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Summer Camp, 2013

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Constructive Learning & Graphic Organizers

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Ways of knowing1. Knowledge has a separate, real existence of

its own outside the human mind. Learning happens when this knowledge is transmitted to people and they store it in their minds. (Roblyer, page 53)

2. Humans construct all knowledge in their minds by participating in certain experiences; learning happens when one constructs both mechanisms for learning and his or her own unique version of the knowledge. (Roblyer, page 53)

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Constructivist Learning• Knowledge is a function of how the

individual creates meaning from his or her own experiences (Ertmer, p. 9)

• Meaning is created rather than acquired.

• Content knowledge is embedded in the context in which it is used.

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Constructivist Instruction Cont. • Teacher role: Acts as a guide and facilitator; collaborative

resource as students explore topics

• Student role: Collaborate; develop competence; may learn different material

• Curriculum: Based on projects that foster higher level and lower level skills at the same time

• Learning Goals: Stated in terms of growth from where the student began; work independently and with groups

• Types of Activities: Group projects, hand-on exploration; product development

• Assessment: Performance tests and products (ex. Portfolios); quality measured by rubrics and checklists; measure may differ among students

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Graphic Organizers

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Graphic Organizers (GOs)

A graphic organizer is a tool or process to build word knowledge by relating similarities of meaning to the definition of a word. This can relate to any subject—math, history, literature, etc.

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Why are Graphic Organizers Important?

• GOs connect content in a meaningful way to help students gain a clearer understanding of the material (Fountas & Pinnell, 2001, as cited in Baxendrall, 2003).

• GOs help students maintain the information over time (Fountas & Pinnell, 2001, as cited in Baxendrall, 2003).

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Graphic Organizers:

• Assist students in organizing and retaining information when used consistently.

• Assist teachers by integrating into instruction through creative

approaches.

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Graphic Organizers:

• Heighten student interest• Should be coherent and consistently

used• Can be used with teacher- and student-

directed approaches

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Coherent Graphic Organizers

1. Provide clearly labeled branch and sub branches.

2. Have numbers, arrows, or lines to show the connections or sequence of events.

3. Relate similarities.

4. Define accurately.

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How to Use Graphic Organizers in the Classroom

• Teacher-Directed Approach

• Student-Directed Approach

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Teacher-Directed Approach

1. Provide a partially complete GO for students

2. Have students read instructions or information

3. Fill out the GO with students4. Review the completed GO5. Assess students using an incomplete

copy of the GO

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Student-Directed Approach• Teacher uses a GO cover sheet with

prompts– Example: Teacher provides a cover sheet

that includes page numbers and paragraph numbers to locate information needed to fill out GO

• Teacher acts as a facilitator• Students check their answers with a

teacher copy supplied on the overhead

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Strategies to Teach Graphic Organizers

• Framing the lesson• Previewing• Modeling with a think aloud• Guided practice• Independent practice• Check for understanding• Peer mediated instruction• Simplifying the content or structure of the GO

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Types of Graphic Organizers

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Hierarchical Graphic Organizer – example

Algebra

Equations Inequalities

2x +

3 =

15

10y

= 10

04x

= 1

0x -

6

14 < 3x + 7

2x > y

6y ≠ 15

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Positive Integers

Numbers

What is it?Illustration/Example

What are some examples?

Properties/Attributes

What is it like?

Fractions

Compare and Contrast - example

Whole Numbers Negative Integers

Zero

-3, -8, -4000

6, 17, 25, 100

0

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Venn Diagram - example

Prime Numbers

5

7 11 13

Even Numbers

4 6 8 10

Multiples of 3

9 15 21

32

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Multiple Meanings – example

TRI-ANGLES

Right Equiangular

Acute Obtuse

3 sides

3 angles

1 angle = 90°

3 sides

3 angles

3 angles < 90°

3 sides

3 angles

3 angles = 60°

3 sides

3 angles

1 angle > 90°bushra.shahab@oup.com(0332-3799529)

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