Using Graphic Organisers in SS S LEVEL Teaching and ERVICE S … · 2014-11-14 · Using Graphic Organisers in Teaching and Learning SSECOND LEVEL UPPORT SERVICE SEIRBHÍS TACAÍOCHTA

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 an 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

Printed by Costello Print, Navan - 046 9028775

2 © SLSS 2008

Table of Contents

Introduction … … … … … … … … … … … … … … … … … … … … 4

Ranking Ladder … … … … … … … … … … … … … … … … … … … 5

Stair Steps… … … … … … … … … … … … … … … … … … … … … 8

Chain of Events… … … … … … … … … … … … … … … … … … … 11

Sequence Charts … … … … … … … … … … … … … … … … … … 14

Funnel … … … … … … … … … … … … … … … … … … … … … 17

Fishbone … … … … … … … … … … … … … … … … … … … … … 21

Brain Droplets (Wisdom Pearls) … … … … … … … … … … … … … 24

Cross Classification Chart … … … … … … … … … … … … … … … 27

Double Venn Diagram … … … … … … … … … … … … … … … … 30

Triple Venn Diagram … … … … … … … … … … … … … … … … … 33

Four Corner Organiser … … … … … … … … … … … … … … … … 36

Tri Pie … … … … … … … … … … … … … … … … … … … … … 39

Starburst … … … … … … … … … … … … … … … … … … … … … 42

Research Grid … … … … … … … … … … … … … … … … … … … 45

Blanks for use in classroom … … … … … … … … … … … … … … … 49

© SLSS 2008 3

IntroductionGraphic Organisers provide a visual method of developing, organising and summarisingstudents learning. They help to structure disjointed information. They facilitate the learningprocess by providing a scaffold for the development of ideas and the construction ofknowledge. Visual, auditory and kinaesthetic learners all benefit from using the organisers.High quality teaching in mixed ability classrooms is also facilitated.

Highest quality results are achieved when one organiser is shared by a small group of (2/3)students with diverse abilities and learning styles. Leadership is distributed in the group witheach student having a leadership role to fulfil. Roles of Recorder, Timekeeper, Turn-taker,Summariser, Reporter, Clarifier, Checker, Scout etc are distributed among the group.

The resource needs only pen and paper to use.

Some organisers are more applicable to the different aspects of the learning process thanothers, for example: collecting information, comparing and contrasting, developing ideas,sequencing information, summarising and extending thinking and learning. Some are alsomore relevant to different subjects and topics than others. They can all be used at the variousstages of the learning process:

• Pre - teaching• Introducing a topic• Teaching a topic• Independent Learning• Study and revision• Preparing answers to examination questions

They scaffold learning and help to build student confidence. They also facilitate formativeassessment as students can clearly see how much they understand.

Detailed explanations on how to use each organiser are provided throughout the pack.

Contents of Pack:Section 11.Guidelines on how to use each Graphic organiser2.A list of suggestions for possible uses of each organiser that teachers have shared at CPD

days3.Completed and in some cases adapted organisers shared by practicing teachers

Section 2A set of blank Graphic organisers (which may be photocopied) for use in the classroom

4 © SLSS 2008

Ranking Ladder

Suggestions from teachers

© SLSS 2008 5

Mathematics

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

first principles

Religion

• Stages from slavery toPassover

• The development ofIslam

• From the Passion toPentecost

English

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

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

• Stages of a Novel

Geography

• Cloud formation• Formation of an ox-

bow lake• Volcanic eruption• Formation of a

waterfall• Water cycle

History

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

Washington• Rise and Fall of Third

Reich• Work of an

archaeologist

Music

• Answering anexamination questionon harmony

• Writing a melody• Scales• Musical Eras• Composers

Home Economics

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

wreath• Design Brief• Yoghurt making

Business

• Writing a letter• A business transaction• Making a complaint• Recruitment• New product

development• Calculate net pay• Household Budget• Bank Reconciliations

This ladder can be used to prioritise or rank ideasand/or information. It can also be used for topicswith a series of stages or steps. It is suitable forsubject matter with a definite beginning and end.

