From Skeptic From Skeptic to Believer: to Believer:

The Power of The Power of Graphic Graphic

Organizers Organizers

Erin LowryErin Lowry22ndnd International ELT Conference International ELT Conference

Tacna, PeruTacna, PeruJuly 26 & 27th, 2010July 26 & 27th, 2010

AgendaAgenda

What are they and which ones? What are they and which ones? Supporting students’ thinking AND Supporting students’ thinking AND

language developmentlanguage developmentNarrowing the field, increasing the Narrowing the field, increasing the

yieldyieldOwning the organizersOwning the organizersDifferentiating instructionDifferentiating instruction

The Believer

The Skeptic

  

“The difference between good and poor learners is not the sheer quantity to what the good learner learns, but rather the good learner’s ability to organize and use information” (Smith, 1986).

Image source: http://www.flickr.com/photos/langwitches/3743680128/in/set-72157605083562304/

Battling….

What ?What ?

Visual maps of information that Visual maps of information that help learners understand and retain help learners understand and retain informationinformation

Also often referred to as a "map" Also often referred to as a "map" because it can help teachers and because it can help teachers and students "map out" their ideas in a students "map out" their ideas in a visual mannervisual manner

BrainstormBrainstorm

A Groups A Groups : How do you and your : How do you and your students use graphic organizers? students use graphic organizers?

B GroupsB Groups: What cognitive functions : What cognitive functions do graphic organizers support?do graphic organizers support?

C GroupsC Groups: What linguistic features : What linguistic features and functions do organizers and functions do organizers support?support?

Using Organizers to Support Using Organizers to Support Cognitive FunctionsCognitive Functions

• main idea/detailmain idea/detail

• compare& compare& contrastcontrast

• sequencesequence

• build meaning build meaning (vocabulary)(vocabulary)

• brainstormbrainstorm

• story mapstory map

• problem/problem/solutionsolution

• cause/effectcause/effect

• categorizecategorize

Instructional Categories Instructional Categories that Affect Achievementthat Affect Achievement

Identifying Identifying similarities and similarities and differencesdifferences

Summarizing and Summarizing and note-takingnote-taking

Reinforcing effort Reinforcing effort and providing and providing recognitionrecognition

Homework and Homework and practicepractice

Nonlinguistic Nonlinguistic representationsrepresentations

Cooperative Cooperative learninglearning

Setting goals and Setting goals and providing feedbackproviding feedback

Generating and Generating and testing hypothesestesting hypotheses

Activating prior Activating prior knowledgeknowledge

Time on TaskTime on Task

Incremental process that benefits Incremental process that benefits from long-term, consistent from long-term, consistent exposureexposure

Minimal exposure restricts the Minimal exposure restricts the overall impact of GO practicesoverall impact of GO practices

BenefitsBenefits

  Easy for students to useEasy for students to use

Helpful for differentiation Helpful for differentiation

Once they are taught, they are ownedOnce they are taught, they are owned

Can start teaching them earlyCan start teaching them early

Can use them in our assessments and Can use them in our assessments and for reviewfor review

Can be used in any content area or Can be used in any content area or grade levelgrade level

Factors Influencing Factors Influencing EffectivenessEffectiveness

Important variables include grade level, Important variables include grade level, point of implementation, instructional point of implementation, instructional context, and ease of implementationcontext, and ease of implementation

Handing students a ready-made Handing students a ready-made organizer does not encourage organizer does not encourage independent thinkingindependent thinking

Changing visuals from class to class Changing visuals from class to class does not allow students to “own” the does not allow students to “own” the organizersorganizers

Before InstructionBefore Instruction

Provide structure Provide structure for the presentation for the presentation of new material of new material while indicating while indicating relations between relations between ideasideas

Elicit information to Elicit information to have an accurate have an accurate idea of students’ idea of students’ prior knowledgeprior knowledge

During InstructionDuring Instruction

Actively isolating, processing and Actively isolating, processing and reorganizing key informationreorganizing key information

Looking at and adapting an organized Looking at and adapting an organized structure of information gives students structure of information gives students an opportunity to learn from their own an opportunity to learn from their own mistakesmistakes

