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BRAINSTORMING

What Is It?
Brainstorming is a thinking strategy that involves students in free association of concepts.
Brainstorming is a way to value prior knowledge and prior experience by inviting students to associate
concepts with a selected topic.
How Is It Used?
The teacher poses a problem or a topic for discussion and solicits ideas from students. Teachers can capitalize on the
varied backgrounds of their students by engaging them in associational thinking and responding. There are four
requirements that should be taught to students for a profitable brainstorming session. These requirements are sometimes
referred to as the DOVE guidelines to brainstorming.
D DEFER JUDGMENT! All ideas are accepted. Any
remarks, both positive and negative, should not be
made about other’s ideas.

O OPT FOR OFFBEAT! The farther out the ideas


are, the better. As a thinker, be different. Try
different ways, seek a new combination.

V VAST NUMBERS ARE NEEDED! The more ideas,


the better. Go for quantity. From quantity comes
quality.

E EXPAND! Piggyback or hitchhike on others’ ideas.


Don’t wait for a new idea to come; let an idea grow
out of the last one given by altering that idea in
some way.
All students, regardless of ability level, can make a contribution to the class with minimal risk. The intended result of
brainstorming is to generate a large number of ideas which will lead to a larger number of creative solutions to a given
problem. After the list of ideas is finalized, students need to organize, categorize, and prioritize the ideas generated.
See Webbing, Concept Mapping, and Ranking.

What Are The Benefits?


/ reveals background information and knowledge of
ESOL Strategy a topic
In the Broward County Multicultural/Foreign / discloses misconceptions
Language/ESOL Department’s ESOL Instructional / helps students relate existing knowledge to content
Matrix, Brainstorming would link to B6 in the / strengthens listening skills
“Visuals: Graphic Organizers” section. This / stimulates creative thinking
strategy provides LEP students with a visual picture / allows students to express their ideas freely, without
of how words or phrases connect to a concept or fear of criticism
a topic. The instructor builds a web-like structure / provides students the opportunity to build upon each
by circling and connecting the words that the other’s ideas
students offer as being associated with the central
topic.

Information gathered from:


• Florida Curriculum Frameworks, © 1996 State of Florida, Department of State
• Multicultural-Foreign Language-ESOL Education Department Handbook, School Board of Broward County, Florida
• Forte, Imogene and Sandra Schurr, Tools, Treasures, and Measures for Middle Grade Success, © 1994 Incentive Publications, Inc., Nashville, TN
• Bellanca, James, The Cooperative Think Tank: Graphic Organizers to Teach Thinking in the Cooperative Classroom, © 1990 IRI/Skylight, Inc., Palatine, IL
• Wood, Karen, Practical Strategies for Improving Instruction, © 1994 National Middle School Association, Columbus, OH

Page 1 Created by the Department of Program Development and Alignment, The School Board of Broward County, Florida, 2000
COMPARE AND CONTRAST
The compare and contrast process is a helpful technique for clarifying and understanding concepts.
Concepts may include objects, organisms, people, places, institutions, or ideas. The comparison
step (how alike?) allows learners to relate a new concept to existing knowledge. The more similarities
the learner can identify, the more clearly the new concept will be understood and remembered. The
contrast step (how different?) allows learners to distinguish the new concept from similar concepts.
This promotes clear understanding and memory by eliminating confusion with related knowledge.

COMPARE AND CONTRAST DIAGRAM


1) Write the two concepts in the blanks at the top.
2) Discuss with students the definition and significant characteristics of each concept as you record it. This
discussion confirms that students have sufficient background to make the rest of the exercise meaningful.
3) Record phrases which
express similarities on
each HOW ALIKE line.
Note that these phrases COMPARE AND CONTRAST DIAGRAM
commonly begin with
“both,” confirming that the CONCEPT 1 ________________ CONCEPT 2 ________________
characteristic is shared by
the concepts.
4) Record phrases which HOW ALIKE?
express differences on
each HOW DIFFERENT
line. Each difference
between the two concepts
should relate to the same
quality, but should point
out the difference between
the two terms. Establish
this pattern: “With regard HOW DIFFERENT?
to (quality) , (concept one
and its distinctions), but
(concept two and its
distinctions).”
5) Ask students to explain
what the distinction
between the two concepts
means or how the
concepts will be used
differently.

