Using Graphic Organisers in SS S LEVEL Teaching and ERVICE ... Graphic Organiser_0.pdf · Using Graphic Organisers in Teaching and Learning SSECOND LEVEL UPPORT SERVICE SEIRBHÍS

UsingGraphic Organisers

inTeaching and

LearningS E C O N D L E V E LSUPPORT SERVICESEIRBHÍS TACAÍOCHTAD A R A L E I B H É A L

The SLSS is funded by the Department of Education andScience under the National Development Plan

Acknowledgements

This resource has been made possible by the generosity of practising teachers working at CPD daysfacilitated by the SLSS. It is a admirable example of the generosity of teachers willing to share theirexpertise and ideas with colleagues across the teaching community.

This resource was produced by members of theSecond Level Support Service (SLSS) Team

- Project Leader: Maria Garvey- Design: Gabrielle Moran

2 © SLSS 2008

Table of Contents

Introduction … … … … … … … … … … … … … … … … … … … …

Ranking Ladder … … … … … … … … … … … … … … … … … … …

Stair Steps … … … … … … … … … … … … … … … … … … … … …

Chain of Events … … … … … … … … … … … … … … … … … … …

Sequence Charts … … … … … … … … … … … … … … … … … … …

Funnel … … … … … … … … … … … … … … … … … … … … … …

Fishbone… … … … … … … … … … … … … … … … … … … … … …

Braindrops … … … … … … … … … … … … … … … … … … … … …

Cross Classification Chart … … … … … … … … … … … … … … … …

Double Venn Diagram … … … … … … … … … … … … … … … … …

Triple Venn Diagram … … … … … … … … … … … … … … … … … …

Four Corner Organiser … … … … … … … … … … … … … … … … …

Tri Pie … … … … … … … … … … … … … … … … … … … … … …

Starburst… … … … … … … … … … … … … … … … … … … … … …

Research Grid … … … … … … … … … … … … … … … … … … … …

Blanks for use in classroom … … … … … … … … … … … … … … …

© SLSS 2008 3

Introduction

What are Graphic Organisers?

Graphic Organisers provide a visual method of organising and summarising learning, allowing studentsto lay out disjointed information in a structured way. They help the learning process by facilitating thegeneration and development of ideas and the construction of knowledge. They also actively engage,visual, auditory and kinaesthetic (VAK) learners . This approach is especially effective in providinghigh quality teaching and learning in mixed ability classrooms.

The resource produces highest quality results when a single Graphic Organiser is shared among a smallgroup (2/3 students) of diverse abilities and differing learning styles. Leadership is distributed in thegroup and each student has a specific role to fulfil e.g. Recorder, , Timekeeper, Clarifier, Turn taker(ensuring that all are given the opportunity to participate), Summariser, Reporter etc. The resourceneeds nothing more than a pen and paper.

Different organisers facilitate students when undertaking tasks such as: collecting information,comparing and contrasting, developing ideas, sequencing information. Some Graphic Organiserstherefore are more suited to some topics than others. Different stages of the learning process can beassisted by the use of these Graphic Organisers, e.g.,

Explanations are provided throughout the pack on how to facilitate these stages of learning.

Contents of Pack:

Fourteen graphic organisers, divided into two sections.

Section 1

Guidelines on the use of each Graphic Organiser may be used at various stages of learning.

A list of suggestions that teachers have shared at CPB days of possible uses for each Graphic Organiser.

Completed in some cases adapted Graphic Organisers shared by practising teachers.

Section 2

A set of blank Graphic Organisers (which may be photocopied) for use in the classroom.

4 © SLSS 2008

Step Ladder

Suggestions for use in some subjects

© SLSS 2008 5

Mathematics

• Order of operations• Solving a triangle• Proving a theorem• Difference Equations

Religion• Stages from slavery to

Passover• The development of

Islam• From the Passion to

Pentecost

English

• Descent of a tragichero into calamity,e.g. Macbeth’s descentinto evil

• Trace the theme of apoem — thread ofthought, main idea

Geography

• Cloud formation• Formation of an ox-

bow lake• Volcanic eruption

History

• Becoming a Knight• Pizarro and the Incas• Cortés and the Aztecs• Life of George

Washington

Music

• Answering anexamination questionon harmony

• Writing a melody

Home Economics• Digestion of proteins• Production of cheese• Milling flour• 10 steps of HACCP• Making Christmas

wreath

Business

• Writing a letter• Abusiness transaction• Making a complaint• Recruitment• New product

development• Calculate net pay

This can be used to prioritise or rank ideas and/orinformation. It can also be used for topics with aseries of stages or steps. It is suitable for topicswith a definite beginning and end.

At the pre-teaching stage the teacher can havepairs/triads of students fill in anyinformation they know about the topic on thecorrect step. Teacher can monitor the results andthen focus the teaching more accurately on theneeds of the class.