Allowing students to construct maps that Allowing students to construct maps that are appropriate to their individual are appropriate to their individual learning styleslearning styles

After InstructionAfter Instruction

Construct own organizers using the full text to Construct own organizers using the full text to isolate and organize key concepts—isolate and organize key concepts—summarizationsummarization

Connect prior knowledge with what was Connect prior knowledge with what was learned and identify relationships between learned and identify relationships between those ideasthose ideas

Describe purpose, model use, and provide Describe purpose, model use, and provide students with opportunities for guided students with opportunities for guided practicepractice

When students are comfortable with using the When students are comfortable with using the organizer, more independent applicationorganizer, more independent application

Narrow the field, Narrow the field,

Increase the Increase the yieldyield

Patterns of Patterns of informationinformation

MarzanoMarzano

1.1. Descriptive patternsDescriptive patterns

2.2. Time/sequence patternsTime/sequence patterns

3.3. Process/cause-effect Process/cause-effect patternspatterns

4.4. Episode patternsEpisode patterns

5.5. Generalization/principle Generalization/principle patternpattern

6.6. Concept patternsConcept patterns

Thinking MapsThinking Maps

1.1. Brainstorming/Defining Brainstorming/Defining in contextin context

2.2. DescribingDescribing

3.3. Comparing/ContrastingComparing/Contrasting

4.4. ClassifyingClassifying

5.5. Whole-Parts Whole-Parts RelationshipsRelationships

6.6. SequencingSequencing

7.7. Cause and effectCause and effect

8.8. Seeing analogiesSeeing analogies

Usually text or teacher centered

Based on isolated tasks

Difficult to transfer across content areas

Often static forms, used alone

Inconsistent graphics across classrooms

Based on fundamental thinking skills

Easily transferred across disciplines

Consistent visual language

Highly flexible form

Visual

Patterns

Very successful

Useful for teaching

Combo linguistic& non-linguistic

400+

8

Rural Rural LifeLife

Defining in Context: Circle Map

Describing Qualities: Describing Qualities: Bubble MapBubble Map

Describing: Bubble Describing: Bubble MapMap

Function: My school day

Function: reflexive verbs

Sequencing: Flow MapSequencing: Flow Map

Sequencing: Flow MapSequencing: Flow Map

Function: Steps in a recipe

Function: My morning routines

Compare/ Contrast: Compare/ Contrast: Double BubbleDouble Bubble

Compare/Contrast: Compare/Contrast: Double BubbleDouble Bubble

Function: Me now & me in the future

Whole to Parts: Brace Whole to Parts: Brace MapMap

Function: My favorite meal

Whole to Parts: Brace Whole to Parts: Brace MapMap

Spanish Speaking

Latin America

North America

Central America

United StatesMexico

GuatemalaEl SalvadorHondurasNicaraguaCosta RicaPanama

South America

ColombiaVenezuelaEcuadorPeruChileArgentinaUruguayParaguayBolivia

Classifying: Tree MapClassifying: Tree Map

Function: Types of food

Function: Types of verbs

Tree MapTree Map

Idiom: A blessing in disguise

Illustration In Use Real Meaning

Example: "I lost my job and was upset at first,

but I found a better one and have been much

happier since." Answer: "Losing your

job was just a blessing in disguise!"

Something goodthat isn’t recognized

at first

Cause & Effect: The Cause & Effect: The FishboneFishbone

Cause & Effect: Multi-Cause & Effect: Multi-flowflow

Grade:

80

I didn’t do all of my

homework

I didn’t take notes in class.

I can’t use my cell phone.

My mom got angry!

Concept: Frayer ModelConcept: Frayer Model

Adaptation of concept map  Adaptation of concept map  concept wordconcept word definitiondefinition characteristics of the concept wordcharacteristics of the concept word examples of the concept wordexamples of the concept word non examples of the concept wordnon examples of the concept word

Your TurnYour Turn

1.1. Think of the lesson plan you created Think of the lesson plan you created recently. Choose what linguistic recently. Choose what linguistic function or grammatical feature the function or grammatical feature the lesson covered, or the content. lesson covered, or the content. Create a graphic organizer that you Create a graphic organizer that you could have used with your students. could have used with your students.

