Graphic Oraganizers 2008

7 Secrets of Graphic Organizers

James Lerman

CoordinatorNJ Consortium for Middle Schools

Kean University :: Union, [email protected]

“This is all just my personal view”

This presentation is like an iceberg

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Key points• Why GOs are important• Specific pointers for

effective use •What’s in GOs for ME?

Why Are Graphic Organizers

Important?

Do you know these 3 things

about America’s students?

#1

Sometime size does matter

Current Population

China - 1.3 billionIndia - 1.1 billionUSA - 300 million

If you’re one in a million in China…

There are 1,300 peoplejust like you

In India, there are 1,100

people just like you

The 25% of the population in China with the highest

IQs…

Is greater than the total population of

North America

In India, it’s the top 28%

Translation for teachers:

They have more honors kids than we have kids

Source: “Shift Happens” Karl Fisch <http://thefischbowl.blogspot.com>

#2

#3

Not to scale, for trend analysis only Source: J. Lerman from state and national test data

Why Are Graphic Organizers

Important?

Getting to the point

Do you know how to make a peanut butter

sandwich?

1. If you needed to save money in making the sandwich, what are some ways you could do it?

2. If you needed to save time in making the sandwich, what are some ways you could do it?

3. What if you were having a party and had to make 50 peanut butter sandwiches. Would you follow the same process? Why?

4. Suppose you were running a restaurant and had to decide how much to charge a customer for a peanut butter sandwich.

What’s the most effective way to figure this out?

Flow Map

http://www.nhcs.k12.nc.us/htree/Curriculum/ThinkingMaps.html

Double Bubble Map

Crutch

Hammer

Graphic Organizers

A tool

Not a crutch

Here comes the point!

The goal of using graphic

organizers is to develop

independent use by students.

Unless mastery of independent use

is achieved, graphic organizers

can become a crutch for the

student, rather than a tool.

The Goal of Graphic Organizers

Graphic Organizers

A tool

Not a crutch

“Please don’t give him any ideas.”

(And now for a humorous interlude…)

Source: The New Yorker

This is theheavy lifting…

The Top TenGraphic Organizers

The Top Ten GOs1. Brace Map2. Bridge Map3. Bubble Map4. Circle Map5. Comparison Matrix*6. Double Bubble Map7. Flow Map8. Multi-Flow Map9. Tree Map10. Three-Circle Venn Diagram*

*Not part of David Hyerle’s Thinking Maps ©

The Top Ten GOs1. Brace Map

Brace Map :: for identifying part-whole relationships

Source: http://www.mapthemind.com/thinkingmaps/themaps/brace/index.html

The Top Ten GOs1. Brace Map2. Bridge Map

Relating Factor ?

Bridge Map :: for seeing analogies

PresentationGraphic Organizers

Tip

Icebergas

as

Remember to identify (name) the Relating Factor

Bridge Map :: for seeing analogies

Source: http://www.nhcs.k12.nc.us/htree/Curriculum/ThinkingMaps.html

The Top Ten GOs1. Brace Map2. Bridge Map3. Bubble Map

Bubble Map :: for describing and analyzing

http://www.learnnc.org/media/lessons/CarolMccrary5232002884/map2.jpg

The Top Ten GOs1. Brace Map2. Bridge Map3. Bubble Map4. Circle Map

1. Your topic… in the center

2. What you know… in the doughnut

3. How you came to know it … in the box

Circle Map :: for defining in context

Source: http://www.mapthemind.com/thinkingmaps/themaps/circle/index.html

The Top Ten GOs1. Brace Map2. Bridge Map3. Bubble Map4. Circle Map5. Comparison Matrix

Comparison Matrix :: for comparing multiple items across multiple criteria

The Top Ten GOs1. Brace Map2. Bridge Map3. Bubble Map4. Circle Map5. Comparison Matrix6. Double Bubble Map

Double Bubble Map :: for comparing and contrasting

Impact of European Colonization in America

Source: http://www.mrcorral.com/content_pages/colonization/index.html

The Top Ten GOs1. Brace Map2. Bridge Map3. Bubble Map4. Circle Map5. Comparison Matrix6. Double Bubble Map7. Flow Map

Flow Map :: for sequencing and ordering

http://www.nhcs.k12.nc.us/htree/Curriculum/ThinkingMaps.html

The Top Ten GOs1. Brace Map2. Bridge Map3. Bubble Map4. Circle Map5. Comparison Matrix6. Double Bubble Map7. Flow Map8. Multi-Flow Map

Multi-Flow Map :: for analyzing cause and effect

Source: http://tinyurl.com/4e9msj

The Top Ten GOs1. Brace Map2. Bridge Map3. Bubble Map4. Circle Map5. Comparison Matrix6. Double Bubble Map7. Flow Map8. Multi-Flow Map9. Tree Map

