URL for this document
What are Graphic Organizers?
They are :
* are visual representations of knowledge, concepts or ideas.
* relieve learner boredom, * enhance recall,
* provide motivation, * create interest,
* clarify information, * assist in organizing thoughts,
* promote understanding.
Types of Graphic Organizers
They take many forms such as:
* Cause and Effect Diagrams
such as: fishbone charts (Ishikawa diagram), Storyboards
* Classification Organizers:
concept mapping KWL tables mind mapping
* Sequence Organizers:
Chain, Ladder, Cycle,
* Compare Contrast Organizers:
Venn diagrams,
* Concept Development Organizers:
story web, word web, circle chart, flow chart
Visual Learning techniques help students
* Clarify Thinking
- Students see how ideas are connected and realize how
Information can be grouped an organized
* Comprehension
- Students better comprehend new ideas when they are connected to prior knowledge.
* Critical Thinking
- Graphic organizers link verbal and visual information to help students make connections, understand relationships and recall related details.
* Identify Misconceptions
- Just as a concept map or mind map shows what students know, misdirected links or wrong connections reveal what they don’t understand.
* Integrate New Knowledge
- Diagrams updated throughout a lesson prompt students to build upon prior knowledge and internalize new information
* Organization
- Students can use diagrams to display large amounts of information in ways that are easy to understand, help reveal relationships and
patterns
* Reinforce Understanding
- Students recreate, in their words, what they have learned. This helps them internalize the information and gives them ownership of the
information.
* Retention
- According to research, students better remember information when it's represented and learned both visually and verbally.
Visual Learners and Graphic Organizers Students create graphic organizers
* by selecting symbols to represent ideas and information.
* to show the relationships between ideas, students link the symbols and add words to further clarify meaning.
Why do Graphic Organizers work for Students? When students represent information spatially and with images, students are able to:
* focus on meaning,
* reorganize and group similar ideas easily,
* make better use of their visual memory.
Visual learning is fundamental to student success and can be used to improve academic performance across the curriculum.
Source: http://en.wikipedia.org/wiki/Visual_learningSources of Graphic Organizershttp://www.edhelper.com/teachers/graphic_organizers.htm
Higher Order Thinking and Graphic Organizers
Elements of an Engaged Learner
Graphic Organizers- Smart Ideas file
Graphic Organizers - Notebook File
Graphic Organizers as PDF file
Higher Order Thnking Skills
| Heirarchy | Term | Examples_of_Behavior | Key_Words | Question_Cues | Uses |
| Knowledge | Recall | Asks… | defines | collect | Books |
| Understanding | Discovers… | describes | define | Diagrams |
| | Knows … | identifies | describe | Events |
| | Listens and reports… | knows | examine | Films |
| | Locates | lables | identify | Media |
| | Matches… | lists | label | Models |
| | Observes and reports | matches | list | Records |
| | Quotes … | names | name | Videos |
| | Recites … | outlines | quote | |
| | | recalls | show | |
| | | recognizes | tabulate | |
| | | reproduces | tell | |
| | | selects | when | |
| | | states | where | |
| | | | who | |
| | | | | |
| Application | Understands | Applies laws of … | applies | associate | Cartoons |
| Tranlation | Associates… | changes | contrast | Consequences |
| Interpolation | Charts… | computes | describe | Tables |
| State a problem in own words | compares… | constructs | differentiate | Trends |
| | Contrasts… | demonstrates | discuss | |
| | Interprets… | discovers | distinguish | |
| | Sees trends… | manipulates | estimate | |
| | Uses a manual to … | modifies | extent | |
| | | operates | interpret | |
| | | predicts | predict | |
| | | prepares | summarize | |
| | | produces | | |
| | | relates | | |
| | | shows | | |
| | | solves | | |
| | | | | |
| Analysis | Separates into component parts | Constructs… | analyzes | apply | Advertises |
| Organizes structure | Gather information/ select option | breaks down | calculate | Categorizes |
| Distinguishes between facts and … | Lists… | compares | change | Classifies |
| | Manipulates… | contrasts | classify | Dissects |
| | Paints | diagrams | complete | Surveys |
| | Recognize falacy in reasoning | deconstructs | demonstrate | |
| | Reports | differentiates | discover | |
| | Teaches… | discriminates | examine | |