Active learning can be facilitated if the teacherthen provides the information in jumbled form.Students work together to rank the informationcorrectly.

ThedesireforgoldledFranciscoPizarrotoexplore

andconquertheIncaempireofSouthAmerica.

However,hisconquestoftheIncaswasabloodyone,

filledwithviolenceanddouble-crossingtreachery.

Afteryearsofintensefightingandexplorations,Pizarro

wasmurderedoverthelandhehadconquered.

June1541

1540

August1533

April1531

Jan1531

1470

6 © SLSS 2008

Approach to Harmony Question

Double check bass notes,match chord selectedabove

Fill in the bass notes inthe style of the given

opening

Fill in the chordprogressions

Examine the melody –each note and each bar.

Plot possible chordchoices over each box

Identify the Cadencepoints – write out yourgood progressions

Establish the Keysignature, fill in the

grid appropriately

© SLSS 2008 7

Stair Steps


8 © SLSS 2008

Stair steps can be used when a topic involves astep by step process or for plotting a course ofaction. It can sometimes be used interchangeablywith the step ladder. Pupils can show preferencesfor particular models depending on their learningstyle.

Learning is most effective when pupils work insmall groups. They share and bounce ideas offeach other. They can clarify and extend each otherslearning and they gain in confidence.

Pupils can practice and appreciate the interpersonalskills of listening and explaining, summarising,questioning, clarifying and extending each othersideas. They can learn to praise each others ideasand work together.

Business

• Formation of PrivateCompany

• Through put inresource management

• Business Transaction• Making a complaint

• Taking out insurance

Art

• Movements in Art

Mathematics

• Linear Programming

• Differentiate fromfirst principles

PE

• Free throw inbasketball

• Forward roll

Gaeilge

• Struchtúr a léiriú e.g.Struchtúr abairte

• Codarsnachtaí idiraidiachtaí a léiriú

• Céimeanna sa litir

Modern Language

• Telling the time

• Oral Project work

Science

• Steps in the scientificmethod

• Levels of organisation

• Steps in digestion

• Steps in separation ofrock salt

Music

• Development ofWestern ClassicalMusic

• Triads - backingchords

© SLSS 2008 9

Prepa

rerleDocum

entOral

EXAMEN

BLANC

Entraînementavecun

autreélève

Vérificationpourleprofessuer

Préparerdesréponsespossibles

Établiunelistedequestionsavecvosamis;votrefamille

Choisirundocument

Resolving

aTrade

Dispu

te

10 © SLSS 2008

Worke

rsan

dSu

pervisors

Explan

ation

Negotiationifpossiblewith

onesimmediatesupervisor

whetheritisadispute

involvingallw

orkersoran

individualworker

Shop

Stew

ardan

dSu

pervisor

Explan

ation

Workersapproach

theshop

stew

ardto

resolveadisputeif

they

have

been

unsuccessfulin

attemptstonegotiate

asolutionwith

their

immediate

superviso

r.

Shop

Stew

ardan

dM

anag

er

Explan

ation

Shop

stew

ard

negotiatesw

ithmanagem

entinan

attempt

toresolvea

dispute

Union

Offi

cialsa

ndSe

nior

Man

agem

ent

Explan

ation

Senior

Managem

ent

negotiatewith

Union

HeadOffice

tofin

da

resolutiontoadispute

Labo

urRelations

Com

mission

orRights

Com

mission

eror

Equa

lityOffi

cers

Explan

ation

Thedisputeisreferred

totheLa

bour

Relations

Com

missionifit

involvesallw

orkersor

alargegroupofworkers.

Itisreferrredtoa

RightsC

ommissionerif

itinvolvesoneworkeror

asm

allgroup

ofworkers.

Itisreferred

toan

EqualityOfficerifit

involvesequalityissues.

Labo

urCou

rtor

Employ

men

tApp

eals

Tribun

al

Explan

ation

Thedisputeisreferred

totheLa

bour

Courtifit

hasn

otbeen

resolved

atan

earlierstage.Th

eLa

bour

Courtdecisio

nisbind

ing.

Ifan

individu

alfeels

thattheirstatutory

employmentrightsh

ave

been

infringedthey

may

take

theircasetothe

EmploymentA

ppeals

Tribun

al.Itsdecisio

nis

bind

ing.

