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2005 MASTER TEACHER Flexible Instruction UsingTeacher-Mae !ra"hic #rgani$ers

%ose"h Ch&iele's(i) M*S*) +*,*C*

Flexible Instruction Using Teacher-Mae

!ra"hic #rgani$ers IntegratingTechnolog.) /ieo an Most #ther

Instruction 'ith Though-Structuring Tools

#/ER/IE

In this lesson, students will focus higher-order thinking and learn attitudes, concepts and skills throughthe use of Graphic Organizers. A re-usable student project module that integrates Multiple Intelligences,technolog and instructional media will be used as an e!ample of a comple! Graphic Organizer.

!RA1E +E/E+S

"tudents from all grade le#els are able to use Graphic Organizers. $he student project module can beadapted for all grade le#els.

TIME A++#TMET

%eep the schedule for using indi#idual-lesson Graphic Organizers to under &' minutes

It is best to schedule comple!, Graphic Organizer-based projects such as used in our e!ample for periodsco#ering one or two weeks.

SU3%ECT MATTER

$his lesson includes instructional goals in multiple content areas.

Graphic Organizers can (and should be) be used with all content areas.

$he acti#ities that span multiple content areas, such as is done with $hematic *nits increase themeaning of the learning for students.

$he content is selected first, and then a Graphic Organizer is matched to suit the purpose of the learningacti#it.

1 by Joseph Chmielewsk

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In this wa, the curriculum content, rather than the Graphic Organizer, dri#es instruction.

+EARI! #3%ECTI/ES

$he students will be able to+

emonstrate higher-order thinking b+

o Memorizing and recalling

o Organizing and interpreting

o "ol#ing problems

o Analzing and inferring

o ompiling and combining

o udging and #erifing

o /stimating

o omputing

Mobilize Multiple Intelligences to demonstrate the following+

o 0riting a report

o eli#ering a presentation

o "taging a performance

o e#eloping a displa

o 1ackaging a product

o Ac2uiring data and creating charts or graphs

onstruct knowledge b+o iagramming a processo "eparating cause and effect

o e#eloping a timeline

o horeographing mo#ements

o Matching music to mood and meaning

o "torboarding scripts and dramatizations

o esigning models and mock ups

o ebating

o riti2uing films and media

HAT ARE !RA,HICS #R!AI4ERSGraphics Organizers are an tool or de#ice that organizes information.

Organizing information creates knowledge.

Graphic Organizers work both sides of the learning process.

$eaching "ide


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o 1resenting and Organizing Materials

o "tructuring ommunication

o ommunicating onceptso "ummarizing ata

o ommunicating $rends

3earning "ide

o Organizing Materials

o 4emembering ommunication

o 4ecording ommunication

o "ummarizing ata

o Identifing $rends

Graphic Organizers acti#ate 5both sides of the brain6 when language elements and #isual elements oflearning are integrated.

STA1AR1S

Texas Essential 6no'lege an S(ills 7TE6S8 (htt"99'''*state*tx*us9te(s)

Man $/%" at all grade le#els can be addressed b the use of Graphic Organizers.

"trand+ Founation7 Objecti#e &8

$he student uses data input skills appropriate to the task

"trand+ In:or&ation Ac;uisition7 Objecti#es9 through :8

$he student uses a #ariet of strategies to ac2uire information from electronic resources, with

appropriate super#ision

$he student ac2uires electronic information in a #ariet of formats, with appropriate super#ision

$he student e#aluates the ac2uired electronic information.

"trand+ or(ing to Sol


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"trand+ Co&&unication7 Objecti#es =' through =&8

$he student formats digital information for appropriate and effecti#e communication

$he student deli#ers the product electronicall in a #ariet of media, with appropriate

super#ision

$he student uses technolog applications to facilitate e#aluation of communication, both process

and product

$hese strands co#er most of the grade le#els, and represent opportunities for using Graphic Organizersfor teaching and learning.

ME1IA C#M,#ETS

E3SITES(Note: These sites were selected s ! e"mple #or certi! compo!e!ts o# this prese!ttio!. $!cl%sio!

here is !ot me!t s ! e!dorseme!t o# !y site.&

Classroo&Tool(it*co&(>ocuses upon sa#ing time for teachers. 1romotes the use of thematic units, graphic organizers, andMultiple Intelligences.)http+??www.classroomtoolkit.com

eHel"er*co&

(/lementar? @oung child formats)http+??www.edhelper.com?teachers?graphicorganizers.htm

Enchante +earning*co&(/!plains /ach tpe of Graphic Organizer)http+??www.enchantedlearning.com?graphicorganizers

!ra"hic*#rg(3essons on using Mind Mapping8not just about software)http+??www.graphic.org?