| | Troubleshoot … | distintuishes | experiment | |
| | | identifies | illustrate | |
| | | illustrates | modify | |
| | | infers | relate | |
| | | outlines | show | |
| | | relates | | |
| | | selects | | |
| | | separates | | |
| | | | | |
| Synthesis | Builds a structure from diverse elements | Creates tutorial… | categorizes | combine | Articles |
| Puts together to form a whole creating new meaning | Invents… | combines | compose | Inventions |
| Puts together to form a whole creating new structure | Outlines steps… | compiles | create | Poetry |
| | Produces radio show… | composes | design | Pupet Shows |
| | Produces… | creates | formulate | Radio Shows |
| | Scripts puppet show… | devises | generalize | Videos |
| | Writes poetry… | designs | integrate | |
| | Writes… | explains | invent | |
| | | generates | modify | |
| | | modifies | plan | |
| | | reorganizes | prepare | |
| | | revises | rearrange | |
| | | reworks | rewrite | |
| | | summarizes | substitute | |
| | | tells | What if? | |
| | | writes | | |
| | | | | |
| Evaluation | Makes judgements about the value of ideas | Court trial | appraises | asssess | Allusions |
| Makes judgements about the value of materials | Debates… | compares | compare | Discussion Group |
| | Editorializes… | concludes | conclude | Jury |
| | Evaluates… | contrasts | convince | Letters |
| | Explains and justifies… | criticizes | decide | Panel |
| | Judges | critiques | discriminate | Self-Evaluation |
| | Recommends… | defends | explain | Surveys |
| | Selects the most effective solution | describes | grade | Values |
| | | discriminates | judge | Voting |
| | | evaluates | measure | |
| | | explains | rank | |
| | | interprets | recommend | |
| | | justifies | select | |
| | | relates | summarize | |
| | | summarizes | support | |
| | | supports | test | |
Mind MapsTony Buzan states that mind mapping is a natural function of the human brain.
Mind Mapping is an analytical process that involves creatively integrating a combination of visuals, colour, codes, words and connectors.
Uses:1. Can be employed as a method of note talking
2. Used for making study notes
3. Exploring a topic or expanding an idea or solutions
Mind Map Essential Characteristics1. A central image that represents the subject being mapped
2. A main themes that radiate like branches from the central image
3.The branches have a key image or word printed on an associated line
4.The branches have a connected structure
Non-Essential Characteristics1. Colour
2. Codes
Why use Mind MapsMind maps enhance the brain’s capacity to store and recall information. The use of visual and colour provides a novel and interesting way to make sense of something being learned. It can be used as a summary and a organizational tool.
Source: Page 289 chapter 10, Beyond Monet by Barrie Bennett and Carol Rolheiser Seven Steps to Making a Mind Map1. Start in the CENTRE of a blank page turned sideways. Why? Because starting at the centre gives your brain freedom to spread out in all directions and to express itself more freely and naturally.
2. Use an IMAGE or PICTURE for your central idea. Why? Because an image is worth a thousand words and helps you use your imagination. A central image is more interesting, keeps you focused, helps you concentrate, and gives your brain more of a buzz!
3. Use Colours throughout. Why? Because colours are as exciting to your brain as are images. Colour adds extra vibrancy and life to your Mind Map, adds tremendous energy to your creative thinking, and is fun!
4. Connect your MAIN BRANCHES to the central Image and connect your second- and third-level branches to the first and second levels, etc. Why? Because, as you know, your brain works by ASSOCIATION. If you connect the branches, you will understand and remember a lot more easily.
5. Make your branches curved rather than straight-lined. Why? Because, having nothing but straight lines is boring to your brain. Curved, organic branches, like the branches of trees, are far more attractive and riveting to your eye.
6. Use ONE KEY WORD PER LINE. Why? Because single key words give your Mind Map more power and flexibility. Each single word or image is like a multiplier, generating its own special array of associations and connections. When you use single key words, each one is freer and therefore better able to spark off new ideas and new thoughts.
7. Use Images throughout. Why? Because each image, like the central image, is also worth a thousand words.
Mind Map Laws: http://www.mind-map.com/EN/mindmaps/how_to.htmlThese are the brain-reflecting foundation structures of a Mind Map.The more of them you follow, the more effective your Mind Map.