Internal

Negotiation

Internal

Negotiation

Internal

Negotiation

External

Negotiation

External

Conciliation

External

Arbitration} }

Non Legislative

Legislative

Chain of Linked Events


© SLSS 2008 11

Art

• Art movements early20th Century

Business

• Introducing newproduct to the market

• Solving a TradeDispute

• Product Life Cycle

Home Economics

• Making cheese• Digestion of proteins• Development of

family in Ireland

Geography

• Economic/Socialeffects of naturaldisasters

Gaeilge

• Scéal a chumadh máthugtar an chéad abairt

• Aiste a scríobh – natuairimí a bhailiú lechéile in altanna

• Aiste don Árdteist— Sláinte

Technology

• Trees — seeds torecycling

Science

• Digestion “MITCH”• Microscopic study of

plant cells• History of the atom

History

• Plantations

• Formation of newState

When a teacher wishes to build links betweenevents or when the topic involves a series ofinterlinked events, this model can be used. Thisvisual method assists students who find it difficultto memorise from notes. It can help to bringcoherence to a large quantity of information and toestablish or clarify the links in the pupil’s mind.

As with previous organisers it can be used for pre-teaching i.e. identify what pupils know about thetopic so teaching can be accurately focused at thelevel of students knowledge. It can be used forteaching a topic where information is provided indisjointed form and pupils have to link it correctly.

It works best when a small group (2/3) studentswork together. One records agreed information onthe model, one researches, one ensures that allcontribute ideas and reach consensus or checks thatall understand the material.

12 © SLSS 2008

Lear’s rash

impulsive nature

Daughters’ forced

declaration of lo

ve

and Cordelia

’s

refusal

Lears’ dependence

on tw

o daughters

for shelter and

sustenance

Storm and descent in

to

madness

Dénouem

ent

Deaths of tragic hero and

central charachters

Division of

Kingdom

Cordelia and

Kent Banished

Gradual loss of

power and status

Lear “sees”

better

King Lear’s decision

to divide his kingd

om

Digestion (Mitch*)

© SLSS 2008 13

* Mitch was designed and named by an imaginative colleague!

Mouth

Physical and chemicaldigestion begins

OesophagusPeristalsis begins

StomachPhysical and Chemical Digestion

continues

Small IntestineDigestion completed and Absorptionfor assimilation of food begins

Large IntestineAbsorption of H2O

Rectum and AnusEgestion

Sequence Chart


14 © SLSS 2008

Home Economics

• Procedure for cookeryclass

• Design & craftworkbrief

• Any recipe

Technical Subjects

• Design Brief

Music

• Any Symphony• Melody Writing• Writing 16 bar melody

Geography

• Rock Cycle• Water Cycle• Formation of a river

feature

Gaeilge

• Scéal a chumadh máthugtar an chéad abairt

• Aiste a scríobh – natuairimí a bhailiú lechéile in altanna

• Aiste don Árdteist –Sláinte

Art

• Lino Printing Process• Irish Art Time Line• Colour Wheel• Any craft at Junior

Certificate

History• Rise of Hitler• Downfall of Parnell• Renaissance-

Astronomy• Magellan’s Journey• Life on Medieval

Manor• Feudal System

English

• Trace sequence ofevents in plot of a text(novel, play, film, etc.)

• Outline progress ofthought in a poem

When a topic involves a sequence of eventsthis organiser can be helpful. It is particularlyuseful when multiple or sequential factorsneed to be put in order and remembered.

It is effective for pre-teaching and teachingthe causes of an event. Pupils can work together to correctly sequence disordered information. They are actively engaged inconstructing the learning. They need to discuss and agree on the correct answer(s).

A group can consult with another group if unsure of their answers. The teacher can havea rule that s/he can only be asked for clarification after another group has been unable to help.

For some students the teacher may provideinformation in jumbled form to be correctlysequenced.

! !

!

!

! !

! !

Cau

ses of Secon

d World W

ar

© SLSS 2008 15

!

!!

!

!

!

!

WW

1G

uilt

Cla

use

Economic

Conditions

(post

-war

dep

ress

ion)

Wal

l Str

eet

Cra

shId

eolo

gie

s Ta

king

Root

Wei

mar

Ger

man

y

Hitle

r’s

Aggre

ssiv

eFore

ign P

olic

yA

ppea

sem

ent

Inva

sion o

f P

ola

nd

Mod

h Cóinn

iolach

16 © SLSS 2008

!

!

!

!

!

!

!

Gla

nG

lanf–

G

hla

nf–

Ghla

nfa

dh s

éG

hla

nfá

Ghla

nfa

inn

Ghla

nfa

imis

Ghla

nfa

dh s

ibh

Ghla

nfa

idís

Funnel


© SLSS 2008 17

Business

• Wage Negotiation• Sale of Goods and

Supply of ServicesAct 1980

English

• Essay preparation

Music

• Jazz• Dance

Gaeilge

• Foclóir a bhailiú faoitopaic ar bith.

• Tuairimí a bhailiúd’aiste.

Science

• Rates of reaction• Prep oxygen gas• 7 characteristics of

living things• Photosynthesis• Magnetic force• urine

Home Economics

• Craft project plan• Healthy lifestyle• Design brief

Geography

• Traffic Management• The Burren

History

• Causes of 1916 Rising• Source of US

economic Boom1945-69

When synthesising ideas, drawingconclusions, reducing a body of informationto it’s core e.g. creating a definition, thismodel is useful. All details, components orparts of the information or picture areplaced inside the funnel. They emerge as aconclusion, definition or synthesis.