At the pre-teaching stage the teacher can havepairs/triads of students fill in any information theyknow about the topic on the correct step. Theteacher can monitor the results and then focus theteaching more accurately on the needs of the class.

Active learning can be facilitated if the teacherprovides the information in jumbled form andstudents work together to rank the informationcorrectly.

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 chord

choices over each box

Identify the Cadencepoints – write outgood progressions

Establish the Keysignature, fill in the

grid appropriately

6 © SLSS 2008

Pizar

roan

dth

eIn

cas

ThedesireforgoldledFranciscoPizarrotoexploreandconquer

theIncaempireofSouthAmerica.However,hisconquestofthe

Incaswasabloodyone,filledwithviolenceanddouble-crossing

treachery.Afteryearsofintensefightingandexplorations,Pizarro

wasmurderedoverthelandhehadconquered.

June1541

1540

August1533

April1531

Jan1531

1470

© 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 practice the interpersonal skills of listeningand explaining, summarising, questioning,clarifying and extending each others ideas. Theycan be taught to praise each others ideas and towork together. Work completed on a sharedGraphic Organiser can be reproduced at home forstudy/revision.

Business/Accounting• Formation of Private

Company• Resource management• Business transaction• Making a complaint• Taking out insurance• Decision making in

the EU• Steps in Financial

Accounts

Art

• Movements in Art

• Life of Monet

Mathematics

• Linear Programming

• Differentiate fromfirst principles

PE/History

• Free throw inbasketball

• Forward roll

• Renaissance - artists,sculptors, writers

Gaeilge

• Struchtúr a léiriú e.g.Struchtúr abairte

• Codarsnachtaí idiraidiachtaí a léiriú

• Céimeanna sa litir

• Aistí

Modern Language/Geography

• Telling the time

• Oral Project work

• Costal erosion features

• Atmosphere readings

Science

• Steps in the scientificmethod

• Levels of organisation

• Steps in digestion

• Steps in separation ofrock salt

Music

• Development ofWestern ClassicalMusic

• Triads - backingchords

• Tonic solfa notation

© SLSS 2008 9

Prepa

rerle

Doc

umen

tOra

l

EXAMEN

BLANC

Entraînementavecun

autreélève

Vérificationpourleprofessuer

Préparerdesréponsespossibles

Établirunelistedequestionsavecvosamis;votrefamille

Choisirundocument

Resolving

aTra

deDispu

te

10 © SLSS 2008

Workersand

Supervisor

Explanation

Negotiationifpossiblewith

onesimmediatesupervisor

whetheritisadispute

involvingallw

orkersoran

individualworker

ShopStewardand

Supervisor

Explanation

Workersapproach

theshop

stew

ardto

resolveadisputeif

they

have

been

unsuccessfulin

attemptstonegotiate

asolutionwith

their

immediatesuperviso

r

ShopStewardand

Manager

Explanation

Shop

stew

ard

negotiatesw

ithmanagem

entinan

attempt

toresolvea

dispute

UnionOfficialsand

SeniorManagement

Explanation

Senior

Managem

ent

negotiatewith

Union

HeadOffice

tofin

da

resolutiontoadispute

LabourRelations

CommissionorRights

Commissioneror

EqualityOfficer

Explanation

Thedisputeisreferred

totheLa

bour

Relations

Com

missionifit

involvesallw

orkersor

alargegroupofworkers.

Itisreferred

toaRights

Com

missionerifit

involvesoneworkeror

asm

allgroup

ofworkers.