1. Start in the centre with an image of the topic, using at least 3 colours.
2. Use images, symbols, codes and dimensions throughout your Mind Map.
3. Select key words and print using upper or lower case letters.
4. Each word word/image must be alone and sitting on its own line.
5. The lines must be connected, starting from the central image. The central lines are thicker, organic and flowing, becoming thinner as they radiate out from the centre.
6. Make the lines the same length as the word/image.
7. Use colours – your own code – throughout the Mind Map.
8. Develop your own personal style of Mind Mapping.
9. Use emphasis and show associations in your Mind Map.
10. Keep the Mind Map clear by using Radiant hierarchy, numerical order or outlines to embrace your branches Mind Map Laws – Tony Buzan’s Mind Map Book
Technique:1. Use Emphasis
a. Always use a central image.
b. Use images throughout your Mind Map.
c. Use three or more colours per central image.
d. Use dimensions in images.
e. Use synaesthesia (the linking to the physical senses)
f. Use variations of size of printing, line and image.
g. Use organized spacing.
h. Use appropriate spacing.
2. Use Association
a. Use arrows when you want to make connections within and across the branch pattern.
b. Use colours.
c. Use codes.
3. Be Clear
a. Use only one key word per line.
b. Print all words.
c. Print key words on lines.
d. Make line length equal to word length.
e. Connect lines to other lines.
f. Make the central lines thicker and organic.
g. Make your boundaries ‘embrace’ your branch outline.
h. Make your image as clear as possible.
i. Keep your paper placed horizontally in front of you.
j. Keep your printing as upright as possible.
4. Develop a personal style
Layout:1. Use hierarchy
2. Use numerical order
Mind Maps: Mind Maps for Kids – by Tony Buzan
Benefits:· A Mind Map is an easy way to get information into and out of your brain.
· A Mind Map is a new way of studying and revising that is quick and works.
· A Mind Map is a way of taking notes that is not boring.
· A Mind Map is the best way of coming up with new ideas and planning projects.
Brain:
Right LeftRhythm Words
Spatial Awareness Logic
Gestalt (Whole Picture) Numbers
Imagination Sequence
Daydreaming Linearity
Colour Analysis
Dimension Lists
“Although each hemisphere is dominant in certain activities, they are both basically skilled in all areas, and mental skills identified by Roger Sperry are actually distributed throughout the cortex.”
Sample Rubric for Evaluating a Mind Map
Performance Level 1 Level 2 Level 3 Level 4
Indicators
Central Not clear, difficult Present; not eye Clear; use of picture Stands out;
Image to separate from catching or or image that relates meaningfully
other information memorable to key idea grasps the key through metaphor or humour
Ideas Little to no Ideas radiate out Ideas clearly Ideas clearly
radiate out indication that from centre, some connect to central connect to central
from the ideas are connected confusion as you image and ideas, image and ideas
central to and from centre, follow ideas and for the most consistently and
image from most to moving from most part move from accurately shift
from most least complex least to complex most to least from most to
to least Complex least complex
complex
Ideas have Little to no evidence Images and keywords Images and keywords Dynamic use of
key images of key images. May are evident, but either words clearly show images and keywords
for key have a few keywords too few or imprecise an understanding of They clearly connect
words or vice-versa the content, to central image. See
although not that use of metaphor,
memorable humour, cut-outs
From magazines, etc
Colour Little to no use of Obvious attempt is Clearly uses colour, Effectively uses colour,
or codes colour, codes, or made to use colour, codes, or links to codes, or links to
or links links to codes, or links to clarify connections meaningful clarify
used to illustrate enhance clarity and to assist with connections for all
illustrate connections and memory. Still memory for most aspects of Mind Map
connections between a bit confusing aspects of Mind
between ideas Map
ideas
Depth of Insufficient coverage Shows a basic level Shows a solid grasp Shows a solid grasp
coverage of content covered of coverage of key of most of the of all the content
ideas but little content and shows covered. Extensions of
extension of ideas extensions of most the key ideas show a
key ideas deep understanding
of that content
Concept Map Rubric
Category Exemplary
Level 4 Accomplished
Level 3 Developing
Level 3 Beginning
Level 1 Score
Content
*
*
*
*
Organization:
Links
*
*
*
Visual
Sample Rubric for Evaluating a Concept Map
Performances: Level 1 Level 2 Level 3 Level 4
Indicators
Concepts Insufficient Number Minimal but Most concepts Most concepts but
of concepts selected acceptable number relating to topic all significant
relating to topic of concepts were selected concepts selected
selected, with some and they clearly