It can also be used to challenge or testpupils e.g. find the elements that aremissing from the funnel.

Like other models it can prove a very potenttool for visual and kinaesthetic learners. Itfacilitates active experiential learning. Rolesof researcher, recorder and tester may beassigned to students. The tester ensures thatall will be able to answer questions posedby teacher.

Components of fitness

cardiovascular muscular enduranceendurance

flexibility / suppleness

dynamic strength

static strength

power

speed

Fitness

18 © SLSS 2008

Elements of The Burren

250,000,000 years oldLimestone ShaleSwallow Hole FossilsStalagmite StalactiteFlora Fauna TourismGoats CaveLimestone Pavement

The Burren

© SLSS 2008 19

Influences on the development of cubism

20 © SLSS 2008

Sculputureand

Painting

PhotographyGeometricshapes

Characteristics of C

ubism

Artists Involved Influ

enced by

Found in

Picasso, Braque,

Léger, Lipchiyz Structure

CUBISM

Fish Bone


© SLSS 2008 21

Science

• Organic chemicals• Human systems• Ecology • Radioactivity• 7 characteristics of

living things• Systems & organs of

the human• Water treatment

PE

• Physical fitness• Dance• PE variety of activities

Home Economics

• Balanced diet• Fats• Proteins• Classify foods

Business

• Forms of taxation• Marketing Mix• Law of Contract• Consumer Law• Marketing• Insurance• National Budget

Maths

• Statistics• Revision of formulae

Art

• Poster Design• What is needed to

learn to draw

History

• Ancient Ireland• Reformation

Modern Language

• The Family• Topics for oral • La Journée Scolaire• La maison

A whole topic can be summarised in onecoherent space. Many students find thatinformation summarised in this way can beeasier to remember than pages of text. Ithelps to organise and structure theinformation into a comprehensible form. Itcan help to collate factors associated with acomplex topic and show how they interrelate.

Each fishbone is built by a small team (2/3).Teacher can supply the headings and pupilsfill in the details. As with other models it issuitable for use in mixed ability groups andstudents can contribute according to theirability, perception and interest.

Intergroup cooperation is encouraged— onemember may become the scout and seek outideas from other groups.

PE - Dance

22 © SLSS 2008

Solo dance types

Sean nós dance

Contemporary step

dance

Group dances

Set dances

Céilí dances

Jig 6/8

Reel 4/4

Slip Jig 9/8

Hormpipe 4/4

Polka 2/4

Slide 2/4

Loose posture

Hand movement

Flat of feet

Casual

Connemara

Half set

Kerry

Upright posture

Hands rigid

Ball of foot

Competitive

Costume

Walls of Limerick

Siege of Ennis

Irish

Dance

Eggs

© SLSS 2008 23

Nutrition

Dietetic

Structure

Uses

Cooking

Labelling

13% sat. fat

74% water

Iron, Sulphur

No Ca, No CHO

Few Vitamins

Emulsifying agent

Enriching

Glazing

Binding

Hot/Cold

HBV Protein

Easy to digest

Growth & repair

Omeag 3

Cholesterol

Suit convalescents

Kill Bacteria

Coagulation

Change of colour

White and yolk set

Shell Yolk White

Membrane

Air Cell

Chalazae

Grading

Registration

Class & size

Quantity

Storage

Provider

Eggs

Brain Drops


24 © SLSS 2008

Maths

• Complex numbers

Science

• Human hormones• Using the microscope• Learning light• Human defence

system

Geography

• Pollution• Core Regions• Earthquakes

History

• Stalins DomesticPolicy

• Renaissance– mainpoints and chaaragters

Gaeilge

• Foclóir a bhailiú.• Tuairimí a bhailiú

d’aiste.• Tuiarimí a lorg faoi

ghné ar bith denliríocht.

Religion

• Signs and symbols• Kingdom of God• Moral Issues• Christianity

Music

• Listening to set work• Essay on traditional

Irish Dance

English

• Brainstorming ideasfor compositions

• Pre-teaching -drawingout ideas at start of atopic

This can be used for brainstorming in anycontext or for generation of ideas— ideas for essays, exam questions, compositions in anysubject.

Teachers frequently brainstorm at the beginning of a new topic. Usually this isdone in a whole class context. When pupils brainstorm in small groups using an organiserto give focus to the work, the quality andquantity of ideas increases significantly.

The dynamic of the small group means thatevery one is motivated to contribute to thegroup goal. The small group makes it saferfor individuals to contribute ideas than thewhole class. Ideas may be shared with othergroups so the entire class benefits from allideas generated.