ISTE*#rg(0orldBs largest technolog in education non-profit organization. "ee Appendi! C.)http+??www.iste.org

Intel*Co&

(>ree online tools for #isual learning)http:''www.i!tel.com'ed%ctio!'tools'

by Joseph Chmielewsk

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http://www.classroomtoolkit.com/http://www.edhelper.com/teachers/graphic_organizers.htmhttp://www.enchantedlearning.com/graphicorganizershttp://www.graphic.org/http://www.iste.org/http://www.intel.com/education/tools/http://www.classroomtoolkit.com/http://www.edhelper.com/teachers/graphic_organizers.htmhttp://www.enchantedlearning.com/graphicorganizershttp://www.graphic.org/http://www.iste.org/http://www.intel.com/education/tools/


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Teacher/ision*Co&

(atalog of Graphic Organizers)http+??www.teacher#ision.fen.com?page?:&


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,3STeacherline

($/C=eaturing Inspiration

='?&:?&''F - =&?:?&''F)http+??teacherline.pbs.org?teacherline?modules?courseInfo.cfmcourseHum$/C=


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SEER

(/nglish? "panish $ranslation software. $he software pro#ides a graphic representation of the sentence

structure. "pecial note+ @ou must be an e!pert in the target language to accuratel translate, but thissoftware e!amines the deep structure of both languages and pro#ides a graphic representation.)http+??wordmagicsoft.com

The 3rain

(>ull interacti#e maps. Must see to belie#e. ownload the free trial and see what mind mapping shouldlook like.)http+??www.thebrain.com

Visual Thesaurus

(A! i!credible progrm tht %tomticlly displys the co!!ectio! betwee! words. A m%st b%y #or !y

techer.&http:''www.vis%lthes%r%s.com

MATERIA+S

@ou will need the following to complete these acti#ities+

$he comple! Graphic Organizer found in Appendi! A is for a student report, presentation, displa or

performance project.


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http://wordmagicsoft.com/http://www.visualthesaurus.com/http://wordmagicsoft.com/http://www.visualthesaurus.com/


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/#CA3U+AR>Chun(ing

hunking is the mental process of collecting discrete bits of information into meaningfulconcepts or constructs. hunking is the mental process that pro#ides the power and efficienc

behind the use of Graphic Organizers. ("ee the 5Magic Humber6)

Conce"t Ma"

A concept map is an diagram that connects concepts and ideas. $his term is a superset (Meta-

le#el) term. $he term is used snonmousl with the term 5Mind Map,6 although a 5Mind Map6

is reall a specific form (subset) of a concept map that was in#ented b $on Euzan

Extra"ersonal

An proposed 5Intelligence6 that includes #alues, ethics, moral issues, and the sensiti#it and

awareness of societal norms that are often sidestepped in classrooms

!ra"hic #rgani$er

An thought-structuring chart, diagram calendar, timeline, table or map that organizes ideas and

information

Magic u&ber

5"e#en (plus or minus) two.6 $he Magic Humber is the number of discrete items that can be held

in conscious awareness at the same time. $his is the reason that rote memor and drill is so

ineffecti#e and time consuming. $he solution to this mental limit is the 5hunking6 of

Information8the mental process that gi#es Graphic Organizers their power and effecti#eness

Min Ma"

A paper or electronic concept diagram that chunks information and identifies relationships

Multi"le Intelligences

A theor that learning takes place through man channels, especiallnotthrough the medium of

teacher talk

,ro?ect-3ase +earning

1roject-based learning is a strateg for blending hands-on, #isual, interpersonal and social

intelligences during learning acti#ities. 1roject-based learning pro#ides practice and

reinforcement in an en#ironment of curiosit and in2uir. $his strateg recognizes thatmeaningful learning is more than a 5One-Off6 lecture.


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Re-Usable Moules

An sstematic and structured materials that teachers can use to successi#el increase the le#el

of difficult for student assignments

School or(

An erroneous meta-language concept8 a carr o#er from Industrial-Age school of education

design8used to inflict boredom on generations of children. $his is the antithesis of how children

actuall learn

The&atic Units

$hematic *nits are a teaching strateg that focuses upon meaningful learning. ontent area

subjects are unified around a theme of interest (preferabl of interest to students). And

integrations (such as the integration of technolog and instructional media) collect around

(Cigher-order thinking and Multiple Intelligences) e!plorations about the topic.

,RE, F#R TEACHERS

$eachers will need to map the student project re2uirements.

$hen, the teacher will decide the re2uirements of the project, and check the re2uirements on the

projectBs Graphic Organizer ("ee Appendi! A for the template, and a sample of how the project form

was used in a >ifth Grade Eilingual lassroom.)