Itisreferred

toan

EqualityOfficerifit

involvesequalityissues

LabourCourtor

EmploymentAppeals

Tribunal

Explanation

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/Music

• Art movements early20th Century

• Composition• Cord Progressions/

cadences

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

• Features of costalerosion

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

• Microscopic study ofplant cells

• History of the atom

History

• Plantations• Formation of new

State• War of Independence• Irish Civil War• 1916 Rising

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 ra

sh

impu

lsiv

e na

ture

Dau

ghte

rs’ f

orce

d de

clar

atio

n of

love

and

Cor

delia

’s re

fusa

lLear

s’ d

epen

denc

e on

two

daug

hter

s fo

r sh

elte

r an

d su

sten

ance

Stor

m a

nd d

esce

nt in

to

mad

ness

Dén

ouem

ent

Dea

ths

of tr

agic

her

o an

d

cent

ral c

hara

cter

s

Divisio

n of

Kingdo

m

Cordeli

a and

Kent Ban

ished

Gradual

loss o

f

power

and sta

tus

Lear “see

s”

better

King Lea

r’s de

cision

to divide

his kingd

om

Digestion (Mitch*)

© SLSS 2008 13

* Mitch was designed and named by an imaginative colleague!

Mouth

Physical and chemicaldigestion begin

OesophagusPeristalsis begins

StomachPhysical and Chemical Digestion

continue

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• Drilling

Music

• Any Symphony• Melody Writing• Writing 16 bar melody• Composition• Set Works (form and

structure)

Geography

• Rock Cycle• Water Cycle• Formation of a river

feature• Weathering - Freeze,

Thaw action• Plotting a Journey

Gaeilge/Modern Language• Scéal a chumadh má

thugtar an chéad abairt• Aiste a scríobh – na

tuairimí a bhailiú lechéile in altanna

• Aiste don Árdteist –Sláinte

• Teicnicí Fileata• Writing a postcard or

message

Art

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

Certificate• Project Design• Impressionist

influences

History

• Rise of Hitler• Downfall of Parnell• Renaissance-Astronomy• Magellan’s Journey• Life on Medieval Manor• Feudal System• Voyage of Columbas

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 teaching thecauses of an event. Pupils work together tocorrectly sequence disordered information.They are actively engaged in constructing thelearning. They need to discuss and agree onthe correct answer(s).

A group can consult with another group if theyare unsure about their answers. The teachermay have a rule that s/he only be asked forclarification if another group has been unableto help.

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

! !

!

!

! !

! !

!

Cau

ses of Secon

d W

orld W

ar

© SLSS 2008 15

!

!!

!

!!

!

WW

1G

uilt

Cla

use

Eco

nom

icC

onditio

ns

(post

-war

dep

ress

ion)

Wal

l Str

eet

Cra

shW

eim

ar G

erm

any

Hitle

r’s

Aggre

ssiv

eFore

ign P

olic

yA

ppea

sem

ent

Inva

sion o

f P

ola

nd

Ideo

logie

s Ta

king

Root

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/Maths

• Wage Negotiation• Sale of Goods and

Supply of ServicesAct 1980

• Sets

English/RE

• Essay preparation• Persuasive writing• My favourite place• Components of Islam

Music/Art

• Jazz• Dance• Instruments of the

orchestra• Melody• Impressionist and Post

Impressionist painters

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/Technical Subjects

• Planning a craftproject

• Healthy lifestyle• Design brief• Conics

Geography

• Traffic Management• The Burren• Improving the

environment• Volcanos• Earthquakes

History

• Causes of 1916 Rising• Source of US

economic Boom1945-69

• Causes of any majorevent e.g. FrenchRevolution, AmericanCivil War ofIndependence

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 the teacher.