Ideas

Cha

racteristics of an

Entrepreneur

© SLSS 2008 25

Rea

lity

Percep

tion

Risk

Take

r

Self belief

Hardw

orking

Inno

vativ

ean

d crea

tive

Motivated

Dec

ision

Mak

er

Rea

lity

Percep

tion

Earthqu

akes

26 © SLSS 2008

Des

truc

tion

Tremor

s

Seismog

raph

Aftersh

ock

Epice

ntre

Focu

s

Seismolog

ist

Richter S

cale

Cross Classification Chart


© SLSS 2008 27

Geography

• Regions• Growing crops

Technical Subjects

• Woods: types offinishes

Music

• Set Works for L. Cert

Business

• Business Ownership• Production Methods• Sources of Finance• Methods of

Communication• Forms of Transport

Gaeilge

• Comparáid adhéanamh idir nadánta atá á ndéanamhdon T.S. faoicheannteidil éagsúla.

• Comparáid ar bith

Art

• Early Irish Artifacts• Paintings

Home Economics

• Food additives• Cooking methods• milk

History

• Stages in developmentof modern Ireland

When condensing and organisingcomparative data according to variouscriteria, this chart helps to gather the data in acoherent form. It provides a structure inwhich to build the data.

It can be used to summarise information in aneasy to remember way and has a wide varietyof applications in language, science, technology, social and business subjects.

Students build up the information. Criteriaare provided by the teacher. Students can be encouraged to contribute relevant criteria themselves.

CriteriaTopic

Man

ufactured Boards

28 © SLSS 2008

1mm

Orn

amen

tal s

urface

s fo

rartif

icial b

oard

s or

solid

woo

d. m

arqu

etry

Distin

ct w

ood gr

ain. V

ery

thin. W

eak un

til bon

ded to

a ba

seThin sh

eets of woo

dVen

eers

3mm to

9m

Furn

iture bac

ks, d

rawer

botto

ms, partit

ions

and

ceili

ngs. F

raming ne

cess

ary

No gr

ain un

less

ven

eered.

Doe

s no

t split.

Ava

ilable in

larg

e sh

eets. Hard, D

urab

le,

Toug

h Can

be pa

inted

Woo

d ch

ips which

hav

ebe

en red

uced

to a pulp

Hardb

oard

9mm to

25m

m

Furn

iture m

anuf

acture, w

all

pane

ls, e

dges

req

uire

cove

ring

. Framing no

tne

cess

ary

No gr

ain un

less

ven

eered.

Ava

ilable in L

arge

She

ets.

Eas

y to dec

orate.

Woo

d ch

ips an

d sa

wdu

stChipb

oard

12mm to

25m

mFu

rnitu

re pan

els, doo

rs,

fram

ing no

t nec

essa

ry

Grain visible. A

vaila

ble in

Large

She

ets. S

tron

g. D

oes

not w

arp or

split.

Strips

of woo

d an

d ve

neers

Strip-core board

3mm to

25m

m

Externa

l plywoo

d av

ailable

for Boa

ts and

flat r

oofs.

Furn

iture, w

alls and

ceili

ngs. T

hin plyw

ood

need

s to be fram

ed.

Grain visible. A

vaila

ble in

Large

She

ets. S

tron

gHardw

ood an

d so

ftwoo

dve

neers.

Plywood

Thic

knes

sU

ses

Char

achte

rist

ics

Raw

M

ater

ial

Cri

teri

aB

oar

d

Early Irish M

etalwork Artifacts

© SLSS 2008 29

Gold

Silver

Ena

mellin

g

Incision

Eng

raving

Rep

ouss

e

Gold filig

ree

Ena

mellin

g

Soldering

Celtic

fret wor

k

Gold filig

ree

Ena

mellin

g

Hou

se S

t Patrick

s Bell

St P

atrick

s Bell

Shrine

Late Chr

istia

n

C7th –C12

th

Silver

Ena

mellin

g

Incision

Rep

ouss

e

Gold filig

ree

Ena

mellin

g

SolderingGold

Celtic

fret wor

k

Gold filig

ree

Ena

mellin

g

Pseu

do pen

nicu

lar

Bro

och

Tara B

rooc

hEarly C

hristia

n

500A

D –

C7th

Bro

nze

Incision

and

Rep

ouss

e

Semi A

bstrac

t

Org

anic

Bas

ed on plan

t im

agery

Dec

orative ho

rse

trap

ping

Petrie C

rown

Iron

Age

500B

C –

500A

D

Mos

tly

flattene

d go

ld

Incision

Rep

ouss

e

Abs

trac

t

Geo

metric

Dec

orative ba

dge or

butto

nSu

n Disc

Bro

nze Age

2000

-50

0BC

Mat

eria

lsU

sed

Met

hods

of

Dec

ora

tion

Nat

ure

of

Dec

ora

tion

Funct

ion

Shap

e

Cri

teri

aE

ra

Double Venn Diagram


30 © SLSS 2008

Music

• Baroque music vs. art• (Hallelujah vs. St

George and theDragon)

