A U G U S T
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the learning files
GRAPHIC ORGANISERS
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The learning files are
an initiative of the National CPD Task Team.
They are written by
and for the Colleges of
Education and deal
with topics that concern education in general and education in
colleges more specifically. The files give a
mixture of literature,
good practices, selftesting and tips and
tricks to tackle a certain problem. In this
A graphic organiser is a visual representation of
knowledge that structures information by arranging
important aspects of a concept or topic into a pattern using labels. They combine the linguistic mode
(using words, phrases) and the non-linguistic mode
(arrows, lines, symbols). They are effective tools for
thinking and learning as they help students to:
• Represent abstract ideas in more concrete
forms,
• Depict the relationships among facts and concepts,
• Organize ideas, and
• Store and recall information
case:
How do graphic organisers help our
students?
Do you feel like contributing ideas or topics, please do not hesitate to contact us:
[email protected].
Graphic organisers engage students’ visual intelligence, stretch their thinking skills and promote active
learning.
Graphic
organisers
Graphic organisers can be used before a lesson to
activate prior knowledge, guide thinking, and to develop vocabulary. During a lesson, the graphic organiser can help students organize information and
stay focused on the content material. After a lesson,
the graphic organiser allows the students to confirm or rethink prior knowledge and to relate the
new concepts to the old.
“A picture is worth a thousand words”
Chinese proverb
Story
Mrs. Bwalya is a lecturer in Educational Studies at Mimosa
College of Education.
Last week she asked her students to read an article on
learning theories as preparation for her lesson.
Today they are going to work with those preparations. Once
all students are seated, she asks them to form 3 groups.
Each group will present their learnings from the article via
drawing a mind map. One group will map the cognitivist
model, another group the behaviourist model and yet another group the constructivist model. All students start their
work. Mrs. Bwalya walks from group to group and observes
what’s happening. She answers some questions of students
and notes down some issues she later wants to discuss with
the students. Once all groups are ready, the students stick
their mind maps on the wall. Mrs. Bwalya invites all students
to look carefully at the other mind maps and, where possible
and needed, add information. She then leads a class discussion where the 3 learning theories are discussed in detail,
based on the mind maps made by the students. Where necessary she gives some extra information and explanation.
After the Lead and Learn Zambia seminar I
have started with my personal goal on Graphic
Organisers. I wanted to use comparison matrices and Venn diagrams with my Chemistry
class to summarise and assess lessons. I have
just completed a topic 'the periodic table', subtopic 'periodic law' and have used the comparison matrix to summarise how chemical and
physical characteristics recur periodically with
increasing atomic number (Z). My first year students were happy to be
exposed to this instructional strategy. I got feedback from students by
using the entrance and the exit slips. I have, therefore, encouraged my
students to use graphic organizers more often even in biology and physics to summarize topics. I hope to use more instructional strategies next
term with third year students as they will be back from School Teaching
Practice.
(John Tebeka, lecturer Mufulira College of Education)
To assess how well all is understood and to take the students to a higher thinking level, she gives them a sheet with
a 4 column table. She asks students to compare the 3 learning theories based on criteria such as role of the teacher,
learner, learning activities, …
Cognitivist
Behaviourist
Constructivist
Role of teacher
Role of student
Learning activities
...
Figure 1: Example of a Compare chart
“Students were happy to be exposed to
such strategy”
During the Lead and Learn Zambia Seminar
(LLZ) in May – June 2011, I made a personal
plan which I implemented immediately. I used
the Frayer Model in my Language lessons
with first year students. The topic was about the language use and
needs in Zambia, in which students were asked to explain how the
English language is a formidable medium of communication at all
levels in Zambia, and to bring out the role of indigenous languages.
I encouraged the students to use this strategy to improve their
study skills in other components and subjects. The students were
happy with this strategy as it was seen from the feedback I received from them through the parking lot. (Clare Mwiinga, NISTCOL)
Why use graphic organisers?
Mrs. Bwalya from Mimosa College of Education has been experimenting with the use of organisers. Here is why she feels everyone
should use them:
“I believe my students have reached higher levels of thinking because of the use of the graphic organisers. They developed concept
maps and compared and contrasted concepts. Because the organisers force them to look for content connections, they can better see
how information is related. This helps them to better understand
my lessons. The visual representation makes it also easier for them
to remember information; they were not just listening and writing but
also seeing and drawing in my class. I have seen that this approach
caters better for all intelligences: verbal, visual, logical, etc. Because the information is represented visually rather than verbally
also limited English proficient students grasp the concepts.”