relationships to the relate to the topic
topic
Arrangement of Arrangement of Arrangement of Arrangement of
concepts illustrates concepts concepts concepts
no understanding of demonstrates simple demonstrates an demonstrates
conceptual understanding of understanding of complete
relationships subordinate subordinate subordinate
conceptual conceptual conceptual
relationships relationships relationships
Hierarchical Concepts are Limited hierarchical Concepts connected Concepts connected
Structure displayed in a linear structure used in a hierarchical in a hierarchical
sequence, Little or structure structure leading
no sense of to more specific
hierarchical structure concepts
Linkage Some basic Straightforward Most relationships All relationships
relationships relationships indicated with a indicated by a con-
indicated by connected with connecting line and necting line and
connected lines l inking words labeled with linking accurately labeled
words with appropriate
linking words
Linking words are Linking words show Linking words are Linking words are
simple and repetitive variety accurate and varied expressive and
purposeful
Cross Cross links not used Few cross links are Cross links used to Cross links show
Links used to illustrate reflect complex
Minimal conceptions straightforward relationships
connections between two or
more distinct segments
of the concept map
designed by: Shiley Smith and Bev Elaschuk Source: page 294 Beyond Monet by Barrie Bennett and Carol Rolheiser
Areas to look for in Evaluation:
Accuracy - Are the links correct?
Completeness - Are the major concepts included?
Gaps in Understanding - Are there gaps in the understanding of the concepts?
Legible - Is the map legible?
Complete -Are there relationships or connections shown between concepts?
Organization - Is there a system to the organization? Concept Mapping or Semantics Maps
Concept mapping was extensively developed by Joseph D. Novak at Cornell University. His purpose was to provide a framework in which learners could be the cause of learning. Novak’s vision of concept mapping was to provide a locus for student-teacher interaction that would empower students to take charge of - and responsibility for - their own knowledge . Source: page 7 Concept Mapping companion
Definition and Explanation
“A concept map is a visual represent (graphic form) that illustrates how one understands relationships between concepts” The concepts could be any combination of things, people, ideas, arguments, solutions, places etc.
Concept map mapping servers to move the learner from simple recalling factors to making linkages ore relationships between those facts .It encourages more complex and meaning full thinking.” Source: Bennett and Rolheisser, Beyond Monet page 292
Knowledge graphs are networks of concepts. Networks consists of nodes(bubbles) which are points /vertices and links which are arcs/edges/lines linking the nodes. Concepts and sometime links are labeled. Links can be non - uni- or bi -directional. Concepts and links may be categorized, they can be simple associations, specific or divided in categories such as casual ore temporal relations Source: The Concept Mapping Homepage, http///users.edte.utwente.nl/lanzing/cm.home.htm
Uses or Purposes of Concept Maps
Concept mapping is very helpful for the organization of information and development of higher level thinking skills, thus deepening knowledge and facilitating clarity of thought.
* to generate ideas * to design complex structure (long text, hypermedia, large web sites etc)
* to communicate complex ideas * to aid learning by explicitly integrating new and old knowledge
* to assess understanding * to diagnose misunderstandings
source: http://user.edte.utwente.nl/lanzing/cm.home.ht
Key Points to Remember:
A concept map is a graphic diagram showing relationships between concepts (related ideas) . Most of the relationships are in the form of propositions which are concept labels joined by a link of words. In concept mapping, the linking words are probably the most important and beneficial part of the process because they reveal how the map maker is thinking about the concepts
Other Examples:
Oceans exhibit Stability due to Dynamic Equilibrium
Oceans cover 71% of Earth’s Surface interacting into One Continuous Water Mass example
North Atlantic Gulf Stream originates in tropical equatorial trade winds
Example of Propositions:
“Leonardo Da Vinci did masterpiece paintings”, “Stability due to dynamic equilibrium”
“Nouns can be replaced by Pronouns” “Oceans exhibit Stability”
Propositions are the basic building blocks of a concept map, are represented diagrammatically by identifying a relationship between concepts. Concept maps typically are hierarchical, beginning at the top with the most general, inclusive concept and working down to more specific concepts. Each proposition should stand alone. If you read through several propositions in a branch, the propositions will be related. Concept maps are not sentence diagrams