• Set vs. Choice songs

Science

• RNA v DNA• O2 v CO2• Photosynthesis v respiration• Artery v vein• Plant cell v animal cell• Male v female endocrine

system• Mitosis v meiosis• Endocrine v nervous

control

History

• Luther and Calvin• Munster and Leinster

Plantations• Italian renaissance

artists

Technical Subjects

• Metals and alloys

English

• Two poems• Relationships in texts• Essay planning

Home Economics

• Comparing ovens• Mould reproduction• Accommodation • Compare nuclear with

extended family

Religion

• Two religions e.g.Judaism andChristianity

Gaeilge

• Comparáid idirdhánta/scéalta./charachtéir

• Comparáid idir téamaí e.g.An saol mar atá is mar abhí

• Faoiseamh a GheobhadsaComparáid idir saol natuaithe agus saol nacathrach

When examining the similarities anddifferences between two items, this is asimple and highly effective model forcomparing and contrasting. It works wellwith a pair or a triad.

Students of all abilities and learning stylescan work together and contribute accordingto their interest, learning style and abilitylevel. No student is held back and the classdoes not move too fast for any student.

Students are actively involved in thelearning. They learn to agree, disagree, listen,explain and help each other. They orallyprocess the learning. These soft skills need tobe encouraged and actively taught in theclassroom.

Prepa

ring

an essay on

holidays

Verb

s ar

e com

mon

to b

oth

holid

ays—

noun

s ar

e dif

fere

nt fo

r eac

h

© SLSS 2008 31

Winter

Nou

nsVerbs

Nou

ns

Summer

Vein v. Artery

32 © SLSS 2008

towards hea

rt

less m

uscular

wider lumen

less pressure –

valves present

de-oxyge

nated

except fo

rpu

lmon

ary

VEIN

ARTERY

carry bloo

d in

lumen

cylindrical sha

pe

muscle layer

elastic layer

lining ep

ithelium

away from

hea

rt

thick muscle

narrow

lumen

pulse

bloo

d un

der

pressure

oxygen

ated

except fo

rpu

lmon

ary

Triple Venn Diagram


© SLSS 2008 33

History

• Three leaders e.g.Hitler, Stalin &Mussolini

Gaeilge

• Comparáid idirscéalta/danta/carachtéir.

Science

• Solids, liquids, gasses• Organs of excretion• 1st year science pre-

learning• Compare protons,

electrons, neutrons• Conduction,

convection andradiation

Art

• Colour Mixing

English

• The comparativequestion ( comparingthree texts) for higherlevel LeavingCertificate

• Main concerns of abody of a poet’s work(Higher Level)

Technical Subjects

• Technical drawing -types of projections /views

• Joining differentmaterials

• Types of energy

Home Economics

• Food types• Effects of alcohol

abuse• Compare dairy, meat

and vegetable• Compare protein, fats,

carbohydrates • Special diets

Religion

• Main religions• Forms of Christianity

This is a very powerful tool for answeringhigher level questions that require three items(books, texts, characters, regions etc.) to becompared and contrasted.

Exam questions prepared in class as a groupcan be attempted alone for homework.

The purpose of the team is to build strongerindividuals — “What we can do togethertoday we can do alone tomorrow”.

Formative assessment is facilitated asstudents can clearly see how much they knowabout a topic by the time they have finishedthe work. It may be used to develop theability — ‘attack skills’ - to tackle questionsstudents find challenging.

Solid

s, Liquids, G

asses

34 © SLSS 2008

evap

oration an

dcond

ensation are

the chan

ges of

state for these

melting an

dsolidifying

are the

chan

ges of

state for

these

all con

tain

atom

s or

molecules;

all are

matter

particles can

move or flow

a little;

take th

eshap

e of

their

containe

r

particles can

move far

away from

each other to

fill every

available

space

particles can’t

be see

nmoving; kee

psthe same shap

e

‘going

straight

from

solid

to gas is

called

sublimation

‘dry ice’

GAS

LIQUID

SOLID

Com

parative Q

uestion

© SLSS 2008 35

Rur

al L

ife

Isolation

Rea

lism

Esc

ape from

reality

Wor

king

Class

Life

Violenc

e Alcoh

ol

Wor

king

Peo

ple

Pove

rty

Violenc

eTrage

dy

Rac

eBullying

American

Settin

gUns

ettle

d Nom

adic

Life

Dep

ress

ion

Fairy tale story

A lo

t of un

likely

coincide

nces

Eng

lish

Setti

ngRem

ote so

ciety

Supe

rstit

ion

Urb

an L

ife

Civil

War

Irish Se

tting

Nationa

lism

Des

ire fo

rwea

lth (will

and go

ld)