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Variety of graphic organisers
There are different types of graphic organisers. Different authors identify different types and give them different names. Here are some of the
most common named types. For each type we have given some examples and ideas, but there are many more.
Compare/contrast
organisers
Compare/contrast organisers depict similarities or contrasts among
key concepts
Figure 3: T chart
Figure 2: Venn diagram
Figure 4: Compare/contrast chart
Sequence organisers
Illustrate a series of steps or place events in a chronological order, or in cyclic process
Figure 5: Timeline
Figure 7: Cyclic graph
Figure 6: Chain
Figure 8: Upward arrow
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Conceptual organisers
Include a main concept with supporting facts, evidence, or
characteristics (mind maps, concept maps, word webs)
Figure 10: Frayer Model
Figure 9: Mind map
Figure 11: Concept map
Categorise/classify
organisers
Arrange information in categories or classifications. These
can be hierarchical.
Figure 12: Tree
Figure 13: Matrix
Figure 14: Pyramid (hierarchy)
Evaluation organisers
Strongly agree Used for evaluating purposes such as agree/disagree, agreement scales, etc. 1 2 3 4 Strongly 5 disagree Figure 15: Evaluation chart
Figure 16: Agreement scale
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Relational organisers
Illustrate the relation, such as cause and effect, between a
series of events or concept. Figure 17: Fish bone
Figure 18: Pie
Figure 19: Embedded concepts
How do you decide on what type
of graphic organiser to use?
The
content
science lecturer was doing. He chose
the “fishbone” graphic organiser (shows
cause and effect) because it looked like
science. It became his favourite and
everything they discussed somehow fit
into the “fishbone” which of course was
not correct.
and organisation of
material usually determines the type of
organiser to be created. Another factor
is the cognitive or learning
style
of the person creating the organiser.
Often individuals have a preference for
one type of graphic organiser. For example, holistic, creative thinkers often
like the nonlinear and open-ended
quality of the conceptual organiser.
The more sequential thinker might
prefer the hierarchical structure of the
hierarchical organiser and chronological structure of the sequential organiser. Most importantly, however, is having experiences with a variety of organisers to allow you and your students to
Beware of overuse and always test it out on someone before
appropriate for the subject
and purpose.
Figure 20: Example of a graphic organiser to help in
pick and choose the type most
Beware of doing what the following
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planning
you use it with your students, via reflection or asking a colleague for feedback.
If you are unable to get your point across
in the “testing” stage, you can conclude
that you chose the wrong graphic organiser. For the first few times, always start
simple. Get your students accustomed to
the fact that visualising a concept is beneficial for both the lecturer and the student. You will know that they know when
they can verbalise what they have visualised.
Getting started
1. Analyse the information to be taught and highlight key
words and phrases. Key concepts will provide the categories
under the big idea, while key word/phrases provide the elements that are the most important for students to understand. 2. Identify the relationship among concepts and facts. The
relationship will help you decide on the format of your graphic
designer. 3. Arrange information into a logical order. 4. Prepare the graphic organiser. First put all the information
in the organiser. Then, depending on how you are going
to use it, prepare also a blank or half blank one. Think about
the purpose of the organiser (Is it for presenting information
without much instruction, as a learning guide for students, or a
guide for taking notes?). a. If using as a presentation technique ... it must not be too
cluttered, and it must be big enough for all to see (at least
24 pt font). Empty spaces that are filled in as the presentation occurs (i.e., scaffolding) can encourage active participation by students. How do you construct
your own graphic organiser?
b. If posting information ... it must be clear, with key words
and relationships identified. Colour can be used to capture
interest and cue the student to key components. c. If using as a learning or note-taking guide ... provide spaces with enough room to write all key information. 5. Add pictures, icons, etc. to "grab" students' attention/interest
and make vague concepts more obvious. 6. Remember to think about student abilities so that the form and
complexity of the graphic organiser facilitates understanding
rather than causing confusion.
Free materials and
templates
Education Place
(http://www.eduplace.com)
This site allows you to download, print, and make copies of over 40
different graphic organisers for use in your classroom.
The Graphic Organiser
(http://www.graphic.org)
This site contains resources you might find useful for writing and
using graphic organisers. Especially helpful are the links to articles
and books on the web.
Get inspired by others.
Browse and find more
great ideas.
Teach-nology
(http://teachers.teach-nology.co)
Make your own graphic organisers on this site by filling out a simple
form. The materials are made instantly and can be printed directly
from your computer.