Source page 14 Concept-mapping companion
Essential Characteristics of a Concept Map
1. Concept maps usually starts at the top
2. Start with a major term or idea from which the next term or idea either in a hierarchical or radial format.
Famous Renaissance Artists
Leonardo Da Vinci Raphael Michelangelo Donatello
3. There is a shift from a more complex to less complex ideas or a major idea
to a minor idea.
It often ends with an example.
Leonardo Da Vince ☞ ☞ Great Renaissance Painter ☞ ☞ Mona Lisa
4. Connecting line is drawn between concepts
5. Linking words are placed on lines stating the relationship between concepts
6.Cross links between one segment of the hierarchy or classification and another.
Steps in Creating a Basic Concept Map
1. Brainstorm individually or in a group the key ideas
2. Ideas are put on cars, post-it-notes or computer generated graphic organizer
Ideas are then sorted and classified - looking for relationships
3. Ideas are pasted onto a sheet or paper or sorted in the graphic organizer.
Lines are drawn between the concepts
Words are placed on the lines to illustrate the thinking about the relationship between the concepts
Decide on the format for the organization.
Will be it be hierarchical or a radiant concept map
Look for cross links between different concepts
Source: pager 293, chapter 10, Beyond Monet by Barrie Bennett and Carol Rolheiser
Developing your own basic concept map
Brainstorming:
Source: page 12 Concept-Mapping Companion
Elaborate your map by creating more branches from the last set of ideas.
Be sure to :
* include linking words between concepts
* work from the most general to the most specific
* give some examples at the bottom of the map
Non Essential Characteristics:
The following techniques aids in clarification
1. Colour to clarify segment areas or ideas that relate.
Benefits: This is useful when the use of connecting lines make it confusing to follow the relationships.
2. Examples of the concepts being presented. This adds meaning, communicates that the student
Benefits: understands the concept and aids in retention of the information.
Who can use Concept Maps?
Students from kindergarten to adult learners
Applications:
Teachers can use concept maps as alternatives to essays or organizers for essays or projects. Concept mapping givers students a tool for transforming information into knowledge. When students tap into the power of concept mapping they will increase their understanding, enhanced experience, and positive self-worth.
Benefits:
1. Concept maps and mind maps increase students’ abilities to organize and represent their thoughts.
2. Concept maps have been primarily associated with metacognition and science.
It has also been applied to reading comprehension to help readers activate and retrieve prior knowledge.
3. When working with a partner, students are using five of the intelligence identified by Howard Gardner
4. Concept maps can be used as an assessment and evaluation tool
5. Enhances concept development and attainment
6. Promotes focussed discussion
7. Helps integrate prior knowledge with new knowledge
8. Aids in the writing, planning and revision process Why computer Generated Graphic Organizers
Real-time idea generated Easily Modified
Wide range of graphic options Easy to edit and modify symbols
Attractive final product
Steps
1. Brainstorming:
Gather Ideas
Reorganize Results
- remove links if they have been created
- group results into categories
- ideas that don’t fit into the categories can be placed in an area of their own
Explore and Expand the Concepts
- links can be made between ideas and categories,
- links can be made from categories to subcategories or examples
2. Create Graphic Rich Maps
Print the basic map
Revise the Map by adding graphic representation of concepts
- have students draw on the printed map, this helps add a focus to the next step
Modify the map by adding symbols or graphics from the program or from other sources
3. Revisions
Look for errors in the map
- check the links, concepts, categories
4. Revise the Map - work on different layout designs, testing ideas, links...
-personalize the map by looking at fonts, links, colour
-check links,
- add and check the Cross links
- print multiple copies - test different layout ideas
- peer editing or conferencing can take place at this time
5. Print the Map
Add links, notes, ..