Components of fitness

cardiovascular muscular enduranceendurance

flexibility / suppleness

dynamic strength

static strength

power

speed

Fitness

18 © SLSS 2008

Elements of The Burren

The Burren

© SLSS 2008 19

Limestone Pavement

250,000,000 years old Limestone Swallow Hole

StalagmiteStalactiteFossils Shale

Flora

FaunaGoatsTourism

Cave

Influences on the Development of Cubism

20 © SLSS 2008

Sculptureand

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/Music

• Physical fitness• Dance• PE variety of activities• Family of instruments• General study Junior

Certificate Music

Home Economics/Technical Subjects

• Balanced diet• Fats• Proteins• Classify foods• Meat• Welding

Business

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

Maths

• Statistics• Revision of formulae• Sets - Key

words/concepts

Art

• Poster Design• What is needed to

learn to draw• Painting Curriculum• Graphic Design• Modern Painting

Schools

History/Geography

• Ancient Ireland• Reformation• Summary of

plantations• Aspects of life in

1950s• Mass movements• Volcanos

Modern Language

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

A whole topic may be summarised in onecoherent space. Many students find thatinformation summarised in this way is easierto remember than pages of text. It helps toorganise and structure the information in acomprehensible form. It can help to collatefactors associated with a complex topic andshow how they interrelate.

Each fishbone is built by a small team (2/3).The teacher can supply the headings andpupils fill in the details. It is suitable for usein mixed ability groups and students cancontribute according to their ability,perception and interest.

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

Students may repeat the exercise forhomework/revision and then use theorganiser for self assessment when theyreturn to class.

PE - D

ance

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

Hornpipe 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

Egg

s

© 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

Omega 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 Droplets (Wisdom Pearls)


24 © SLSS 2008

Mathematics/Business

• Complex numbers• Line geometry• Functions of a bank

Science

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

system

Geography

• Pollution• Core Regions• Earthquakes• Weathering

History

• Stalins DomesticPolicy

• Renaissance – mainpoints and characters

• Introduction to anytopic

• Civil War

Gaeilge

• Foclóir a bhailiú.• Tuairimí a bhailiú

d’aiste.• Tuairimí a lorg faoi

ghné ar bith denlitríocht.

Religion

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

Music

• Listening to set work• Essay on traditional

Irish Dance• Characteristics of

musical eras

English

• Brainstorming ideasfor compositions

• Pre-teaching -drawing out ideas atstart of a topic

• Poetic terminology

This can be used for thought showering inany context or for generation of ideas — for essays, exam questions, compositions in anysubject.

Teachers frequently seek ideas whenintroducing a new topic. Usually this is donein a whole class context. When pupils thought shower in small groups using anorganiser to give focus to the work, thequality and quantity of ideas increasesignificantly.

The dynamic of the small group means thateveryone is motivated to contribute to thegroup goal. It feels safer to contribute ideasin a small group rather than in front of thewhole class. Ideas may be shared with othergroups so the entire class benefits from allideas generated.

Ideas

Cha

racteristics of an

Ent

repr

eneu

r

© SLSS 2008 25

Risk

Take

r

Self belief

Hardw

orking

Inno

vativ

ean

d crea

tive

Motivated

Dec

ision

Mak

er

Rea

lity

Percep

tion

Ear

thqu

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• Various climates

Technical Subjects/Science

• Woods: types offinishes

• Insulation locations• Soil types and crop

growth

Music

• Set Works for L. Cert• Set and choice songs

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/English

• Early Irish Artifacts• Paintings• Art in various ages• Poets/poems• Themes/concepts

Home Economics/Mathematics

• Food additives• Cooking methods• Milk• Line, circle,

trigonometry,transformations

• Cone, cylinder,hemisphere, sphere

History/RE

• Stages in developmentof modern Ireland

• World Religions

When condensing and organisingcomparative data according to variouscriteria, this chart helps. The data is gatheredtogether in a coherent form. The chartprovides a structure in which to build theinformation.

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 and placed acrossthe top of the chart. Students may be encouraged to contribute relevant criteria themselves.

This organiser provides an excellent revisiontool and a framework for study.

CriteriaTopic

Man

ufac

tured Boa

rds

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.

Fram

ing 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. C

an be pa

inted

Woo

d ch

ips which

hav

ebe

en red

uced

to a pulp

Har

dboa

rd

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 la

rge sh

eets.

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

larg

e sh

eets. S

tron

g. D

oes

not w

arp or

split.