$he materials that the teacher needs depend on what options are checked on the 3earning 1roject

Assignment Organizer.

@ by Joseph Chmielewsk

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ITR#1UCT#R> ACTI/IT>SETTI! THE STA!E

$he teacher spends as little time as possible describing the learning project to the students. $he teacherposts the schedule for students to see.

+EARI! ACTI/ITIES Scheule acti

"tudent 1roducts form the culminating acti#it8

"tudents present or deli#er8

4eports

1resentations

isplas (Including "cience >air "tle 1rojects)

1erformances

$hese acti#ities match the curricular focus of the project.

CR#SS-CURRICU+AR E=TESI# ACTI/ITIES

$he focus upon Multiple Intelligences automaticall means that

Manator. ,ro?ect Connections #"tional ,ro?ect Connections

Kerbal? 3inguistic

Mathematical? 3ogical Kisual? "patial (Graphic Organizers)

Eod-%inesthetic (Cands-on)

Music? 4hthmic

Interpersonal (Inter#iews) Intrapersonal (>eelings, 4eflections)

/!trapersonal (Kalues, /thics, Moral Issues)

1 2005 by Joseph Chmielewsk

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A""enices +isting

A""enix A+earning ,ro?ects Assign&ent or(sheet9 Sa&"le

A""enix 3!rou" ,ro?ect !raing Rubric

A""enix Cote-Ta(ing #rgani$er

A""enix 1,ort:olio Con:erence !ra"hs

A""enix EEngage +earning Inicators

A""enix F!reat /isual Co&&unication 7MS ,o'er,ointB ,resentation Extract8

A""enix !/isual Moel

A""enix H

ISTE Graphic Organizer Lins

A""enix I

Integrating !igher Order Thining

A""enix %

Sa"ple Dail# Oral Voca$ular# %ith Visual Thesaurus Graphic Organizer

+icense to use co".righte &aterials@

$eachers ma+

*se freel, immediatel, as much as ou want, and share with colleagues

%34H and 1E" Affiliates ma+

*se freel. 1lease retain copright notice"chool districts and Hot-for-1rofit Organizations

1lease re2uest permission for use. /-mail+ permissionsLclassroomtoolkit.com

>or 1rofit Institutions+

Ma onl use if materials are pro#ided to e#erone at no cost

Must include notice of copright and license in no-cost materials


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mailto:[email protected]:[email protected]


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A,,E1I= A +earning ,ro?ects Assign&ent or(sheet

Pro&ect Title'

Pro&ect T#pe' (andator# )(ust include all o* these+ Optional )(ust include at least one o* the

Intelligenc

es

Report

Presentation

Displa#

Per*or"ance

Ver$al-Linguistic )Report, Presentation+

(athe"atical-Logical )Charts, Graphs+

Visual-Spatial )Graphic or rt Design+

.od#-/inesthetic )!ands-on+

(usic-Rh#th"icInterpersonal )Intervie%s+

Intrapersonal )0our *eelings, Reaction+

E1trapersonal )Values2 Ethics2 (oralIssues+

Pro&ect Re3uire"ents'

Ta1ono"# 45 Language

65 (athe"atics

75 Visual Design

85 !ands-on

95 Other'

:hat not to include in Pro&ect'

45

65

75

Speci*ic Steps'

45 Research

65 Concept Outline

75 Charts or Graphs

85 Design nal#sis

95 Report,

Presentation

;5 Evaluation

Resources Re3uired'

People

a+ Ti"e

$+ (aterials

c+ Li$rar#

d+ Internet

Goals (easuring Success'

a+

$+

Evaluation, Ru$ric'

a+


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$+

c+

Ti"eline'

:hen Due'

School 1a.sTas'

&''F b oseph hmielewski. Al rights reser#ed


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Pro&ect Title' Ph#sical Properties o* (atter Page .-68

Pro&ect T#pe' (andator# )(ust include all o* these+ Optional

IntelligencesReport

Presentation

Displa#Per*or"ance

Ver$al-Linguistic )Report, Presentation+

(athe"atical-Logical )Charts, Graphs+Visual-Spatial )Graphic or rt Design+

.od#-/inesthetic )!ands-on+

(usic-Rh#th"ic

Interpersonal )Intervie%s+

Intrapersonal )0our *eelings, Reaction+E1trapersonal )Values2 Ethics2 (oral

Issues+

Pro&ect Re3uire"ents'

Ta1ono"# ;5 Language a8 Introuction) b8 1escri"tion) c8 1iscussion) 8 Conclusions


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Pictures 1

:rite Report 1 1

Evaluation 1

&''F b oseph hmielewski. All rights reser#ed.