Role of

wom

enBetraya

l

Silas Mariner

Of Mice an

d Men

Juno

and

the Paycock

Four Corner Organiser


36 © SLSS 2008

Geography

• Erosion/Deposition (2 corner organiser)

Technical Subjects

• Production of steelfrom Iron Ore

Business

• CommunityDevelopment Partners

• Stakeholders inBusiness

• Financial Institutions• Marketing Mix• Statistics Charts

Music

• Periods - Composers -Works

Maths

• Factorising• Differentiation by rule• Coordinate geometry

of the line• Area and Volume• Numbers• Number sets

Art

• Analysing a painting• Art Movements

Home Economics

• Nutrients• Food constituents• Food types

Science

• Trends in the periodictable

• Genetics• History of the atom • Food tests• Le Chatelier’s principle• Separation techniques• Four physics laws—

examples and evidence

When characteristics of four relatedconcepts/topics/people are being explored,the four are placed in the centre of theorganiser and two criteria are placed on theoutside.

Examples of criteria are route andaccomplishments of explorers, rights andresponsibilities of stakeholders, formulae forand examples of how to solve equations,sources and uses of vitamins, examples andevidence for physics laws, characteristics andactions of characters.

This is a very powerful tool when used bysmall groups to actively construct andorganise knowledge. It is suitable for higherlevel thinking.

© 2004 Corwin Press Press. Permission to reproduce granted by kind permission of Copyrght Clearance Centre.

Embroidery stitches

© SLSS 2008 37

Use

for

hand

-stitched

flowers

Use

to fo

rm a borde

r or

fill in an

area i.e.

centre of a

flow

er

Use to fo

rm an

outline

Satin

Stitch

Lazy

Daisy

French

Kno

tsStem

Stitch

Use

to fill in

an area

outline

Equ

ations

38 © SLSS 2008

Linear

Equation

Simultaneous

Equation

Quadratic

Equation

Cubic

Equation

How

to solve it -

Describe the process

How

to solve it -


How

to solve it -


How

to solve it -


Example

Example

Example

Example

Tri Pie


© SLSS 2008 39

Religion

• Moral Dilemmas

Geography

• Planning issues

Business

• Social and Ethicalresponsibilities of abusiness

History

• Was the ratification ofthe Anglo-Irish Treatythe only cause of theIrish Civil War?

Gaeilge

• Díospóireacht aullmhú.

• Tuairimí a bhailiú faoithéama/carachtar iscéal e.g. Clare saSpéir

Science

• Should all cars run onbiofuel?

• Should geneticengineering bebanned?

English

• Debate stylecompositions

• Discuss a statementon a literary text/or acharacter

• Advantages/disadvantages typequestions

This organiser is suitable for LeavingCertificate higher level questions/topics.It requires very high level thinking tohold two opposing viewpoints in themind at the same time. To hold twoopposing viewpoints and consider areasof uncertainty requires particularly high levels of maturity in thinking. Studentssometimes tend to be black or white intheir views and indeed often only seeone point of view.

This model helps them to expandthinking to examine all aspects of aproblem / issue. Students are required toplace some information in each section.

Small groups are particularly effectivein providing the breadth of viewpointsneeded to give high quality answers inthis context.

Pro Con

Grey Area

Is M

acbeth respo

nsible for Dun

can’s Death?

40 © SLSS 2008

YES

NO

Maybe So!

Had

dark de

sire

alread

yHe fo

llowed

the

witc

hes and

actively

soug

ht th

eir

pred

ictio

nsEas

ily persu

aded

by

witc

hes an

d wife

Doe

s the de

edDisrega

rds his ow

nco

nscien

ce

Lad

y M

. tau

nts him

–em

otiona

lblac

kmail

Supe

rnatur

alinflue

nces

Suffers from

his

own va

ultin

gam

bitio

nSc

orpion

s in his

mind

Immed

iate reg

ret

Follo

ws the airb

orne

dag

ger –is

this sup

erna

tural i

nfluen

ce

Shou

ld the death penalty be im

posed?

© SLSS 2008 41

YES

NO

Maybe So!

Victim

gets justice

An ey

e fo

r an

eye

Deterrant to

crime

Inno

cent peo

ple pu

t to de

ath

All

life is sac

red

Minor

ity gro

ups ov

er rep

rese

nted

Natur

e of

the

crime

Dep

ends

on resp

onse

of co

nvicted pe

rson

Effec

t on so

ciety in gen

eral

Starburst (all points covered)


42 © SLSS 2008

Music

• Characteristics of IrishMusic

• Sean Nós Singing

Art

• Impressionism•

History

• Parnell and the LandLeague

Home Economics

• Food types• Cheese

Gaeilge

• Céimeanna i scríobhlitreach/nóta.

