;EETJE

ffi
Smphle
as Thinking
&qilj
H-r+E-
ffi
i
-
f,r
t\t. {fie
tc
c
+
*
s
cnd cif ihts rnoduie,
the lewne-r ,sirouid
be abie io;
participaee in a dis*ussrsn aboui
*eraphic
organizers;
complete v*'orkshe*rs oli a \rrierrr of grqi.ric +rgmizers on a chosen topie;
E*vjsry argmiims ;ryi& insh'Ect+rs and p**r and rer,"is* bassd *n r*.vie*vl
eo,mplete
a rtrlflen reflecdon about graphlc
organizers;
demonstraie effectrve use of i,isual dispjay of infonnation
!n a graphic
organizm
ffilHirai
*dcI
o,naaal
t{Etr$
t*
imrgl?
"&.
f i;9
E-J
x
4i:+1L
ilfftat
ilstr
ft*d
h
ka'rgug?
Elhy:
*rupfuic *rg*akersf
:
-
Wai do effective sdacctors had to learn to exhance stwdents wnderstandinE;
and retewiin
fii /eryrrns tahen in class?
Lffiilirflg ra ii*nk :s an assential sidii nee<ied in edscatian toflElj. Citeg eiucators
i*e tea;hir-rg merho<is where snrcicsrs are passive
jea:-ners.
oirn-*in, *;;;;;:
deflts must ;nake m$aning cut of infor#adon taken *ona a book, videc. ffi & iecture.
liih*n
sr*dents inters* *ith ecntent, ,r ir l*p.";; * r'* ;;il;;;Hr'*r.o-
Lrjg.
Literafiffe
suppoIts the urqe oi organi=ers fo
taeilltate an<i lmprove icararng or:t-
*o*T. f+r. a wirie, range *f learrrers. frrryhi* organizers appeff to be a r,alue approach
fcr udiiee in teaehirg md learning
Havirry a wary tc oigaruee ideae. faets" ard e,rncepts grrylucaliy fafiiiiares effecrive
irude*t learning- Many sturierris are vrsual learners. thus,-s
-visual
uppr*"J ,o oruin-
uumbg +r *:gmizirg idormmi*:n is essemdal. srirderts u* u*qJr.**
* ** *;*-t-
ftlcticas
maea rcing gaphic
orgarueers.wldch
mai<e lear*rriug an a*tive end:xeening-
Y
,t
e:
L+
v
E
fl
s:
11.,'
1+,,
*l
t{n:
d:
ful process.
Gtupnic L'irgailiuers ara vaiuabie
instructianal toais. Litrlike rnany tools that just
have
--':-re
puf,pcse' gtap-Prie
organizers are f;exihie ffid endlrss i* appiicafion 'tlne com-,
r*ro* *ait feri*S. *ri]*Eg
4rhic
c*'gmiaus is that tlrey show *oe *rA*r *g oo*pru****
of a- st-udent's thought proeess - streugths and weaknesseg
ot understending
beeome
cieari-'i e'-'ident- E;ian1,' grtapiric
organizers sho1,v different aspecis +r an issue,,irobJcfl -
in ei.}se sild alsc tho big piciure.
Smce many graphic organieers use short words
cr phraser
the;; are ideat fo.r il!ffiy tyFes of leamers arr,l information.
..8.
#1,
itelp students cft:rter
5hd brsinstar#i idPa$
and informetion
Qrganizert
Help studen* develoB
annlysis ikill5 to bE ahle to
frrmulate plans. procEsses
Help students
$ahate aitsria t*r
deci*ien mzking
Graphic trganizerc ffi*e in rnany di*erent fcrrns, each one best suiJed to or"ganiring a patticular
tl/Fe of infon*stian. Tlp foll*ving E$a{$ple$ Ere $terely a sefiplir ef the ditrereit iypes srui uses
of graphic orgnnizers.
$raphic arganizers corne in many differant forms, each 6ns best s*ited to orga*iei*g e pariiculer type of infor.
ma*ion. The feliowing exanxples aie ffierely a Barapiiflg of the diiferartt type$ and use$ of graphis
organizers
Typas lk Examples
$ar&&aeb Use ts show definkio.s, atriblltes,
v.amplBs and brain$enning
Fishbcne Map, Spider Web
CharUMatrix Use ta .silow attrlbutes, cornparing
arld cmffit$Er a!-rd arui**iir4l
T; Chart. Venn Diagram.
Compar**Ccntrast Matrix
Pldl, eontlnuum $cale,
Rani<irig, KSJLH, $ynectics
TreaTVlap Use te-show classificatio*s,
pdlgrew,
arralysis of slrudures,
ettrihutes, examples, anci brainstorming.
Networ'tr Tree, Cerebrai
thart, Quse*io$s, Cat*g*ri+*,
Hypoihesis htlairix
Chain Use to show. prgcesses, seguences, causas
md effecis, afid ei-rrrology
Series of Evente Chain, $riciging
$n*shots, Hurnan lnteraion
Outlihe, Time Sequense Pattern
Lrl
u6l
{tatfl
Sketch Use tCI show
physical
structures,
descript!*ns tf Dlass seatial ratati nshios.
son,crcte olrjects; and visuai images.