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A,,E1I= 3 !rou" ,ro?ect !raing Rubric

Group Grade

ctivit#'

Toda#As Date' Toda#As Grade'

Directions'

45 Choose a leader and a secretar#5 4@ Points

65 :rite their na"es here5 4@ Points

Leader'

Secretar#'

75 :rite the other group "e"$erAs na"es here' 4@ Points

85 Tal %ithout getting loud5 7@ Points

95 inish ans%ering all the 3uestions5 8@ Points


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A,,E1I= C ote-Ta(ing #rgani$er

Fote-Taing Sills

Directions' Listen care*ull# to this progra"2 CD or tape2 or2 listen as #our teacher

reads i"portant in*or"ation5 Tae notes and so that #ou re"e"$er

"ore5 :rite on this *or"5

Topic, Su$&ect'

Voca$ular# :ords to loo up'

(ain Ideas'

:h# is this i"portantH

:hat this "eans to "e'

A,,E1I= 1 ,ort:olio Con:erence !ra"hs


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!r"di#g $eriod %%%%%%%%% &e"r %%%%%%%%% Cl"ss %%%%%%%%%

't(de#t) %%%%%%%%%%%%%%%%%%%%%%%%%%%% Co#*ere#+e ,"te)%%%%%%%%%

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A

C

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V

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Y

Comme#ts)


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to do real research5

Teacher Students are encouraged to teach others in in*or"al and in*or"al

helping sessions5

Producer Students develop products o* real use *or the"selves and others5

Varia$le Engaged Learning Indicator Indicator De*initionccess Connective Connected to the Internet and other Resources

J$i3uitous E3uip"ent is pervasive and convenientl# located *or individual

rather than central use5

Interconnective Students and teachers interact $# co""unicating and

colla$orating in diverse %a#s5

Designed *or E3uita$le Jse ll students have access to rich2 challenging learning5 The#

interact2 and the# create use*ul products5

Opera$ilit# Interopera$le Capa$le o* e1changing data easil# a"ong diverse *or"ats and

technologies5

Open architecture llo%s users to access various vendorAs so*t%are5

Transparent Jsers are not a%are o* ho% the hard%are and so*t%are operate5

Organization Distri$uted Technolog# and s#ste"s are not centralized2 $ut e1ist across a

nu"$er o* people2 environ"ents2 and situations5

Designed *or user conditions Jsers can provide input2 users can contri$ute resources on

de"and5

Designed *or colla$orative

pro&ects

Technolog# responds to the user5 Teachers are a$le to diagnose

and prescri$e ne% learning5

Engaga$ilit# ccess to challenging tass Technolog# allo%s access to tass2 data2 and learning opportunities

that sti"ulate thought and in3uir#5

Ena$les learning $# doing Technolog# o**ers access to sti"ulating2 goal-$ased learning and

real-%orld pro$le"s5

Provides guided

participation

Technolog# responds to the learner2 and teacher is a$le to

prescri$e ne% learning5

Ease o* Jse E**ective helps Technolog# provides help that are "ore than glossaries5 The

so*t%are gives de"onstrations o* procedures and sho%s ho% tass

are per*or"ed5

Jser *riendliness, Jser

control

The technolog# is *ree *ro" overl# co"ple1 procedures5 The

technolog# *acilitates the user in ac3uiring data and tools on

de"and5

ast The technolog# has *ast processing speed5 The technolog# is not

do%n *or long periods o* ti"e5

vaila$le training and

support

Training is readil# availa$le and convenient5 Ongoing support is

availa$le5

Provides &ust enough

in*or"ation2 &ust in ti"e

Technolog# allo%s *or rando" access2 "ultiple points o* entr#2 and

di**erent levels and t#pes o* in*or"ation5


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unctionalit# Diverse tools Technolog# ena$les access to the *ull diversit# o* generic

in*or"ation and conte1t-speci*ic tools $asic to learning in the 64st

centur#5

(edia use Technolog# provides the a$ilit# to use "ulti"edia techni3ues5

Pro"otes progra""ing and

authoring

The technolog# provides the tools )e5g52 coaches2 %izards2

assistants+ that are used to "ae other tools5Supports pro&ect design

sills

The technolog# *acilitates the develop"ent o* sills related to

pro&ect design and i"ple"entation5


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A,,E1I= F !reat /isual Co&&unication


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A,,E1I= ! /isual Moel


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ppendi1 !' ISTE Graphic Organizer Lins

4+Co!cept /ppi!g s /i!dtool #or Criticl Thi!ki!g (B)&(6D&2 Copyright 2001* $T ($!ter!tio!l ociety #or Tech!ology i! d%ctio!&* 600.335.41@1 (E. . F C!d& or 41.302.3777 ($!tGl&*

isteH iste. ,!owledge represe!ttio! c! tke m!y #orms (me!tl represe!ttio!s&...