from Book II Organizing Thinking, Graphic Organizers, Howard and Sandra Black, ©1990.
Reproduced by permission of Critical Thinking Books & Software, P. O. Box 448, Pacific
Grove, CA 93950, 800-458-4849. All Rights Reserved.

Information gathered from:


• Florida Curriculum Frameworks, © 1996 State of Florida, Department of State
• Multicultural-Foreign Language-ESOL Education Department Handbook, School Board of Broward County, Florida
• Black, Howard and Sandra, Book II Organizing Thinking, Graphic Organizers, © 1998 Midwest Publications/Critical Thinking Press & Software, Pacific Grove, CA

Page 2 Created by the Department of Program Development and Alignment, The School Board of Broward County, Florida, 2000
COMPARE AND CONTRAST
VENN DIAGRAM
The Venn Diagram is another graphic organizer strategy, derived from mathematics, that is used to
create a visual analysis of information representing the similarities and differences among, for example,
concepts, events, styles of performance, interpretations of existing works, and individual creative
efforts.

To use the Venn Diagram, students draw two overlapping circles. Students list unique characteristics of
two concepts, artifacts, or performances (one in the outside part of the left circle and on in the outside
part of the right circle). In the middle section, students list shared characteristics.

More than two circles can be used for a more complex process.

Benefits of using the Venn Diagram or the Compare and Contrast Diagram:
• helps students organize knowledge and ideas
• helps students develop a plan for writing
• develops the ability to draw conclusions and synthesize
• stimulates higher cognitive thinking skills

ESOL Strategy
In the Broward County Multicultural/Foreign Language/ESOL
Department’s ESOL Instructional Matrix, Venn Diagram is listed as
B8 in the “Visuals: Graphic Organizers” section. The Venn Diagram is
used to create a visual analysis of information that represents similarities
and differences among concepts, peoples, and things. As students
complete the Venn Diagram and discuss the content, both language
and content are being reinforced.

Information gathered from:


• Florida Curriculum Frameworks, © 1996 State of Florida, Department of State
• Multicultural-Foreign Language-ESOL Education Department Handbook, School Board of Broward County, Florida
• Black, Howard and Sandra, Book II Organizing Thinking, Graphic Organizers, © 1998, Midwest Publications/Critical Thinking Press & Software, Pacific Grove, CA

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CONSEQUENCE DIAGRAMS
and DECISION TREES
What Are They?
Consequence Diagrams and Decision Trees are graphic organizer strategies in which students use
diagrams or decision trees to illustrate real or possible outcomes of different actions. These graphic
organizers enable students to structure the decision-making process.

How Do You Use Them?


Students visually depict outcomes for a given problem by charting various decisions and their possible consequences.
To provide practice for students, describe hypothetical real-life situations that are age appropriate. Students identify
possible solutions, advantages, and disadvantages for each solution.

What are the Benefits?


/ helps in transferring learning to application
/ aids in predicting with accuracy
/ develops the ability to identify the causes and effects of decisions
/ fosters evaluative thinking

Problem

Possible Solution Possible Solution Possible Solution

Advantages Disadvantages Advantages Disadvantages Advantages Disadvantages

Information gathered from:


• Florida Curriculum Frameworks, © 1996 State of Florida, Department of State
• Bellanca, James, The Cooperative Think Tank II: Graphic Organizers to Teach Thinking in the Cooperative Classroom, © 1990 IRI/Skylight, Inc., Palatine, IL

Page 4 Created by the Department of Program Development and Alignment, The School Board of Broward County, Florida, 2000
DIVERGENT—CONVERGENT TREE
What Is It?
The Divergent—Convergent Tree is a graphic organizer that students use to create new ideas by
forcing familiar words, ideas or things together in different ways. This organizer helps students see
common things in new ways.

