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Shows the nature, commonly used/types, philosophies/proponents, point of implementation, advantages and disadvantages and also some researches conducted about graphic/advance organizers.
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GRAPHIC/ADVANCEORGANIZERS
by:April Rose S. Figueras
A visual/pictorial way of constructing knowledge and organizing information in facilitating learning and instruction.
Visual formats are appealing for many types of audiences and can provoke interest for users than texts formats.
What is a graphic/advance organizer?
"Graphic organizers are tools that help your
brain think." Kylene Beers
Ausubel’s Meaningful Verbal Learning/Subsumption Learning Theory says that knowledge is hierarchically organized – new information is meaningful to the extent that it can be related (attached, andchored) to what is already known.
Garner’s Theory of Mulitiple Intelligence posits that students are better able to learn and internalize information when more than one learning modality is employed in an instructional strategy.
Related to the constructivist approach and concept teaching
Less is more-depth is more.
Philosophies and Proponents:
Graphic/Advance
organizers
Visual/pictorial presentation of concepts and
knowledge
Facilitates teaching and learning
processes (based on researches)
Applicable to all level of education
and across curriculum areas
Show positive outcomes which go
beyond comprehension and reading (based on
reaserch)
Graphic organizers
constructivist
interactive
innovative
integrativecollaborative
Inquiry based
varied experimental
Concept mapping – visual representation of the relationship between ideas.
Webbing – students will see how their central idea is linked to supporting details.
Mind mapping – visual representation of hierarchical information.
Most common visual learning strategies:
Before instruction – teacher must give concise direction of what to do using a graphic organizer
During instruction – students are in the process of constructing ideas, concepts and knowledge.
After instruction – can be used by teachers to assess and evaluate the learner’s level of knowledge about the lesson.
When can graphic organizers be used?
Teacher does it – teacher constructs the graphic organizer, provides students a copy, and uses it when teaching the content.
Class does it – teacher and students co-construct graphic organizers depicting important ideas as the content is explored.
Groups do it – teams of students construct graphic organizers via cooperative learning and the teacher acts as a guide-on-the-side.
Individuals do it – students independently construct graphic organizers.
Four Stages for Enabling Students to Construct Graphic Organizers
Organizing patternsOrganizational
outline
Idea web
cyclical
Overlapping concepts
Cause-effect
timeline
Venn diagram
Reading comprehension
KWL chart
Author tools
What’s the main idea?
Story Elements: Character
Analysis and Setting
Character sheet and traits list
Character comparison on
sheet
Setting stage
Setting comparison
Types:
Advantages of graphic organizers to teachers:
A quick reference
when presenting
lessons
Used to structure
lesson notes in a way that
make sense to students
Helps in assessing
your students
understanding of what they are reading
observe their
thinking process on what you read as a class, as a group, or
independently
Advantages of graphic organizers to students:
Helps you to structure writing projects, to help in problem solving, decision making, studying, planning research and brainstorming.
Increases your understanding about the topic
help students construct meaning
grade level
point of implementation
instructional context
ease of implementation
Factors Influencing Effectiveness
have been applied across a range of curriculum subject areas such as studied application, science, social studies, language arts, and math
Operations such as mapping cause and effect, note taking, comparing and contrasting concepts, organizing problems and solutions, and relating information to main ideas or themes can be beneficial to many subject areas. The observed benefits in these subject areas go beyond those known to occur in reading comprehension (Bulgren, Schumaker, & Deshler, 1988; Darch, Carnine, & Kammenui, 1986; Herl, O'Neil, Chung, & Schacter, 1999;
Willerman & Mac Harg, 1991).
Applications Across Curriculum Areas
Without teacher instruction on how to use them, graphic organizers may not be effective learning tools (Carnes et al. 1987; Clements-Davis & Ley, 1991).
Graphic organizers can successfully improve learning when there is a substantive instructional context such as explicit instruction incorporating teacher modeling (Boyle & Weishaar, 1997; Gardill & Jitendra, 1999; Idol & Croll, 1987; Willerman & Mac Harg, 1991) and independent practice with feedback (Boyle & Weishaar, 1997; Gardill & Jitendra, 1999; Idol & Croll, 1987), strategy instruction (Anderson-Inman et al., 1996; Boyle & Weishaar, 1997; Darch et al., 1986; Scanlon, Deshler, & Schumaker, 1996), story mapping (Gardill & Jitendra, 1999; Idol & Croll, 1987), semantic mapping (Gallego et al., 1989), and concept teaching routines (Bulgren et al., 1988).
Most successful interventions minimally include a teacher introduction describing the purpose of the graphic organizer and setting the reading purpose.
Instructional Context
can be successfully implemented at several phases of the instructional cycle
Positive outcomes were reported with the use of graphic organizers
Point of Implementation
Visualize the general concept and break it down into manageable, specific ideas.
Analyze the correlation between two ideas or themes. Structure their writing projects better and make the entire
process easier. Communicate their ideas. Visually represent their thinking process. Explore all possible options by brainstorming. Determine the validity, relevance, and correlation of evidence. Enhance understanding when reading and writing. Easily identify the main elements of a composition. Evaluate cause and effect. Compare and contrast ideas. Implement problem solving skills Enhance organizational skills Expand their vocabulary. Recognize sequences, hierarchies, and patterns.
Advantages to the Students:
When students use graphic organizers, the teacher has a better understanding of the student’s level of understanding. This makes it easy to offer suggestions and point out areas of improvement.
Teachers can also use a completed advance organizer as a quick reference when presenting the lesson. This method provides a reminder of the lesson for the students, as they review notes later.
Teachers can use advance organizers to structure their lesson notes in a way that makes sense to the students. This way the teacher knows how the student’s notes should look, as well.
Advantages to the Teachers:
-End-
Thank you!