Using Graphic Organizers

By Gwen H. Smith

Graphic organizers are a useful tool degree of student understanding. izer just for the sake of using one – have for fostering learning and thinking. Graphic organizers are especially a definite plan, and explain the purpose Whether used in a classroom or staff useful when working with adult learn- to learners. Model the use of graphic development setting, graphic organizers ers. Allowing adults to construct their organizers and provide multiple opporallow learners and teachers to do one or own meaning – whether through com- tunities for their use, as some learners more of the following: organize their paring and contrasting elements with a will need guided practice before they thoughts, connect new information to Venn diagram or by creating their own feel comfortable with certain formats. If, prior knowledge, depict graphic organizer to after time, a learner continues to express abstract concepts in depict their under- difficulty, perhaps because of different a more concrete standing of a topic – learning preferences, provide an alterfashion, or represent connections between …moves learners promotes deeper understanding and nate form or encourage students to make their own organizers. and among facts moves learners from Since they exist in a variety of and concepts. from rote recall rote recall to higher- appearances and structures, graphic

According to level thinking skills. organizers can be tailored to the needs Transformations: Kentucky’s Curriculum to higher level i Those learners preparng for the GED will of your learners as well as your instructional goals. The next page Framework, graphic benefit from using presents several types of graphic organizers have the potential to be used in thinking skills. r graphic organizers as a einforcement of the organizers, which may be useful when working with adult learners. all stages of instruction: many graphic repre-

Graphic organizers sentations within the may be used before an instructional GED test. Using a graphic organizer activity (e.g., reading, viewing a film) to before writing may help the learner activate prior knowledge, to provide a organize her thoughts more clearly. conceptual framework for integrating The opportunity to apply learning to new information, and to encourage stu- life can also happen through graphic dent prediction. During instruction, they organizers, such as with problem-solucan help students actively process and tion tables, flow charts or how-to reorganize information. After instruc- charts, and family trees. tion, they may be used to summarize When preparing to use a graphic learning, encourage elaboration, help organizer, keep in mind both the needs organize ideas for writing, provide a of the learners as well as the focus for structure for review, and assess the instruction. Don’t use a graphic organGwen H. Smith is a specialist for literacy projects at the Virginia Department of Education, Office of Adult Education and Literacy. Before coming to the DOE, Gwen worked with Fairfax County Public Schools as an English teacher, department chair, SOL Lead Teacher, and staff development trainer.

For further information about graphic organizers contact Gwen H. Smith by e-mail at gsmith1@mail.vak12ed.edu or phone at 804-225-3997.

Resources

http://www.kde.state.ky.us/oapd/curric/Publications/Transformations/grahicorgan.html#anchor32453771 (from Transformations: Kentucky’s Curriculum Framework) http://www.teachervision.com/lesson-plans/lesson-6293.html?s21#allsubject http://www.smcps.k12.md.us/mbms/writing/graphorg.html http://curry.edschool.virginia.edu/go/edis771/notes/graphicorganizers/graphic/ http://www.teach-nology.com/web_tools/graphic_org/ (A graphic organizer generator) http://www.englishcompanion.com/Tools/notemaking.html http://www.englishcompanion.com/pdfDocs/toolsforthought.pdf http://www.eduplace.com/graphicorganizer/index.html

Compare/Contrast Organizers

These formats include Venn diagrams, matrices, or tables and allow the learner to compare or contrast attributes between objects. Also, learners may draw on prior knowledge if comparing a new topic to one learned previously.

Articles of

Confederation

• Unanimous approval of states required • “League of friendship” =

Weak government • One congressional body with 2-7 delegates from each state

Venn Diagram

• Representative government • States’ rights

Constitution

• Approved by 2/3 majority of states • Strong central government (legislative, judicial, executive branches) • Two congressional bodies with different methods of representation

Sequence Organizers

Flow charts, event chains, and time lines are examples of this type of organizer. They may be used to solve math problems, consider decisions and their consequences, depict stages of growth in an animal or piece of legislation, or plan a strategy for action.

KWL

Know/Want/Learned is an active thinking strategy that is often used before reading or learning new material. Each letter represents one column in a three-column chart: what do learners KNOW about a subject, what do they WANT to know or learn, and (as they read or after instruction) what they LEARNED. KWL may be used as a group or individual activity. Following the completion of the KWL chart, it may be helpful to engage learners in a reflection or summary activity. KWL is helpful during staff development to determine instructors’ experience with a topic.

Mapping or webbing

Various formats – semantic maps, spider webs, concept maps – depict information either by relating items to a central theme or concept or by showing the hierarchy among concepts and specific details. Maps and webs may be used to assist in brainstorming prior to learning or to analyze and synthesize ideas during or after learning.

Reason #1:

Organizer for GED Essay

GED Essay Topic:

My focus for the topic:

Reason #2: Reason #3:

Details for reason #1: Details for reason #2: Details for reason #3:

Conclusion:

KWL

What do you KNOW What do you WANT TO already about _______? KNOW about ________? After the lesson, what have you LEARNED?

Cumulus

As high as 8 miles Very white and puffy

Highest Look like feathers

Cirrus

Spider Map

Clouds Stratus

Light on top, dark on bottom Many long flat clouds

Nimbus

Rain clouds Dark and heavy