2.2. Post your map for others to see!Post your map for others to see!

Questions? Questions?

Erin LowryErin Lowryerin.lowry@gmail.com

Workshop Workshop documents documents available atavailable at

http://drop.io/shapingperu

Useful SitesUseful Sites

Designs for Thinking Designs for Thinking www.mapthemind.com

Thinking Maps, Inc. Thinking Maps, Inc. www.thinkingmaps.com

Enchanted Enchanted LearningLearninghttp://www.enchantedlearning.cohttp://www.enchantedlearning.com/graphicorganizers/m/graphicorganizers/

ScholasticScholastic www.scholastic.com www.scholastic.com

SourcesSources

Buehl, D. (2009). Buehl, D. (2009). Classroom strategies for interactive learningClassroom strategies for interactive learning. (3. (3rdrd ed.). ed.). Newark, DE: International Reading Association. Newark, DE: International Reading Association.

Glover, PJ. (2009). Glover, PJ. (2009). Getting more out of graphic organizersGetting more out of graphic organizers. PowerPoint . PowerPoint presentation. presentation.

Gregory, G.H. & Chapman, C. (2007)Gregory, G.H. & Chapman, C. (2007). Differentiated instructional . Differentiated instructional strategies: One size doesn’t fit allstrategies: One size doesn’t fit all. Thousand Oaks, CA: Corwin Press.. Thousand Oaks, CA: Corwin Press.

Haynes, J. (2004).Graphic organizers for content instruction. Haynes, J. (2004).Graphic organizers for content instruction. Everything Everything ESLESL. Available online . Available online athttp://www.everythingesl.net/inservices/graphic_organizers.php athttp://www.everythingesl.net/inservices/graphic_organizers.php

Hyerle, D. & Yeager, C. (2007). Hyerle, D. & Yeager, C. (2007). Thinking maps: a language for learningThinking maps: a language for learning. . Cary, NC: Thinking Maps, Inc.Cary, NC: Thinking Maps, Inc.

Marzano,R.J., Gaddy, B.B. & Dean, C. (2000). Marzano,R.J., Gaddy, B.B. & Dean, C. (2000). What works in classroom What works in classroom instruction. instruction. Aurora, COAurora, CO: Mid-continent : Mid-continent Research for Education and Research for Education and Learning.Learning.

Marzano, R.J. & Pickering, D.J. (2005). Marzano, R.J. & Pickering, D.J. (2005). Building academic vocabulary: Building academic vocabulary: Teachers’s manualTeachers’s manual. Alexandria, VA: ASCD.. Alexandria, VA: ASCD.

SourcesSources

http://www.ncrel.org/sdrs/areas/http://www.ncrel.org/sdrs/areas/issues/students/learning/issues/students/learning/lr1grorg.htmlr1grorg.htm

http://http://www.writedesignonline.com/www.writedesignonline.com/organizers/comparecontrast.htmlorganizers/comparecontrast.html

http://nflrc.hawaii.edu/rfl/http://nflrc.hawaii.edu/rfl/april2007/jiang/jiang.htmlapril2007/jiang/jiang.html

http://www2.scholastic.com/http://www2.scholastic.com/browse/article.jsp?id=2983 browse/article.jsp?id=2983

Image SourcesImage Sources

Silvia Rosenthal Tolisano: LangwitchesSilvia Rosenthal Tolisano: Langwitcheswww.langwitches.org/blogwww.langwitches.org/blog

http://www.slashfilm.com/wp/wp-content/http://www.slashfilm.com/wp/wp-content/images/xfile-2-1.jpg images/xfile-2-1.jpg

Paul Foreman Paul Foreman http://www.mindmapinspiration.com/http://www.mindmapinspiration.com/

Mrs. Lowry’s Spring Semester Spanish 2 Mrs. Lowry’s Spring Semester Spanish 2 Classes @ Hertford County High, Ahoskie, Classes @ Hertford County High, Ahoskie, North CarolinaNorth Carolina