Graphic Organizers. Graphic Organizers. Prepared by Tracey Hall & Nicole Strangman Please visit the AIM Center home page. Introduction One way to help make a curriculum more supportive of students and teachers is to incorporate graphic organizers. Graphic organizers come in many varieties and have been widely researched for their effectiveness in improving learning outcomes for various students.
The following five sections present a definition of graphic organizers, a sampling of different types and their applications, a discussion of the research evidence for their effectiveness, useful Web resources, and a list of referenced research articles. We have focused this overview on applications of graphic organizers to reading instruction, with the intention of later expanding the discussion into other subject areas. Top Definition A graphic organizer is a visual and graphic display that depicts the relationships between facts, terms, and or ideas within a learning task.
Types of Graphic Organizers Applications Across Curriculum Areas. Graphic organizers. Once again I couldn’t quite get this out before the turkey was done. But as I did last year, this Thanksgiving weekend I’d like to share some inspiring words and ideas from NCTE as a way of giving thanks to all the educators out there whom I consider to be part of my professional leaning community, especially all you blog readers who, week after week, renew my faith in teachers.
The theme of this year’s convention was (Re)Inventing the Future of English, and as happened last year, I detected what seemed to me to be a pattern in the sessions I attended: that the future we’re in the process of reinventing is one of “wholeness and possibility,” not data points and accountability, where the act of teaching children entails “being passionate together.” This included the story of a fifth grade boy whose class had just returned from a trip to a rock and ropes challenge course. In this case, rather than stopping the silliness and having students get down to work, Levia let it run its course. Graphic Organizers. Graphic Organizer Worksheets. Advertisement. EnchantedLearning.com is a user-supported site. As a bonus, site members have access to a banner-ad-free version of the site, with print-friendly pages.Click here to learn more.
(Already a member? Click here.) Graphic Organizers Graphic organizers (some of which are also called concept maps, entity relationship charts, and mind maps) are a pictorial way of constructing knowledge and organizing information. They help the student convert and compress a lot of seemingly disjointed information into a structured, simple-to-read, graphic display. Increasing Understanding by Creating Graphic Organizers: The process of converting a mass of data/information/ideas into a graphic map gives the student an increased understanding and insight into the topic at hand. The creation of graphic organizers also helps the student generate ideas as they develop and note their thoughts visually. Creating Graphic Organizers: Graphic organizers can be drawn free-hand or printed.
Teaching Ideas. One of the most useful techniques for revision I've come across is known as Mind Mapping. I've successfully mind-mapped with many of my GCSE Information Technology and Geography students with some great results (see later). Mind Mapping is a fun way to revise and really does seem to work well. It gives the students much more time to fit in the topics that need to be covered and, I believe, makes revision 'less boring'. So explain Mind Mapping to me! Mind mapping is a graphical way to arrange a topic onto a piece of paper. As you can imagine, Mind Maps can become complex but exciting revision tools which allow the students (and you) to build up links between the main topics of the map. Finally, try Mind Mapping not just as a revision technique but also to fortify your student's notes.
Related Sites. Classroom Issues on Graphic Organizer Ideas. How to use graphic organizers for teaching writing, learning, and understanding across the curriculum. Graphic organizers guide learners’ thinking as they fill in and build upon a visual map or diagram. Graphic organizers are some of the most effective visual learning strategies for students and are applied across the curriculum to enhance learning and understanding of subject matter content.
In a variety of formats dependent upon the task, graphic organizers facilitate students’ learning by helping them identify areas of focus within a broad topic, such as a novel or article. Because they help the learner make connections and structure thinking, students often turn to graphic organizers for writing projects. In addition to helping students organize their thinking and writing process, graphic organizers can act as instructional tools. Teachers can use graphic organizers to illustrate a student’s knowledge about a topic or section of text showing areas for improvement.
For more graphic organizer examples including, webs, concept maps and mind maps click here Graphic Organizer Example. Graphic Organizers for Content Instruction. One of our roles as ESL and bilingual specialists is to encourage mainstream teachers to employ teaching techniques which make content area information more accessible to second language learners. Content materials present text which is too dense for ELLs.
Teach your students to use graphic organizers such as webs, Venn diagrams, and charts to help them better comprehend these texts. These are visual tools that help ELLs understand and organize information. They are like mind maps which promote active learning. Graphic Organizers can also help students develop higher level thinking skills and promote creativity.
One of our goals in teaching our English language learners is to help them summarize and interpret text. Download the PDF files listed below or try a customized graphic organizer at Teach-nology.com. Teaching Mindmapping. For a number of years now, I have worked with a number of primary school teachers and their classes to develop their understanding of Mindmapping and its uses. Initially, I was naïve enough to assume that a simple demonstration would be sufficient to trigger the production of immaculately planned maps. It is true that the demonstration went well. Neither was there any lack of enthusiasm when the students started work on their own Mindmaps. They keenly tackled topics from the range of options provided (pets, holidays, sport), blitzing their diagrams with a multitude of ideas and copious illustrations. There were some delightful drawings (of cats, dogs, mice, rats, hamsters and guinea pigs – all looking remarkably similar); incredible diversity of ideas (from archery to pheasant shooting) and some inventive spellings (I especially liked “Greg Regretsky” – the famous tennis player).
There were more than a few revelations. Activists respond to its immediacy.