schemas. Graphic
organizers can help create links between
existing knowledge and new knowledge.
Dinah Zike, www.dinah.com
Learning Theory Support for Graphic Organizers:
Cognitive Load Theory
• Cognitive Load Theory explains that
working memory has a maximum
processing capacity. If that load is
exceeded, learning does not occur.
Graphic organizers can reduce the
cognitive load and allow more learning to
occur by freeing up working memory.
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Scientifically Based Graphic Organizer Research:
Literacy Development
• Researchers have found that elementary
students’ writing skills improved when
graphic organizers are part of the
writing process.
Gallick-Jackson, 1997; Meyer, 1995
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Scientifically Based Graphic Organizer Research:
Literacy Development
• Graphic organizers have been found
to improve young students’ reading
comprehension.
Brookbank et al., 1999; Sinatra et al., 1984
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Scientifically Based Graphic Organizer Research:
Literacy Development
• The National Reading Panel (2000)
found that graphic and semantic
organizers are one of the seven most
effective categories of instruction to
improve reading comprehension.
Dinah Zike, www.dinah.com
Scientifically Based Graphic Organizer Research:
Thinking and Learning Skills
• Graphic organizers aid students in
developing critical thinking and other
higher order thinking skills.
Brookbank, et.al., 1999; DeWispelaere & Kossack, 1996
Dinah Zike, www.dinah.com
Scientifically Based Graphic Organizer Research:
Thinking and Learning Skills
• Graphic organizers are a helpful tool for
improving retention and recall of
information for students at all age and
skill levels.
Bos & Anders, 1992; Ritchie & Volkl, 2000;
Griffin et al., 1995
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Scientifically Based Graphic Organizer Research:
Science Knowledge and Retention
• Graphic organizers have been shown to
aid student comprehension and retention
of science material.
(Guastello et al., 2000; Hawk, 1986; Ritchie & Volkl, 2000;
Simmons et al., 1988; Willerman & Mac Harg, 1991)
• Also applicable to science education, see research on previous
slides relating to vocabulary, writing, critical thinking, and
retention/recall of information.
Dinah Zike, www.dinah.com
Scientifically Based Graphic Organizer Research:
Mathematics Knowledge
• Graphic organizers may help students
develop stronger problem-solving skills.
(Braselton & Decker, 1994)
• Also applicable to mathematics, see research on previous slides
relating to vocabulary, writing, critical thinking, and
retention/recall of information.
Dinah Zike, www.dinah.com
Scientifically Based Graphic Organizer Research:
Second Language Skills
• Graphic organizers may help second
language learners improve higher order
thinking skills.
• DeWispelaere & Kossack, 1996
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Scientifically Based Graphic Organizer Research:
Special Needs Students
• Graphic organizers seem to be quite beneficial
for use with learning disabled students.
• Graphic organizers help students comprehend
content area material, organize information,
and retain and recall content.
(Boyle & Weishaar, 1997; Doyle, 1999; Gallego et al.,
1989; Gardill & Jitendra, 1999; Griffin et al., 1991; Scanlon
et al., 1992; Sinatra et al., 1984)
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Student Achievement with Graphic Organizers
• Graphic organizers lead to improved
student performance, whether measured
by classroom-based, observation,
textbook, or standardized assessments.
• Better student performance when
compared with more traditional forms of
instruction.
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Graphic Organizers Work at All Grade Levels
• Early elementary
• (e.g., Brookhaven et al.,1999)
• Upper elementary/middle level grades
• (e.g., Guastello et al., 2000)
• Secondary grades
• (e.g., Doyle, 1999)
Dinah Zike, www.dinah.com
Keys to Effective Learning
• According to Kolb (1984) effective learning
involves four phases:
– getting involved through concrete
experiences
– reflective listening and observations
– creating an idea with an abstract
conceptualization
– making decisions through active
experimentations
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Triggering Higher-Order Thinking
• Marzano, Pickering, and Pollack (2001)
contend that to foster higher-order
thinking, instruction must require learners
to restructure prior knowledge and link it
to new information.
• These researchers and others use graphic
organizers to restructure existing
knowledge and make new connections.
Dinah Zike, www.dinah.com
How are Foldables® Used?
• TD = Foldables
can be used as Teacher-Directed Activities
• SD = Foldables can be used as StudentDirected and/or Student-Initiated Activities
• T-SD = Foldables can be used as both
Teacher- and Student-Directed Activities.
Dinah Zike, www.dinah.com
TD - Teacher Directed Foldables®
• …are made and used by the teacher during
demonstrations, class discussions, lecture,
and power point presentations.
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TD - Teacher Directed Foldables®
• …are used as classroom organization aids for
displaying student work, making interactive
bulletin boards, collecting vocabulary terms,
and collecting and posting important
information.
• …are made by the teacher and/or student
helpers.
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SD - Student Directed Foldables®
• …are made and used by one or two students
who know how to make them, and they are
used by small groups of students to collect
information gathered during collaborative
group work. Usually one Foldable is used per
group, per activity, or concept taught.
Dinah Zike, www.dinah.com
SD - Student Directed Foldables®
• …can be made and used by every student in
the classroom for daily work and skills
enhancement: note-taking activities,
journaling, cause and effect, comparing and
contrasting, vocabulary/term study aids,
sequencing and cycles, concept maps and
webs, questioning activities, tables, charts,
graphs, diagrams, and more.
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SD - Student Directed Foldables®
• …can be used as formats
for student projects and
reports, taking the place
of flat sheets of poster
board. Foldable projects
take up less space than
poster board projects, are
easy to store, easy to
display, and they can be
worked on during class.
Small Foldables can be
displayed on larger
Foldables allowing
projects to be cumulative.
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S/TD - Student and Teacher Directed
• …can be used as an alternative form of
assessment
• …can be used as bulletin boards
• …can be used as class projects
Dinah Zike, www.dinah.com