• Achoimre ar dhán e.g.téama, mothúcháin,íomhanna etc

Science

• Particle physics• Bacteria• Periodic table• Light• Ag. Science—

coniferous trees

Business

• Forming a company• TQM• Marketing Mix• Elements of Business

Letter• Sale of Goods and

Supply of ServicesAct 1980

• Budgeting

Maths

• Order of operations• Coordinate geometry

of Line

Many examination questionsrequire 5 points in the answer.This organiser assists the visuallearner to remember the pointsmore easily. Agreeing the pointsin a small group aids long termmemory retention.

Approximately 10 to 15% ofstudents prefer to learn fromlists of notes in text form thatthey can memorise text moreeasily.

Music Style

© SLSS 2008 43

Mellismatic style

of singing

Nasal tone

Ornamentation

Originally a Solo

Art Form

Words –the most

important feature

No dynamics,

No expression

Sean

Nós

sing

ing

Nóta a scríob

h

44 © SLSS 2008

a rachaidh

tú ann

?a thiocfaidh

tú abh

aile?

a chon

aic tú?

a léigh tú?

a bh

í ann

?

a Bhe

idh an

n?a fheicfidh tú?

a bh

eidh

sé ar suil??

a rachaidh

tú ann

?a bh

uailfidh sibh

lechéile?

a thosóidh

sé?

Nóta a scríob

h

a dh

éanfaidh

tú?

a chea

nnóidh

tú?

a fheicfidh tú?

a íosfaidh

tú?

mbe

idh sé a suil?

mbu

ailfidh

sibh le ché

ile?

Cá?

Cé?

Cád

?Céa

rd?

Con

as?

Catha

in?

Research Grid


© SLSS 2008 45

Science

• Functions of skeleton• Plant reproduction

Business

• Marketing• EU Institutions• Legislation

Home Economics

• Marriage

Gaeilge

• Suibhé ranga adhéanamh.

• Ceisteanna a thabhairtar mhír scannáin/ altléamhthuisceana

History

• Northern Ireland1920-49

• Themes of theHolocaust

English

• Analysing a poem• Recapping a text

Modern Language

• Se Présenter

This is a question and answer learningmethodology. It is particularly suitable forindependent learning in small groups.Questions are written by the teacher andstudents research the answers and writethem in.

Students take responsibility for their ownlearning. They can consult within thegroup to reach the best answer to aparticular question. They help each otherto build high quality answers.

A wide variety of topics in many subjectareas can be taught using this method.

Q1

Answer

Q3

Answer

Q5

Answer

Q2

Answer

Q4

Answer

Q6

Answer

Cha

racter Ana

lysis:_- W

rite brief in

form

ative no

tes on

the following:

46 © SLSS 2008

The

playw

righ

ts style of

charac

terisa

tion

The

playw

ights de

piction of

the

charac

ter

Impo

rtan

t relation

ships for the

character

How

others beha

ve aroun

dthecha

racter

Wha

t others say abo

ut the

character

Wha

t motivates the cha

racter

Why

I wou

ld/wou

ld not like to be

the character

The way the cha

racter speak

s

The

way

the ch

arac

ter be

have

sSetting in which the cha

racter

lives

Cha

racter’s Backg

roun

dDescribe the character’s ph

ysical

appearan

ce

© SLSS 2008 47

Investigating a third level cou

rse

Whe

n can I a

pply?

Ans

wer

Entry

Req

uiremen

t?

Ans

wer

Wha

t doe

s cou

rse invo

lve?

Ans

wer

Clos

ing Date?

Ans

wer

Wha

t sub

jects n

eede

d?

Ans

wer

Wha

t alte

rnative co

urses?

Ans

wer

48 © SLSS 2008

© SLSS 2008 49

Section 2

Graphic Organisers

Blanks for use in the Classroom

This page should be a different colour and maybe of a higher weight

Insert blank power point slides on the following pages

© 2008

© 2008

© 2008

© 2008

!

!!

!!

!!

!

© 2008

© 2008

© 2008

© 2008

© 2008

© 2004 Corwin Press Press. P

ermission

to rep

rodu

ce granted

by kind

permission

of C

opyrgh

t Clearan

ce Cen

tre.

© 2008

Pro

Con

Grey Area

© 2008

© 2008

Q1

Answer

Q3

Answer

Q5

Answer

Q2

Answer

Q4

Answer

Q6

Answer

© SLSS 2008

Ladder© 2004 Corwin Press Press. Permission to reproduce granted by kind permission of Copyrght Clearance Centre.

Four Corner Organiser

Tri Pie

Rain DropsCross ClassificationChart

Funnel

! !

!

!

! !

! !

Sequence Chart

TripleVenn

Q1

Answer

Q3

Answer

Q5

Answer

Q2

Answer

Q4

Answer

Q6

Answer

Research GridStarBurst

Chain oflinked events

Stair Steps

Double Venn

FishBone

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