How Do You Use It? 1


1. In Box 1, write a word, idea, or concept.
2. In Box A and B, write two words that come to mind when
A B
thinking of the word in Box 1.
3. In Box 2A and 3A, write two words that come to mind when
thinking of the word in Box A. 2A 3A 2B 3B
In Box 2B and 3B, write two words that come to mind when
thinking of the word in Box B.
4. In Box 4A, write the word that comes to mind when thinking 4A 4B
of the words in Boxes 2A and 3A.
In Box 4B, write the word that comes to mind when thinking
of the words in Boxes 2B and 3B. 5
5. In Box 5, write the word that comes to mind when thinking
of the words in Boxes 4A an 4B.

After the tree is complete, ask students to complete the following statements:
Association 1:
Word #1 is like Word #5 because both
.

Association 2:
Word #1 is like Word #5 because both
.

Association 3:
Word #1 is like Word #5 because both
.

Ask students to share their thoughts on this process. Ask students, “Were new thoughts or ideas generated as a
result of forcing your minds down different paths?” “How could this process be used to generate new ideas?”

What Are The Benefits?


/ helps students find relationships between unrelated ideas
/ provides students opportunities to combine common items or ideas in new and creative ways
/ allows students to use creative and critical thinking skills

See Right Angle for information about another graphic organizer that helps students connect ideas and apply the
ideas to their personal lives.

Information gathered from:


• Bellanca, James and Robin Fogarty, Blueprints For Thinking in the Cooperative Classroom, © 1991 Skylight Publishing, Inc., Palatine, IL
• Blueprint: Organizing for Results, Project GATES:POST, Florida Challenge Grant for the Gifted, © 1995 State of Florida, Department of State

Page 5 Created by the Department of Program Development and Alignment, The School Board of Broward County, Florida, 2000
FLOW CHART
What Is It?
A flowchart is a graphic organizer strategy used to depict a sequence of events, actions, roles, or
decisions. Flow charts help students sequence a series of actions or tasks chronologically.

How Do You Use It?


Students structure a sequential flow of events, actions, roles, or decisions graphically on paper. Once a topic or
problem has been identified, students brainstorm events about the topic or steps that lead to the solution of the
problem. Next, students arrange the events or steps in a logical sequence on the flowchart.

What Are The Benefits?


/ fosters logical and sequential thinking
/ focuses on connections
/ develops the ability to identify details and specific points
/ develops organizational skills
/ aids in planning
/ provides an outline for writing

Flow Charts Can Be Used To:


ª sequence events
Y ª write instructions
Question Action Action ª depict cycles
ª plan a course of action
N ª solve mathematics and scientific
problems
Y ª depict the consequence of
Action Question Action decisions

N For more information on sequencing,


see TIMELINES AND SEQUENCE
CHARTS.
Action Action

ESOL Strategy
In the Broward County Multicultural/Foreign Language/ESOL Department’s ESOL Instructional Matrix, Flow
Charts are listed as B1 in the “Visuals: Graphic Organizers” section. This graphic organizer strategy assists
students in representing position, role and order relationships among group elements. Students draw a
representation of a sequential flow of events, actions, character roles, and/or decisions. Based on the
situation, the graphic frame for the flowchart can be student and/or teacher generated.

Information gathered from:


• Florida Curriculum Frameworks, © 1996 State of Florida, Department of State
• Multicultural-Foreign Language-ESOL Education Department Handbook, School Board of Broward County, Florida
• Black, Howard and Sandra, Book II Organizing Thinking, Graphic Organizers, © 1990 Midwest Publications/Critical Thinking Press & Software, Pacific Grove, CA

Page 6 Created by the Department of Program Development and Alignment, The School Board of Broward County, Florida, 2000
RANKING
What Is It?
Ranking is a specialized form of sequencing. Ranking involves sequencing items or actions by
quantity and/or by quality. Ranking may be relative to a specific property or it can be based on
combining multiple criteria. Prioritizing is a form of ranking in which the highest ranked item is the
most important.

