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Graphic Organizers

Graphic Organizers. Key elements Pick the right one! Must require some writing. Must include dialogue/speaking. Must have some finishing product/question that addresses HOTS. Graphics and Symbols Communicate. Add context – X’s and O’s can have different meanings depending on the context.

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Graphic Organizers

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  1. Graphic Organizers Key elements Pick the right one! Must require some writing. Must include dialogue/speaking. Must have some finishing product/question that addresses HOTS.

  2. Graphics and Symbols Communicate Add context – X’s and O’s can have different meanings depending on the context

  3. Graphics, symbols, and text can work together to communicate complicated concepts and thinking.

  4. Pair-Share Discuss with an elbow partner: What do you know about graphic organizers? How often do you use them? What types do you use? Directions: • Partner #s = 1 & 2… 2s share first • Reverse roles • Be prepared to share yours or your partner’s ideas

  5. Graphic Organizer = Visual Array Writing +Dialogue Graphic Organizer

  6. Graphic Organizer = Visual Array Writing +Dialogue Graphic Organizer • Visual Arrays have been shown to raise • achievement results in every content area • and with every subgroup of students • Visual Arrays build cognitive capacity around • integrating and interrelating ideas • Visual Arrays create meaningful • contextualization for new ideas*

  7. Graphic Organizer = Visual Array Writing +Dialogue Graphic Organizer Writing has been shown to raise achievement results in every content area (in small bits or larger pieces) • Writing is thinking • Writing increases thinking fluency • The more you write, the more fluent your thinking and the easier it is to initiate writing • tasks

  8. Graphic Organizer = Visual Array Writing +Dialogue Graphic Organizer Dialogue via Cooperative Grouping: • Pairs and triads raise critical thinking • levels of students • With a graphic organizer there is still • individual accountability

  9. Using Graphic Organizers Conditions for Using Graphic Organizers: • Students must fill them in themselves • Students must engage in dialogue around the graphic • Student dialogue must be guided by specific response questions • To be effective, Graphic Organizers must be used often—once or twice a week

  10. Pair-Share Discuss with an elbow partner: Reflect on the parts of successful graphic organizer use… How effectively have you been using graphic organizers? How might you revise your routines around using graphic organizers to increase efficacy? Directions: • Partner #s = 1 & 2… 1s share first • Reverse roles • Be prepared to share yours or your partner’s ideas

  11. Research Results Visual Array Writing +Dialogue Graphic Organizer ●Semantic organizers, cognitive maps with a mnemonic, and framed outlines were all found to be highly effective in improving reading comprehension in any learning area. Cognitive maps without a mnemonic were found to be moderately effective ●Students using graphic organizers significantly out performed their peers who did not use graphic organizers regardless of whether they developed their own graphic organizers or used teacher- or researcher-generated ones. ●Students ranging in age from elementary to high school all benefitted significantly from using graphic organizers.

  12. Research Results (Over 29 Major [300 total] Studies) As a tool to support students’ thinking and learning processes, the 29 largest research studies have shown that graphic organizers help students: • Brainstorm ideas • Develop, organize, sequence, and communicate ideas • See connections, patterns, and relationships • Assess and share prior knowledge • Develop vocabulary • Outline for writing process activities • Highlight important ideas • Classify or categorize concepts, ideas and information • Comprehend the events in an article, book, diagram, other visual materials • and media (any input type) • Improve social interaction between students and facilitate group work and collaboration among peers • Guide review and study • Improve reading comprehension skills and strategies at high levels of thinking • Facilitate recall and longer term retention

  13. Pair-Share Discuss with an elbow partner: What graphic organizer can you imagine using (or having your students create) to increase understanding of something you will be teaching in the next week? Directions: • Partner #s = 1 & 2… 2s share first • Reverse roles • Be prepared to share yours or your partner’s ideas

  14. Sequence or Time Sequence

  15. Array Web Relational Parts or Characteristics Concept

  16. T-Charts DATA or IDEA T- Chart Roosevelt Truman IDEA T-Chart Cornell Notes

  17. Venn Diagram Contrast and Compare

  18. Adjusted Venn INFLUENCE OF MULTIPLES: Elements Parts Causes Conditions Kuzmich, 2008

  19. Frayer Method Concept: Kuzmich, 2008

  20. Eats Meat Needs Walking Low Care 4 legs Dog X X X Cat X X Snake X Bird X Traditional Semantic Feature Analysis Comparison of Pets Kuzmich, 2008

  21. Year Causes Result Allies WWI WWII Korea Viet Nam Semantic Analysis as Concept Based Note Taking Tool Comparison of Wars Kuzmich, 2008

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