6+/ki!g the $!visible Iisible !d ck Agi!: ighlighti!g Tech!ol(6D& 02'07'2003Iol%me 1@ ' N%mber 3 pri!g 2003 Jo%r!l o# Comp%ti!g i! Techer d%ctio! 73 Copyright 2003 $T ($!ter!tio!l ociety #orTech!ology i! d%ctio!&* 600.335.41@1 (E. . F C!d& or 41.302.3777 ($!tGl&*...

7+E!iversl )esig! #or +er!i!g: A! sse!til Co!cept #or Techer (6D& 04'07'2003org Abstrct This rticle provides ! overview o# %!iversl desig! #or ler!i!g (E)+& !d the pri!ciples tht s%pport it. A! e"mple o#

problem bsed ler!i!g %!it developed s prt o# Brepri!g...

8+/eeti!g Bsychologicl Needs i! ?ebsed Co%rses #or Techers (B)(7D& 06'07'20001 Copyright 2000* $T ($!ter!tio!l ociety #or Tech!ology i! d%ctio!&* 600.335.41@1 (E. . F C!d& or 41.302.3777 ($!tGl&*isteH iste. trtegies to promote belo!gi!g i!cl%de welcome letters*...

9+BroKect: lectro!ic rphic ;rg!i


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ppendi1 I' Integrating !igher Order Thining

Integrating Higher-#rer Thin(ing

Thi!ki!g c! be i!d%ctive (globl ides to speci#ic& or ded%ctive (speci#ic ides to the ge!erl&.

?he! Thi!ki!g is prcticed e!o%gh !d i!tegrted i!to o!goi!g tho%ght processes* the thi!ki!g process becomes

so #st tht it seems to be i!t%itive.

?he! the thi!ki!g process moves #rom discrete items tht hve to be prcticed i!divid%lly* i!to the processi!g o#

ch%!ks o# i!#ormtio!L tht is* whe! processi!g is bei!g ssig!ed to the %!co!scio%sL the! thi!ki!g becomes

hbit.

Techers %s%lly believe tht thi!ki!g occ%rs whe! i!#ormtio! is received.

Thi!ki!g does !ot occ%r %!til i!#ormtio! is processed.

Techers %s%lly believe tht thi!ki!g !d ler!i!g occ%r d%e to work.

Act%lly* thi!ki!g !d ler!i!g is cycle* !d ler!i!g occ%rs d%e to rest* rel"tio! !d %!#oc%sed tte!tio!M

#ter tte!tio! !d #oc%s re pplied to thi!ki!g tsks.

Techers m%st llow time #or i!#ormtio! to be processed* tht is* i!sted o# dy (!d !ights o# homework&L

more e##icie!t strtegy sho%ld be employed.

A! e##icie!t strtegy i!cl%des #oc%sed !d trgeted thi!ki!g prctice* #re%e!t breks !d Omi!ivctio!sO d%ri!g

the school dy* ch!ge o# pce ctivities to llow i!#ormtio! to be i!vestigted %si!g m%ltiple i!tellige!ce* !d

time #or i!#ormtio! to Oi!c%bte.O

Time t home sho%ld tke dv!tge o# %!#oc%sed ler!i!g* i!c%btio!* imgi!tio! !d cretive e"pressio!.

Time t home sho%ld !ot be devoted to drill.

t%de!ts who re e"cited bo%t the dy>s clssroom ler!i!gMwhe! st%de!ts re e!gged* whe! the ler!i!g is

relev!tM%tomticlly thi!k bo%t !d i!c%bte i!#ormtio!. ?he! clssroom ctivities re drill #or highstkes

testi!g* st%de!ts do!>t give this ctivity seco!d co!scio%s tho%ght (or eve! the %!co!scio%s tho%ght& !ecessry

#or memory* imgi!tio! or cretive %se o# the i!#ormtio!.

The process o# !%rt%ri!g* e!co%rgi!g !d techi!g the thi!ki!g process my be li!er t #irst* b%t o!ly t #irst.

This process might be co!sidered to be similr to p%tti!g tri!i!g wheels o! correctly si


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Techers c! begi! primi!g the thi!ki!g process i! li!er #shio!* b%t sho%ld tke the tri!i!g wheels o## s

soo! s possible. Techers sho%ld llow st%de!ts to e"p!d their cretive* imgi!tive !d i!t%itive tho%ghts.