Strips

of woo

d an

d ve

neers

Strip-

core boa

rd

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

larg

e sh

eets. S

tron

gHardw

ood an

d so

ftwoo

dve

neers.

Plywoo

d

Thic

knes

sU

ses

Char

acte

rist

ics

Raw

M

ater

ial

Cri

teri

aB

oar

d

Ear

ly Irish

Metalwor

k Artifac

ts

© 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 St P

atrick

’s B

ell

St P

atrick

’s B

ell S

hrine

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

tlyflattene

d go

ldIn

cision

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/Art

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

George and theDragon)

• Set vs. Choice songs• Musical eras• Romanesque/Gothic

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

system• Mitosis v meiosis• Endocrine v nervous

control• Circulatory/Lymphatic

system

History/Geography

• Luther and Calvin• Munster and Leinster

Plantations• Italian renaissance artists• War of Independence/

Civil War• Mesolithic/Neolithic

ages• Photograph/OS Map

Technical Subjects

• Metals and alloys• Ferrous/Non-ferrous

metals• Hard/Soft woods

English

• Two poems• Relationships in texts• Essay planning• Tabloids/Broadsheets• Capulets/Montagues

Home Economics

• Comparing ovens• Mould reproduction• Accommodation • Nuclear/extended

family• Commercial/

Homemade food

Religion/Mathematics

• Two religions e.g.Judaism andChristianity

• Decimals(percentages)Fractions

Gaeilge

• Comparáid idirdhánta/scéalta./charachtéir

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

• Faoiseamh a GheobhadsaComparáid idir saol natuaithe agus saol nacathrach

• Accusative/Dative case

The double Venn is a simple and highlyeffective model for examining the similaritiesand differences between two items. Studentswork in small groups to compare andcontrast. One student records the agreedinformation in the organiser on behalf of thegroup.

Students of all abilities and learning stylescan work together and contribute accordingto their interest, learning style and ability.No student is held back and the class doesnot 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 essa

y on

holiday

s

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 an

d 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

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

Artery

Triple Venn Diagram


© SLSS 2008 33

History

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

Gaeilge/ModernLanguage

• Comparáid idirscéalta/danta/carachtéir.

• Past, present, futuretense

Science• Organs of excretion• 1st year science pre-

learning• Compare protons,

electrons, neutrons• Conduction,

convection andradiation

• Water in physics,chemistry, biology

Art/Music

• Colour Mixing• Comparing songs in

general study

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• Wood, plastic, metal

Home Economics• Food types• Effects of alcohol abuse• Compare dairy, meat and

vegetable• Compare protein, fats,

carbohydrates • Special diets• Effects of unemployment

on family, society,individual

Religion/Maths

• Main religions• Forms of Christianity• Volume of cone,

cylinder, sphere

This is a very powerful tool for answeringhigher level questions that require three items(books, texts, characters, regions,phenomena) to be compared 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 questionsthat students find challenging.

Solid

s, L

iquids

, Gas

es

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

para

tive

Que

stion

© 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 L

ife

Dep

ress

ion

Fairy tale story

A lo

t of un

likely

coincide

nces

Eng

lish Se

tting

Rem

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 M

ariner

Of M

ice an

d M

en

Juno

and

the

Pay

cock

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

• Irish Dances

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

examples and evidence• Blood composition

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

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

Embr

oide

ry Stitche

s

© 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

Pro Con

Grey Area

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

Science

• Should all cars run onbiofuel?

• Should geneticengineering bebanned?

Technical Subjects

• CNC Lathe Machine

English

• Debate stylecompositions

• Discuss a statement ona literary text/or acharacter

• Advantages/disadvantages typequestions

This organiser is suitable for LeavingCertificate higher level questions/topics. Itrequires very high level thinking to holdtwo opposing viewpoints in one’s mind atthe same time. To hold two opposingviewpoints and consider areas ofuncertainty requires particularly high levels of maturity in thinking.

Students sometimes tend to be black orwhite in their views and indeed often onlysee one point of view.