F
Firhbane
Map
Fithbsne
tt{.ap is ua*d to ahcv+ tlre
inieraetion
of a compiex evenr {an
ele(rion,
a ru.rciear expnsnnl or ccxt-
'
Flex
phenonnenon
{juvaniie delin-
quency,
iear,ning disabitities).
Key
frqme questions:
Whai are ttie tac_
tors that cadrse X? How do thev in-
terelate? Are the factors tnat cil,rse
X the $ame es those ihat oaus
complex pheromenori
(iuvenile
detin-
quency,
learning disabilities) K+y
trame queEtrons:
tlwrat are the fac_
ters
that cause
X? How da thev in_
teneiaie? Are thp factors that cLuse
X the saffie as ihosc that eause X
to pe.'sisi?
Resuk
.a
'ttt'
d""'
af
rf,
**B-
*.Yfi
*
t*d
f..
I.'
f.-.....-rr
a
f>
..,%-
.-
*r{
l.
f ".'
[-...k*il
Spidcr }t{ap
$pider FdaB is used io deseribe a,
*ntrei ide*:,a
ttiing
qa gographh
regroni, process (merosis),
coniept
ialt'ursvri, o. prcpa*,ilut
t+rm sr,p.
be available io AIDS vleifirgi. Kev
frame questions:
Vthat is ine
central idea? lAIhd
are its at-
tributes? \ /har are its funciions?
^SP.,
'
-'6P+'"''-
,, Srtll
.J-
=: ="'-'
1-----;-.--
T-Char*
T"Chart is u*Fd ta analyze
sirfiilarj-
tles and diserers*s
betvseen twc:
ii:ings (peopie, pt&e
. evefits,
rCeas, etc
),
by piaeing
individuat
shafa$eristies
i* eithr the teft.rr
right sedions
LseIEslLilre
S*rrtre Lfu
'-rl--trrr;-*L*,l -riaaat..l.lr{*r,
srr
.
-*'
-l
tl
Ventr Eiagra.rrr
V+nn Diagram is us*d io
-analyre
similarities and
rii$sre{req betqres: tvte
'
thingp (people, plaoes,
, eventg, id6es, etc.),. by
,
plaeing indtl"quef'Seracterh-
tics in eithEr-'-the laft cr
right sectioRs, snd similar
comnon draracterisths
withrn the overlapping seo
s^^
l,tLfl t,
Conrparetrorffi *ffifi'x ts used ts sh[w B#ffi*es art' drtT***r:m the\Hea] Ms fririrys.
Key fame q'Jffiti*t?s:
Vl/h.at are being eonpared? How are they simiiar? How are they
a
diffsent?
Pefi
'F+
H;
t'f
lt
Evatuating is used tc, #tqty* pcsrtr*r, regatwe, ard tnts*e{tfig ef*th,ds d a sr.ffid,
,cc}
@t,
tryriq salutbrr, ete,
iri
prds
i* determine th *ature C tn* sulcsme and urheri:er ii
will be worth eontirruing oi'not. Assign su$lecfire point vaiues to each aitribute (i io 5 and
+or*po{ntshasdor'tne*igniflcaieecf:theat*irr*e1ther.ltoiat."--:
-d.*E-H*
--H--E-
x**:E--
*ar---r
---rrE-
-#ry-*5r
*-rir:
&ttitrrds 2
Ccimffkrrrrr''l
,**atre
t:
*-----rt--=- __*E
I
Lo-= Eligh
I
C+*tinuun'ts Scale ie us# fur time lin*s showing historicai BvRtE or ages
{grade
!+vels in sahaol), degrees *f ssrnethins
{si*rght},-shadeE
cf meaning
ili[ert
b-'mtes].
*r,*ai{rqua ffil*s
iech*+,eru*::i
rr} scfj*ori. ,#f ar*rre
+.es,corrsj
Wird
js
b+i'lg
--+alru{i}
\.,t-lt+ar
a*a rl{a
^*H
h--:*an
.M!W. YV"qr
qtE
UIC (iLtJ
HUTIIi+f
R.qrrl*.irrg
*
G-
.Gn
-
&a*ktng is rsed Hrh*.r
#i*ritizir$
eler*r:t* fr+trr rfisst iclF*tisnt to ies: imp*rtar:t;
r*lativc
pcsitio::
*i #.anding, e series *f thirqe cr
pers*ns.
or an *rderiy erangem*nt
Cy*t*
--"ffi*.*
CycI* i* used to sh*rr hcw a seriee of
evects interact to praduce
a set +f resulis
agaii-r anei sgain
ilteatner
phenom+na, c"lrctes
oi achievement and faiture. the lite cycle) l(ey
fr*m* qu*#ie,t$:
What *re th6 *ritical Eyents
in the cvele? !4*ra, -qre fhcv relBtad" ln what
-):-*
p
r-
i rl
f?I
[sE
gryr
*
Bridgiag Saap=k*es
Bridging Snapelret* is used to
see eiranneq ftvar irme rrrueai lhc
'-"9--
Eelij*;-rc d siep$-*t*p nr*tix=ci$,
'
illustrete complex pro*eesas
and
ghc*#
eause and effecl
4
I
a
Cr
+ -
* F
=
* * *
-
1t r t *
-
t r r D i I
-
* t a
- - -
*
-
**
a
t-
."