Checklists to help st%de!ts whe! they re peddli!g o! their ow!* !d cochi!g !d g%id!ce re ll tht re

re%ired i# the techer comprehe!ds the process* pplies these pri!ciples* !ly


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1.5. J%dge the vl%e o# the i!#ormtio! (relev!ce&

1.5.4 J%dge the import!ce o# the i!#ormtio! prod%ct (be!e#its&

1.5.5 J%dge the bility o# the prod%ct to cpt%re imgi!tio! (imgery&

1.5.7 J%dge wht ch!ge wo%ld improve the k!owledge prod%ct (s%ggested improveme!t

!d !e"t step&

1.5.6 J%dge where the i!#ormtio! prod%ct #its i! with other i!#ormtio! (positio!i!g&

1.5.@ J%dge the i!#ormtio! problemsolvi!g process (e##icie!cy&

1.5.10 J%dge the i!#ormtio! ret%r! #or time spe!t !d reso%rces e"pe!ded !d reso%rces

e"pe!ded (-et%r! o! $!vestme!t&

2.0 3asic Mathe&atical- +ogical In:or&ation ,ractice C.cle2.1.0 ,!owledge )e#i!e /themticl +ogicl +er!i!g Tsk

2.1.1 tte wht the problem is i! mthemticl or logicl terms

2.1.1.1

)e#i!e the problem s %est #or i!#ormtio! or sol%tio!

2.1.2 $de!ti#y i!#ormtio! !eeded i! order to complete the tsk (to solve the mthemticllogicl problem&

2.2.0 Comprehe!sio! E!derst!d wht ! !swer will me! i! terms o# sol%tio! or proo#

2.2.0.

1

)e#i!e the !swer s solvi!g the problem

2.2.1 )evelop pl! #or solvi!g the problem

2.2.1.

1

)evelop list o# pote!til strtegies (bri!storm&

2.2.2 ort the di##ere!t possible strtegies to determi!e sol%tio! priorities (select the best

so%rces&

2.3.0 Applictio! trt the #irst strtegy !d -ecord the sol%tio!

2.3.1 +octe so%rces o# error !d mistkes !d record them

2.3.2 -ecord ll ttempts !d ide!ti#y the strtegies tht led to ded e!ds* s well s them%ltiple strtegies tht led to sol%tio!s

2..0 A!lysis A!ly


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2.5.6 J%dge where the sol%tio! #its i! with other sol%tio!s (positio!i!g&

2.5.@ J%dge the eleg!ce o# the problemsolvi!g process (e##icie!cy&

2.5.10 J%dge the sol%tio!sG ret%r! #or time spe!t !d reso%rces e"pe!ded !d reso%rces


3.0 3asic /isual - S"atial In:or&ation ,ractice C.cle3.1.0 ,!owledge )igrm or chrt Iis%l ptil ler!i!g Tsk

3.1.1 )emo!strte wht the p%


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.0 .asic .od# - /inesthetic In*or"ation Practice C#cle.1.0 ,!owledge et %p or b%ild the h!dso! ler!i!g tsk

.1.1 )emo!strte wht the e"perime!t or proKect is i! models* digrms* chrt or symbolic

terms

.1.1.1 )e#i!e the e"perime!tl problem s %est #or b%ildi!g sol%tio! or model

.1.2 $de!ti#y i!#ormtio! !eeded i! order to complete the tsk (to b%ild ody,i!esthetic

model or proKect&

.2.0 Comprehe!sio! E!derst!d wht ! !swer will me! i! terms o# ! e"perime!t or proKect

.2.0.

1

)e#i!e the !swer s completi!g the e"perime!t or proKect

.2.1 )evelop pl! #or resolvi!g the e"perime!t or completi!g the proKect

.2.1.

1

)evelop checklist o# pote!til e"perime!t or proKect steps (bri!storm&

.2.2 ort the di##ere!t possible res%lts to determi!e e"perime!t or proKect priorities (select

the best e"perime!tl desig! or proKect pl!&

.3.0 Applictio! trt the e"perime!ti!g or proKect stges* trck !d record the res%lts.3.1 Ctlog e"perime!tl or proKect res%lts !d record them

.3.2 -ecord ll e"perime!tl !d proKect res%lts !d ide!ti#y the e"perime!ts !d

prototypes tht led to ded e!ds* s well s the m%ltiple strtegies tht led to s%ccess

..0 A!lysis A!ly


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4.0 3asic Music - Rh.th& In:or&ation ,ractice C.cle4.1.0 ,!owledge Compose* prctice or ply the m%sicl rhythmic* d!ce or so%!d ptter!ed ler!i!g

tsk

4.1.1 )emo!strte wht the m%sicl* rhythmic* d!ce or so%!d ptter!ed is thro%gh

per#orm!ces* recordi!gs* m%sic !ottio!* choreogrphy* or other symbolic terms4.1.1.