Tree Map :: for classifying and grouping

Source: http://www.nhcs.k12.nc.us/htree/Curriculum/ThinkingMaps.html#BriM

The Top Ten GOs1. Brace Map2. Bridge Map3. Bubble Map4. Circle Map5. Comparison Matrix6. Double Bubble Map7. Flow Map8. Multi-Flow Map9. Tree Map10. Three-Circle Venn Diagram

Three-Circle Venn Diagram :: for analyzing multiple interactions

Three-Circle Venn Diagram :: for analyzing multiple interactions

The 3 spaces where 2 circles overlap tell the real story

(another example)

The Top Ten GOs1. Brace Map2. Bridge Map3. Bubble Map4. Circle Map5. Comparison Matrix*6. Double Bubble Map7. Flow Map8. Multi-Flow Map9. Tree Map10. Three-Circle Venn Diagram*

*Not part of David Hyerle’s Thinking Maps ©

“Have some respect for my learning style.”

Source: The New Yorker

(Another interlude)

That’s all very nice…But how does it help

ME?

This is what GOs help learners to do…

1. Plan approaches to a task

2. Organize a sequence of actions or series of data points

3. Hold action sequences in mind until executed

4. Inhibit actions irrelevant to the task at hand

continued

5. Decide what to attend to and what to do

6. Make shifts when needed

7. Monitor and evaluate one’s own actions

8. Adjust emotions in response to perceived success or failure

And to summarize…

GOs lead to more self-managed learning

Copyright © James Lerman 2008

Let’s try it out…

(What kind of GO is this?)

How can GOs help teachers?

Matching GOs to tasksusing

Bloom’s Taxonomy


Bloom Level

Sample Actions-TasksTypes of Graphic

Organizers

Rememberingdefine, duplicate, find, list, locate,

memorize, name, recall, recognize, repeat, reproduce, state

Brace Map, Flow Map, Tree Map

Understanding

classify, describe, discuss, explain, identify, interpret, locate, recognize,

report, select, summarize, translate

Brace Map, Bubble Map, Circle Map, Flow Map, Tree Map

Applying

carry out, choose, demonstrate, dramatize, employ, execute, illustrate,

implement, interpret, operate, schedule, sketch, solve, use, write

Flow Map, Multi-Flow Map

Analyzing

compare, contrast, criticize, differentiate, discriminate, distinguish, examine,

experiment, integrate, organize, question, structure, test

Brace Map, Double-Bubble Map, Flow Map, Multi-Flow Map, Tree

Map

Evaluating

appraise, argue, check, critique, defend, detect, experiment, evaluate,

hypothesize, judge, monitor, select, support, tell, value

Comparison Matrix, Double-Bubble Map

Creatingassemble, construct, create, design,

develop, invent, formulate, make, plan, produce, write

Bride Map, Bubble Map, Flow Map, Multi-Flow Map, 3-Circle Venn

Optimal sequence of

instruction for using GOs

Develop

Describe

Model

Support

Use

Assess

Reflect

Teacher provides instruction in the background or prerequisite content knowledge needed to use the graphic organizer strategy successfully

Teacher describes and discusses the graphic organizer strategy, its purpose, and benefits

Teacher demonstrates how to use the strategy correctly

Teacher supports, or scaffolds, student mastery of the strategy, with guided practice

Student implements the strategy, independently or in groups, with few or no supports

Teacher provides clear, prompt feedback on mastery of content and use of the graphic organizer

Student articulates what s/he has learned in terms of both content and use of the graphic organizer


We’re done!

Let’s just do a quick summary…

Translation for teachers:

They have more honors kids than we have kids

Source: “Shift Happens” Karl Fisch <http://thefischbowl.blogspot.com>

Graphic Organizers

A tool

Not a crutch

GOs lead to more self-managed learning


A final few wordsof affirmation…

“Our deepest fear is not that we are inadequate. Our deepest fear is that we are powerful beyond measure. It is our light, not our darkness that most frightens us.

We ask ourselves, Who am I to be brilliant, gorgeous, talented, fabulous? Actually, who are you not to be? You are a child of God. Your playing small does not serve the world. There's nothing enlightened about shrinking so that other people won't feel insecure around you.

We are all meant to shine, as children do. We were born to make manifest the glory of God that is within us. It's not just in some of us; it's in everyone.

And as we let our own light shine, we unconsciously give other people permission to do the same. As we're liberated from our own fear, our presence automatically liberates others.” --Marianne Williamson, A Return to Love, 1996

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Till we meet again…

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Education

Graphic Oraganizers 2008