6. Reflect
Other Advantages of Mapping
Cooperative Learning Steps
Advantages: Record Main Ideas
Group Focal Point Reorganize Map
Unified Information Bank Print and Present Map
Textbook Note taking Steps
Advantages Block in the framework
Text becomes visual Identify the Extended Concepts
Easily modified to reflect growth Fill in the content
Information is easily managed
EXTENSION: A outline can be created for studying for tests or exams
Project Planning Steps
Advantages Open and Modify Templates
Quick Start / Ready Made Templates Fill in Modified Template
Ease of Adding and Editing Information Expand Template
Reliability of Organization
Concept Formation Tracking Steps
Advantages Construct Initial Concept Map
Easy of Continuing Expansion Provide Learning Opportunities
Elaboration without clutter Refine Map and New Concepts
Self - Testing Steps
Ease of Organization Record Links and Study Notes
Hide/ Show Capabilities Review Propositions and Information
Adapts to Individual or Group Master Each Concept
Ease of monitoring Developmental Progress Areas to look for in Evaluation:
Accuracy - Are the links correct?
Completeness - Are the major concepts included?
Gaps in Understanding - Are there gaps in the understanding of the concepts?
Legible - Is the map legible?
Complete -Are there relationships or connections shown between concepts?
Organization - Is there a system to the organization? Graphic Organizers - Resource List “My Favorites”
1. Mapping Inner Space: Learning and teaching visual Mapping
by Nancy Margulies, Nusa Maal, Zephyr Press, Chicago, 2002, ISBN 1-56976-138-8
2. Concept Mapping Companion: second edition
by L. A Ditson, R. Kessler, L. Anderson-Inman, & D. Mafit, International Society for Technology in Education (ISTE), Eugene, Oregon, 2001, ISBN 1-56484-167-7
3. Mind Mapping for Kids : the short cut to success at school,
by Tony Buzan Thorsons Press, London England or ThosonsElement.com , 2003,
ISBN 0-00-715133-0
4. How to Mind Map
by Tony Buzan Thorsons Press, London England or ThosonsElement.com , 2002,
ISBN 0-00-714684-1
5. The Ultimate book of Mind Maps:unlock your creativity, boost your memory, change your life,
by Tony Buzan, Thorsons Press, London England or ThosonsElement.com ,
2005 ISBN 0-00-721291-7
6. Structure Writing using Inspiration Software to teach Paragraph Development
by C. Haynes, K. McMurdo, International Society for Technology in Education (ISTE), Eugene, Oregon, 2001, ISBN 1-56484-171-5
Instructional Intelligence Strategies for a Workshop / Classroom
Workshop/ Classroom Norms Example: respecting yourself and others , respecting the ideas of others
Workshop or Classroom Expectations: guidelines, rules, procedures agreed to and abided by everyone
Examples: Begin and end on time, Respect the learning environment, Honor the professionalism of your colleagues,
participate actively in the learning
Strategy Chart - Example: what the strategy and what does it look like, what was the response ...
Time Clues – How much time, “Wrap it up warning” * Use SmartBoard Timer
Ongoing Reflection Sheet and “Golden Nuggets”
Teachable Point of View – “Teachable Moments” related to a situation in the classroom
Movement – moving around to help teachers or students keep focused, Acting out a point of view or idea
Jigsaw – you are a piece of the puzzle, and a piece of the information like a chain
Expert Panel – your are the expert on a given piece
Ink Time – writing time, write down what you have learned
Cloze – what are the missing pieces or words
Give On and Get One – sharing ideas, a carousel like activity, meet different people to share ideas
Expert Teaching
Graphing- visualize info and sorting and organizing data
Readiness Profile – checking to see where you are
Video Clip: Viewing / Jotting To help Focused the Viewing and learning
Highlighting - what is important
Consulting Line – Think/ Pair / Share,
Pre-Reading / Pre- Assessment- Where are you at?