How Do You Use It?


When ranking items, students must first clarify the purpose for ranking.
Once the purpose has been determined, the criteria for ranking, must be
established. This criteria delineates the standards or reasons by which the
students rank the items. Students place the items in the organizer in the
appropriate position, lowest to highest, according to the criteria. Ranking is
often based on individual values and judgments about the relative importance
of the criteria used in determining the rank of specific items. Therefore, it is
important for students to give reasons for the rank orders they have selected.
Verbalizing their rankings helps students think about their thinking and clarify
their choices.

What Are the Benefits?


/ helps students prioritize items based on
specific criteria
/ provides students opportunities to use
evaluative thinking skills
/ helps students see relationships between
items being ranked

ESOL Strategy
In the Broward County Multicultural/Foreign Language/ESOL Department’s ESOL Instructional Matrix,
Charts is listed as B3 in the “Visuals: Graphic Organizers” section. The use of charts or other visual aids
allow teachers to demonstrate relationships between words and concepts. Teachers should use visual
displays in lessons and assignments to support the oral or written message. The provision of additional
contextual information in the form of a visual should make the comprehension task easier.

Information gathered from:


• Bellanca, James, The Cooperative Think Tank: Graphic Organizers to Teach Thinking in the Cooperative Classroom, © 1990 IRI/Skylight, Inc., Palatine, IL
• Black, Howard and Sandra, Book II Organizing Thinking, Graphic Organizers, © 1990 Midwest Publications/Critical Thinking Press & Software, Pacific Grove, CA
• Multicultural-Foreign Language-ESOL Education Department Handbook, School Board of Broward County, Florida
• Swartz, Robert J. and Sandra Parks, Infusing the Teaching of Critical and Creative Thinking into Content Instruction, Elementary Grades, © 1994 Critical Thinking Books & Software, Pacific Grove, CA

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RIGHT ANGLE
What Is It?
The Right Angle is a graphic organizer designed to help students explore the implications of ideas
and apply those ideas to their personal lives.

How Do You Use It?


To complete a Right Angle
graphic organizer, students:
• Write the title in Section 1.
• Identify key ideas about 1
the topic and write them
in Section 2.
• Select one of the key 2
ideas and expand on it,
adding more ideas and 3
details. Write these ideas
in Section 3.
• Apply the detailed concept
to their individual lives.
Students explain the
importance or relationship
of the concept to their own
lives in Section 4. 4

If students are researching different vocations, a Right Angle organizer could be used to record the results of
their research. In Section 1, students write the name of the profession. In Section 2, students write the key
points of the profession: job responsibilities, education or training required, job outlook, salary, etc. In Section
3, students select one of the key topics from Section 2 and expand on it, providing additional information and
supporting details. Finally, in Section 4, students connect the topic to their individual life and describe how it
relates to them personally.

What Are The Benefits?


/ helps students make connections and build relationships among ideas
/ helps students associate ideas that were seemingly unrelated
/ helps students “capture” extraneous ideas or thoughts that naturally occur while focusing on something
quite different

For information about a graphic organizer that involves divergent and convergent thinking, see Divergent—
Convergent Tree. By using this graphic organizer, students force their thoughts down unusual paths and make
connections between ideas that at first seem unrelated.

Information gathered from:


• Bellanca, James, The Cooperative Think Tank: Graphic Organizers to Teach Thinking in the Cooperative Classroom, © 1990 IRI/Skylight, Inc., Palatine, IL
• Bellanca, James and Robin Fogarty, Blueprints For Thinking in the Cooperative Classroom, © 1991 Skylight Publishing, Inc., Palatine, IL

Page 8 Created by the Department of Program Development and Alignment, The School Board of Broward County, Florida, 2000

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