1

)e#i!e the m%sicl rhythmic ctivities s %est #or creti!g per#orm!ce

4.1.2 $de!ti#y i!#ormtio! !eeded i! order to complete the tsk (to b%ild /%sic -hythmic

model or per#orm!ce&

4.2.0 Comprehe!sio! E!derst!d wht ! !swer will me! i! terms o# compositio!* per#orm!ce* d!ce

ro%ti!e or ptter!

4.2.0.

1

)e#i!e the !swer s completi!g the compositio!* per#orm!ce* d!ce ro%ti!e or

ptter!

4.2.1 )evelop pl! #or composi!g or rr!gi!g the m%sic* d!ce* or ptter!

4.2.1.1

)evelop checklist o# pote!til m%sic melodies* rhythms* d!ce moves or ptter!s(bri!storm&

4.2.2 ort the di##ere!t possible res%lts to determi!e m%sic* rhythm or d!ce priorities(select the best m%sicl or d!ce !%mbers&

4.3.0 Applictio! Compose* record* #ilm !d trck the res%lts

4.3.1 Ctlog the compositio!s* choreogrphs or ptter!s per#orm!ces

4.3.2 -ecord ll m%sic !d d!ce cretio!s !d ide!ti#y the compositio!s !d choreogrphstht led to ded e!ds* s well s the m%ltiple compositio!s tht led to s%ccess

4..0 A!lysis A!ly


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4.5.10 J%dge the compositio!Gs* per#orm!ceGs or ptter!Gs ret%r! #or time spe!t !d reso%rces


5.0 3asic Inter"ersonal In:or&ation ,ractice C.cle

5.1.0 ,!owledge et %p or b%ild the i!terctio! ler!i!g or reltio!ship ler!i!g tsk5.1.1 )emo!strte wht the i!terctio! ler!i!g or reltio!ship b%ildi!g is thro%gh role

plys* digrms* chrt or symbolic terms

5.1.1.

1

)e#i!e the i!terperso!l problem s %est #or b%ildi!g sol%tio! or model

5.1.2 $de!ti#y i!#ormtio! !eeded i! order to complete the tsk (to b%ild ! i!terctive

ler!i!g or reltio!ship model&

5.2.0 Comprehe!sio! E!derst!d wht ! !swer will me! i! terms o# ! i!terctive ler!i!g or

reltio!ship

5.2.0.

1

)e#i!e the !swer s completi!g the i!terctive ler!i!g or b%ildi!g the reltio!ship

5.2.1 )evelop pl! #or %!derst!di!g !d b%ildi!g the i!terctive ler!i!g or reltio!ship

b%ildi!g5.2.1.

1

)evelop checklist o# pote!til i!terctive ler!i!g or reltio!ship b%ildi!g processes

(bri!storm&

5.2.2 ort the di##ere!t possible res%lts to determi!e i!terctive ler!i!g or reltio!ship

priorities (select the best desig! or pl!&

5.3.0 Applictio! trt the i!terctive ler!i!g or reltio!ship b%ildi!gGs stges* trck !d record the

res%lts

5.3.1 Ctlog the res%lts o# the i!terctive ler!i!g or reltio!ship b%ildi!g !d record them

5.3.2 -ecord ll i!terctive ler!i!g !d reltio!ship b%ildi!g res%lts !d ide!ti#y the

process tht led to ded e!ds* s well s the m%ltiple strtegies tht led to s%ccess

5..0 A!lysis A!ly


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5.5.10 J%dge the i!terctive ler!i!gGs !d reltio!ship b%ildi!g>s ret%r! #or time spe!t !d

reso%rces e"pe!ded !d reso%rces e"pe!ded (-et%r! o! $!vestme!t&

7.0 3asic Intra"ersonal In:or&ation ,ractice C.cle7.1.0 ,!owledge et %p or b%ild the emotio!l ler!i!g or perso!l' sel#improveme!t tsk

7.1.1 )emo!strte wht the emotio!l ler!i!g or perso!l' sel#improveme!t tsk is

thro%gh role plys* digrms* chrt or symbolic terms

7.1.1.

1

)e#i!e the $!trperso!l problem s %est #or b%ildi!g perso!l sol%tio! or model

7.1.2 $de!ti#y i!#ormtio! !eeded i! order to complete the tsk (to b%ild ! emotio!l or

perso!l' sel#improveme!t models&

7.2.0 Comprehe!sio! E!derst!d wht ! !swer will me! i! terms o# ! emotio! or perso!l' sel#

improveme!t

7.2.0.

1

)e#i!e the !swer s completi!g the emotio!l ler!i!g or b%ildi!g the perso!l' sel#

improveme!t tsk7.2.1 )evelop pl! #or %!derst!di!g !d b%ildi!g the emotio!l ler!i!g or perso!l'

sel#improveme!t

7.2.1.