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

Small groups are particularly effective inproviding the breadth of viewpointsneeded to give high quality answers in thiscontext.

Is M

acbe

th respo

nsible for

Dun

can’s de

ath?

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

dea

th pen

alty be im

posed?

© SLSS 2008 41

Yes

No

Maybe So!

Victim

gets justice

An ey

e fo

r an

eye

deterren

t to crim

e

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)

Suggestions for use in some subjects

42 © SLSS 2008

Music

• Characteristics of IrishMusic

• Sean Nós Singing• Leaving Certificate set

works

Art/English

• Impressionism• Modern periods• Aspects of a character• Aspects of poems

History

• Parnell and the LandLeague

• Any key person inhistory

Home Economics

• Food types• Cheese• Energy requirements

Gaeilge/ModernLanguage

• Céimeanna i scríobhlitreach/nóta.

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

• Learning vocabularyassociated with a topic

Science

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

coniferous trees

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

Letter• Sale of Goods and Supply

of Services Act 1980• Budgeting• Sole trader

Maths

• Order of operations• Coordinate geometry

of Line• Solving equations

(JC, OL)

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

Note to teachers:-Approximately 10 to 15% ofstudents prefer to learn fromlists of notes in text form andthey can memorise text moreeasily.

Mus

ic 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 Sc

ríob

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 bh

eidh

ann

?a fheicfidh tú?

a bh

eidh

sé ar siúl?

a rachaidh

tú ann

?a bh

uailfidh sibh

lechéile?

a thosóidh

sé?

Ábh

ar

a dh

éanfaidh

tú?

a chea

nnóidh

tú?

a fheicfidh tú?

a íosfaidh

tú?

mbe

idh sé a siúl?

mbu

ailfidh

sibh le ché

ile?

Cá?

Cé?

Cád

?Céa

rd?

Con

as?

Catha

in?

Research Grid


© SLSS 2008 45

Science/Maths

• Functions of skeleton• Plant reproduction• Stages in solving LC

HL problems

Business

• Marketing• EU Institutions• Legislation

Music

• Cadances• Works/songs• Key signatures• Notation• Irish music• Aural skills

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.

One organiser is shared by a small group.Students can fill their own organiser forhomework and keep it for study andrevision.

Q1

Answer

Q3

Answer

Q5

Answer

Q2

Answer

Q4

Answer

Q6

Answer

Cha

racter A

nalysis: - W

rite brief in

form

ative no

tes on

the

following

46 © SLSS 2008

The

playw

righ

t’s style of

char

acterisa

tion

The

playw

ight

’s dep

iction

of th

ech

arac

ter

Impo

rtan

t relation

ships for th

ech

arac

ter

How

oth

ers be

have

aro

und th

ech

arac

ter

Wha

t othe

rs say

abo

ut the

char

acter

Wha

t motivates the

cha

racter

Why

I w

ould/w

ould not like

to be

the ch

arac

ter

The

way

the

cha

racter spe

aks

The

way

the

cha

racter beh

aves

Describe th

e setting in w

hich

the

char

acter liv

esDescribe th

e ch

arac

ter’s

back

grou

ndDescribe th

e ch

arac

ter’s ph

ysical

appe

aran

ce

© SLSS 2008 47

Inve

stigating a Third

Lev

el C

ourse

When can I apply?

Answer

Entry Requirement?

Answer

What does course involve?

Answer

Closing Date?

Answer

What subjects needed?

Answer

What alternative courses?

Answer

48 © SLSS 2008

© SLSS 2008 49

Section 2

Graphic Organisersfor use in the classroom

© 2008

© 2008

© 2008

© 2008

!

!!

!!

!!

!

© 2008

© 2008

© 2008

© 2008

© 2008

© 2004 Corwin Press Press. P

ermission

to rep

rodu

ce granted

by kind

permission

of cop

yright 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

RankingLadder

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

Four Corner Organiser

Pro Con

Grey Area

Tri Pie

Brain DropletsCross 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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