From skeptic to believer- The power of graphic organizers
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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
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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
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The Believer
The Skeptic
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“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).
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Image source: http://www.flickr.com/photos/langwitches/3743680128/in/set-72157605083562304/
Battling….
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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
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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?
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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
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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
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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
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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
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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
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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
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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
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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
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Narrow the field, Narrow the field,
Increase the Increase the yieldyield
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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
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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
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Rural Rural LifeLife
Defining in Context: Circle Map
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Describing Qualities: Describing Qualities: Bubble MapBubble Map
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Describing: Bubble Describing: Bubble MapMap
Function: My school day
Function: reflexive verbs
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Sequencing: Flow MapSequencing: Flow Map
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Sequencing: Flow MapSequencing: Flow Map
Function: Steps in a recipe
Function: My morning routines
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Compare/ Contrast: Compare/ Contrast: Double BubbleDouble Bubble
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Compare/Contrast: Compare/Contrast: Double BubbleDouble Bubble
Function: Me now & me in the future
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Whole to Parts: Brace Whole to Parts: Brace MapMap
Function: My favorite meal
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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
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Classifying: Tree MapClassifying: Tree Map
Function: Types of food
Function: Types of verbs
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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
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Cause & Effect: The Cause & Effect: The FishboneFishbone
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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!
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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
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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!
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Questions? Questions?
Erin LowryErin [email protected]
Workshop Workshop documents documents available atavailable at
http://drop.io/shapingperu
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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
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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.
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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
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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