--L u_1"
"
-.ffi
FredEetingiEvaluating ls used tc
IE
ElvElg
ltrbtt& I{.ass WfEtWG ?*h**
*c EEnderrt
'%rWe
f-eryq*d'
Iflo*CraT{tu
Lq*rFtrorr
-
: t+ I *-+
-*e*.- - .
rttIt.-rEt{raltt
*tltai*tratqt.-
r!i-r-*taa{rcar
a
help students activate prior
kncnsledge. lt ls a group instruetion
activity that
fiiodel for adrve thinking dun6 readi*ng
H.- Recali utrat grcup
KNOWs ebout the eubjed.
Yvr - Determine what grroup gJAHTs
to team
.L
-
Hfltify
wrrar group t-FARNed as t"hey read.
l-i - HOW wB ean leam nnrc
$erve$ as a
Syneetire
Synectics provides
3n
approach io craative thinking sr6t depeflds on looking gt, ,#hat
EppeBrs on the surface as, unrelated phenornencn
and dra;,ving raefuni #ir&;"r,,
jf* *mr* r*ds, ar?a@i#s *- fl''ea,r:fffis.'&e
rpwcft, ;** *& irr
#qap-i,e**.
eas
IrF
peq:. g*,* creati,e responses
to pr#ern
sorving, b retainl#
i#**a-
IIII^,|1Tjjf
,I:-sTffil'Ts
$i1i4g, ard r* e*qtcre sseier anc *i*eiglnary
frr*lerne.
H nelp$ users bfiEak existing minds $Bts afld lntenralize
abstratrt consspts. $ynefi!*e
wD** ip+li r+,*h au age*,es-we}l as tlrss*
'orts
udthdr* #;li;did*A'i"fr#;*'*
The Network TreG is .used
te slT!tr causat information
.{ex,
causes af pverty)
or hierar#ry
{**
+rc
sf
jrlse*t$}_#
*r*rctoiigfrprc+ters
{*.
ardss.-v sysienr} t<qir'.trame
erjes=
'*or,*. v1ftiar is f ie *qf
?F@
.ategory
,#rrat
are *E *;{iili#;; *#Ge'[d
"*
tF,v ?E,lted? nuA. many levBl'are tffuet
Hypothesizing is used to list a set of questions, set forth as an explanation for the occurrence of
some specified ppoup of phenomen4 either asserted merely. as a provisional conjecture to guide inves-
tigation (worliing hypothesis) or accepted as highly probable in the light of established facts.
Categorics
PnoblernlSolution Ou tline
Prnblc.rrr
Soludon
VPha.t
\illrerc
Vlrhen
wrf
Iforrr-
1'
:,
-
+
Errd R.rulrs
Problenr/Solution Oudine is used to show the problerr solving process,by defining the components of
the problern and attempted solutions. Basic elenrents of the problem may vary, but the process is simi-
lar.
ffuman Interaction Outline
Goals Goels
I P"r=".I I L.r="., I
l"*,+l-*,-.o.;ry.]
-{ction
.-----.--r-r> Rcrction
-action
HH:;
lnteract is to ac{ one upon an-
other. lnteraction - reciprocal
action, effect, or influence intenruork,
interplay; mesh, intermesh, engage,
dovetail, mortise; interweave, inter-
!ace, intertwine; interchange; co-act,
cooperate
Outcorncs
f
fi-:".t I
|
"".*u,
I
\
o..t*or,.ot
IffiI
I
cr--r,
I
1
=t;
Resea'cfi
shows. that graphic
organizer.s
are an example
of a proven
strategy.
organizers
offer an *t'y poiot
into coiirplex
rirateriar
r., .,i*a leama.s, increase
com- prehension
and retenrion.
ind
"*tu"-ur"d
with
,r-;;";;; ranging
fiom gifted
and talented
to those with rnild
"ogri
iu" il*uiriJ"rlia;;;;ir".rpporrs
the utilizarion
of graphic
as a contributing
ractorin .irrp*y*g
p;rfbro;.I"
r, .rurrroorn
and achieve-
ment'test
scores if tlrey are used efre&velLa
u*"r*-l
furdu-"ntar
purt of crass_
il,T;ffiHr:;,ff
;,";;:*""
oo *,J ;;;";;'"oi
i,,ro,_u,i;,I;nn;sed
to
Tttle of the Research:
Resbarcheri
The Findings:
9up!r
Organizers'
Effective,ness
in Teaching
Comprehen-
sion in Reading
and Social Studies
-*
Kimberly P. Bennefi (2007)
University
of Alabama
wwu,. m entot in gm inds. corW graphi
c- org anize rs. p hp
gained
in this
topic?