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Graphic Organizers, Concept Maps, Mind Maps to support lectures and essay writing at the high school level, including students with disabilities
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Mindful Mapping:A Presentation on Graphic Organizers
Trudy GrossDirector of Educational and Special Services
What’s In Use Now
What• 31 responses • 5 no use• 21 paper/pencil• 5 digital
How• Self and google
created• Building the linkages
of words to build better writing
• Speech prep• Unit reviews
Objectives
At the conclusion of this presentation, participants will have• background knowledge on research and
implementation,• information about a variety of multimedia graphic
organizers across platforms and activities,• and ideas for graphic organizers beyond
worksheets including scaffolding the process for students unfamiliar with the strategy.
Evolution of Graphic Organizers
Traditional Multimedia• Students are digital
natives• Availability and
variety of GO software is expanding
• Efficiency, effectiveness, engagement
Web
5
Working Memory
• Central Executive Functions
• Temporary storage and manipulation of material
• Visuospatial sketchpad
• Phonological loop• Episodic memory
Alloway, Gathercole, & Elliott (2010).
Working Memory Challenges
Students with learning disabilities, ADHD, and others experience• Weakness in Executive
Functioning & Working Memory
• Can increase poor student outcomes
• Need to find ways to “off load” EF and WM
Biederman et al. (2004).
Cognitive Load Theory• Goal: retention and
transfer
• Thinking “Weights”
• Intrinsic load: complexity
of information (cannot
change)
Sweller (2010)
Cognitive Load Theory
• Goal: retention and transfer
• Thinking “Weights”
• Intrinsic load: difficulty
and details of concept
(cannot change)• Extraneous load: amount
of processing imposed by
lesson design (can decrease)
Sweller (2010)
Cognitive Load Theory
• Intrinsic load: difficulty and details
of concept (cannot change)• Extraneous load: amount
of processing imposed by
lesson design (can decrease)• Germane load: interest
generated by design of lesson
(can increase)
Sweller (2010)
Application: MindMaple
Purpose and type of graphic organizers implemented in the FUHSD.
Application: Popplet
Application: MindNode
Robinson et al. (2006)
Pedagogical Implications
To increase comprehension of information from text and lectures, teachers should consider
• experimenting with graphic organizer formats such as charts, webs
and iDevice applications or software,
• providing a graphic structure for note taking,
• incorporating a graphic organizer when summarizing a lecture to
reinforce the relationship between facts, events and information,
• and modeling the use of graphic organizers when beginning the
writing process.
References
Alloway, T. P., Gathercole, S. E., & Elliott, J. (2010). Examining the link between working memory behavior and academic attainment in children with ADHD. Developmental Medicine & Child Neurology, 52(7), 632-636. doi:10.1111/j.1469-8749.2009.03603.x
Baxendell, B. (2003). Consistent, coherent, creative: The 3 c’s of graphic organizers. Teaching Exceptional Children, 35(3), 46-53.
Biederman, J., Monuteaux, M. C., Doyle, A. E., Seidman, L. J., Wilens, T. E., Ferrero, F., Morgan, C. L., & Faraone, S. V. (2004). Impact of executive function deficits and attention-deficit/hyperactivity disorder (ADHD) on academic outcomes in children. Journal of Consulting and Clinical Psychology, 72(5), 757-766. doi:10.1037/0022-006X.72.5.757
References, continued
Boon, R.T., Fore, C., III., Ayres, K., & Spencer, V.G. (2005). The effects of cognitive organizers to facilitate content-area learning for students with mild disabilities: A pilot study. Journal of Instructional Psychology, 32(2), 101-117.
Ives, B. (2007). Graphic organizers applied to secondary algebra instruction for students with learning disorders. Learning Disabilities Research & Practice (Blackwell Publishing Limited), 22(2), 110–118.
Lee, C.C., & Tan, S.C. (2010). Scaffolding writing using feedback in students’ graphic organizers – novice writers’ relevance of ideas and cognitive loads. Educational Media International, 47(2), 135-152.
References, continued
Lorenz, B., Green, T., & Brown, A. (2009). Using multimedia graphic organizer software in the prewriting activities of primary school students: What are the benefits? Computers in the Schools, 26, 115-129.
McKnight, K. S. (2010). The teacher’s big book of graphic organizers. San Francisco, CA: Jossey-Bass.
Plass, J.L., Moreno, R., & Brunken, R. (2010). Cognitive load theory. New York, NY: Cambridge University Press.
Robinson, D. H., Katayama, A. D., Beth, A., Odom, S., Hsieh, Y. P., & Vanderveen, A. (2006). Increasing text comprehension and graphic note taking using a partial graphic organizer. The Journal of Educational Research, 100(2), 103-110.
References, continued
Stull, A., & Mayer, R. (2007). Learning by doing versus learning by viewing: Three experimental comparisons of learner-generated versus author-provided graphic organizers. Journal of Educational Psychology, 99(4), 808-820. doi: 10.1037/0022-0663.99.4.808
Sweller, J. (2010). Element interactivity and intrinsic, extraneous, and germane cognitive load. Educational Psychology Review, 22(2), 123-138.