Enchanted learning
http://www.enchantedlearning.com/graphicorganisers/
Lots of information and printable versions of graphic organisers.
There is an interesting tool to decide which graphic organiser suits
best your topic.
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Do the test
How good are you in using graphic organisers?
yes
no
I prepare graphic organisers as part of my lesson preparation.
I make sure I use a variety of graphic organisers.
I carefully select the organiser based on lesson outcomes, lesson content and learning styles.
I test (reflect, ask feedback) the graphic organiser before using it in my class.
I actively engage all students in verbalizing the graphic organizer.
I create opportunities for students to fill in pre-set organisers as a way of taking notes.
I design activities for students to create their own organisers.
I adjust my graphic organisers after a lesson, based on feedback of students.
I assess whether all students can verbalise the visualised content..
How to use this learning file in CPD?
Steps to follow (as a department or section or a group of people who would like to improve the use of graphic organisers in the classroom)
1.
2.
Discuss the learning file (e.g. during CPD time). See if there is a shared understanding. Feel free to add on more information that
might for example be specific for your subject.
Reflect on your current practice. Compile a list of graphical organisers used during recent lessons.
a.
b.
b.
Do you use graphic organisers?
How many types do you use? (see the learning file)
•
Are the organisers you use linked to desired lesson outcomes?
•
How far are students actively involved in choosing graphic organisers?
Try to come up with some graphic organisers that can add value to your lesson. Discuss in pairs and in the group.
3.
Lesson study approach
a. In groups (or as a section), plan a demonstration lesson in which appropriate graphic organisers will be used.
b. Somebody volunteers to teach the lesson; other observe and one person records the lesson on video. People observing could in
advance agree to focus on the use of the graphic organisers (relevance for the lesson topic, good choice of type of organiser,
introduction of the organizer, interaction with students in doing the organizer,...)
c. Exchange notes and views about the use of the graphic organisers in the observed lesson in pairs and then as a whole group (the
video could be played again to aid the discussion)
d. Agree on lessons learned and next steps
4. Alternatively, personal action plan approach,
This is a short term commitment to implementation by all members of the group.
a. They answer a simple question: what am I going to put into action during the coming week? e.g. ”I will prepare at least 1 suitable
graphic organiser for each lesson I will teach in the coming week, based on lessons learned from this learning file”
b. Try out and individual reflection (did I do what I promised to do? How did it go?)
c. Group meeting: exchange of experiences, challenges, finding solutions.
d. Agree on lessons learned and next steps
5. Invite each other to observe each other’s lesson and coach each other
6. Discuss the experiences during a whole staff CPD meeting
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Reflections
What did you take with you from this learning file in terms of
knowledge, insights, skills, attitudes?
How will you use what you’ve
learned?
What questions do you still
have?
Literature
http://www2.scholastic.com/browse/article.jsp?id=2983
(retrieved on 2 Aug 2011)
http://library.thinkquest.org/J001156/writing%20process/
sl_graphic_organisers.htm (retrieved on 2 Aug 2011)
http://en.wikipedia.org/wiki/Graphic_organiser (retrieved on 2
Aug 2011)
http://tuesdayswithkaren.blogspot.com/2011/08/graphicorganizers.html (retrieved on 8 Aug 2011)
Bromley, et al., (1998). In http://www.specialconnections.ku.edu/
Gregg, L., O’Connel, M.J. (2011). Instructional strategies .
Presentation at the Lead and Learn Zambia Seminar, Lusaka,
May-June 2011.
Marzano, R.J., Pickering, D.J., Pollock, J.E. (2001). Classroom instruction that works. Research based strategies for
increasing student achievement. Alexandria, VA: ASCD.
Peery, A. (2009). Power strategies for effective teaching. Englewood: The Leadership and learning Center.
s.n. (2001). Smart card: graphic organizers. San Clemente:
Kagan Pubishing.
cgi-bin/cgiwrap/specconn/main.php?
cat=instruction&section=main&subsection=udl/graphic
(retrieved on 2 Aug 2011)
the learning files
Research: Lieve Leroy
Editing: Lieve Leroy, Clare Mwiinga, John Tebeka,
Critical readers: Hans Casier, Patrick Kayawe,
Leonie Meijerink, John Tebeka
General editing, photographs and graphical
design: Lieve Leroy
Publishing: VVOB-MOE Teacher training support
programme
Contact: [email protected]