1

)evelop checklist o# pote!til emotio!l ler!i!g or perso!l' sel#improveme!t

b%ildi!g processes (bri!storm&

7.2.2 ort the di##ere!t possible res%lts to determi!e emotio!l or perso!l' sel#

improveme!t priorities (select the best desig! or pl!&

7.3.0 Applictio! trt the emotio!l ler!i!g or perso!l' sel#improveme!t b%ildi!gGs stges* trck !d

record the res%lts

7.3.1 Ctlog the res%lts o# the emotio!l ler!i!g or perso!l' sel#improveme!t b%ildi!g

!d record them

7.3.2 -ecord ll emotio!l ler!i!g !d perso!l' sel#improveme!t b%ildi!g res%lts !d

ide!ti#y the process tht led to ded e!ds* s well s the m%ltiple strtegies tht ledto s%ccess

7..0 A!lysis A!ly


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7.5.4 J%dge the import!ce !d prcticl !t%re o# the emotio!l ler!i!g !d perso!l' sel#

improveme!t (be!e#its&

7.5.5 J%dge the bility o# the sol%tio! to cpt%re other peoplesG imgi!tio! (imgery&

7.5.7 J%dge wht ch!ge wo%ld improve the emotio!l ler!i!g !d perso!l' sel#

improveme!t (s%ggested improveme!ts !d !e"t step&



7.5.10 J%dge the emotio!l ler!i!gGs !d perso!l' sel#improveme!t>s ret%r! #or time spe!t

!d reso%rces e"pe!ded !d reso%rces e"pe!ded (-et%r! o! $!vestme!t&

6.0 3asic Extra"ersonal In:or&ation ,ractice C.cle6.1.0 ,!owledge et %p or b%ild the morl* ethicl* vl%es or religio%s ler!i!g tsk

6.1.1 )escribe wht the morl* ethicl* vl%es or religio%s tsk is thro%gh metphor* stories*

poems or symbolic terms

6.1.1.

1

)e#i!e the e"trperso!l problem s %est #or b%ildi!g ! e"trperso!l sol%tio! or

model

6.1.2 $de!ti#y i!#ormtio! !eeded i! order to complete the tsk (to b%ild morl* ethicl*vl%es or religio%s models&

6.2.0 Comprehe!sio! E!derst!d wht ! !swer will me! i! terms o# morl* ethicl* vl%es or religio%s

ler!i!g

6.2.0.

1

)e#i!e the !swer s completi!g the morl* ethicl* vl%es or religio%s tsk

6.2.1 )evelop pl! #or %!derst!di!g !d b%ildi!g the morl* ethicl* vl%es or religio%s

tsk

6.2.1.1

)evelop checklist o# pote!til morl* ethicl* vl%es or religio%s processes(bri!storm&

6.2.2 ort the di##ere!t possible res%lts to determi!e morl* ethicl* vl%es or religio%s

priorities (select the best desig! or pl!&

6.3.0 Applictio! trt the morl* ethicl* vl%es or religio%s stges. Trck !d record the res%lts6.3.1 Ctlog the res%lts o# the morl* ethicl* vl%es or religio%s ler!i!g !d record them

6.3.2 -ecord ll emotio!l ler!i!g !d perso!l' sel#improveme!t b%ildi!g res%lts !dide!ti#y the process tht led to ded e!ds* s well s the m%ltiple strtegies tht led

to s%ccess

6..0 A!lysis A!ly


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6.5.3 J%dge the emotio!l morl* ethicl* vl%es or religio%s processes vibility !d

%se#%l!ess (vlidity&

6.5. J%dge the vl%e o# the morl* ethicl* vl%es or religio%s processes (relev!ce&

6.5.4 J%dge the import!ce !d prcticl !t%re o# the morl* ethicl* vl%es or religio%s

ch!ges (be!e#its&

6.5.5 J%dge the bility o# the sol%tio! to cpt%re other peoplesG imgi!tio! (imgery&

6.5.7 J%dge wht ch!ge wo%ld improve the morl* ethicl* vl%es or religio%s o%tcomes

(s%ggested improveme!ts !d !e"t step&



6.5.10 J%dge the morl* ethicl* vl%es or religio%s improveme!tGs ret%r! #or time spe!t !d

reso%rces e"pe!ded !d reso%rces e"pe!ded (-et%r! o! $!vestme!t&

2002004 by Joseph Chmielewski. All rights reserved.


All rights reserved


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ppendi1 ' Sa"ple Dail# Oral Voca$ular# %ith Visual Thesaurus Graphic Organizer

Invisi$le Inconspicuous

The&e M. ,lace in the Unis televisio! shows tht we sw #rom o%r moo!.9

Documents

graphic organizers 1