Identifying - focusing task
Matching
Jigsaw: People
Jigsaw- Puzzle - putting all the pieces together
Revise Teachable Point of View
Individual Whiteboards
Pathfinding
Graffiti Boards Example: Parking Lot
Brainstorming / Discussion
Manipulative / Models (hands on)
Graphic Organizers: Example: Placemats, Venn Diagrams
Mnemonic Devices - creating hooks for info
Drawings/ Art works to show idea or point of view
Writing or Journaling - predicting or reflecting
Concept Attainment – testing knowledge or learning
Case Studies
If Statements: ….. If …. Then…
Similes and Metaphors: Info in new situations
Reflections and Next Steps
Appointment Schedule - meet and discuss ideas with others
Gap Analysis – looking for strengths, weaknesses or missing pieces
Teaching:
What you do is complex What you do is demanding
You have enormous impact upon people’s lives
An infinite amount of theory, knowledge and skill underpin your practice which intersects a multitude of disciplines
Instructional Intelligence
"Teaching is not an Either Or issue. It is not phonetics or whole language or constructivist or behaviourist; it is about what works with particular students; often it is a bit of many approaches that makes the difference." (Bennett, 2002)
Instructional Intelligence is the integration of content knowledge, assessment, knowledge of how we learn, instructional repertoires, personal/professional change and systemic change.
Instructional Intelligence is :
The art and science of weaving all these together. To create the most powerful learning experiences for all learners
Instructional Strategies
Examples: Jigsaw Mind Mapping
Concept Mapping Cooperative Learning Models
Concept Attainment
Instructional Tactics
Examples: Think/Pair/Share Place Mat
Graffiti PMI
Value Lines Fish Bone
Instructional Skills
Examples: Framing Questions Wait Time
Checking for Understanding Linking to Past Experiences
Providing Models Responding to Learners
The 21st Century Learner
MI theory, learning styles, brain theory and educational research
Rise of ADHD and Autism Rapid growth in and increased use of technology
Learners are changing and becoming more diverse
Recognition of diversity Learner at the centre of everything we do
Instructional Intelligence provides us with one way we can begin to think more scientifically and creatively about how we respond to these issues.
Benefits to Educators
The efficient use of technology by educators is essential to successfully enhancing classroom learning. Interactive whiteboards can be of great assistance during lesson preparation.
How do interactive whiteboards benefit educators?
Short Learning Curve to Use
*Interactive whiteboards are easy for beginners to walk up and use,
* Shortening lesson integration time
Steamlining of Lesson Planning
* The technology motivates educators to incorporate and develop more digital and
interactive resources into their lessons.
* There are a large number of Professional Learning Communities for teachers to be
involved in"Enhanced Lesson Resources"
* Notes and materials can be saved for review, used next class or next year or term
*
Benefits to Learners
* Better student engagement and involvement,
* Higher level of learner motivation
* Improved knowledge retention
* More effective at reaching students with a variety of learning styles
* Other Ideas / Experiences
*
How do interactive whiteboards promote student engagement?
* Educators can use digital resources while maintaining dynamic interaction with the
entire class
* Interactive whiteboards allow computer-based learning without isolating students in
front of individual computer screens
* Large, visible workspace encourages a higher level of student interaction in both
teacher-directed and group-based exchanges
* Learner motivation is engaged by the involvement of technology
Some students are intrinsically motivated to learn for its own rewards,
but others require extrinsic motivations such as enticements, rewards
or teacher-defined goals.
* Motivated learners :
enjoy demonstrating their knowledge
are enticed by the “wow factor” and enjoyment of using the technology
Knowledge retention
* Students’ ability to retain information is subject to several conditions,
such as engagement and motivation in class.
* Retention is also aided by accurate review notes that the Notebook software provides
* Whiteboards help make lessons interactive, engaging and motivating
* Different learning styles can be accommodated by the technology, improving the chances
of retention by all students
* Notes taken on the interactive whiteboard can be printed, e-mailed or saved, ensuring the
entire class has access to accurate review material
How do interactive whiteboards accommodate different learning styles
and students with special needs?
* Visual learners benefit from note-taking, diagramming and manipulating objects or symbols
on the large screen
* Kinesthetic and tactile learners can reinforce learning through exercises involving touch,
movement and space on the interactive whiteboard
* Deaf and hearing-impaired students gain from the ability to both see visuals on the screen
and the simultaneous use of sign language
* Visually impaired students with some vision ability can manipulate objects and text and
participate in ways not possible on a small computer screen
* Special needs students with physical challenges or behavioral issues benefit from the
interactive whiteboard. The large screen and touch-sensitive surface facilitate ICT
learning beyond standard keyboard-and-mouse applications, and it can also be used to
promote good behavior.
http://www.education.smarttech.com/ste/en-US/Why+Choose/K-12+solutions/CS-Research/Research/Benefits+to+learners.htm
Tip Sheet: Strategies for Managing Students on One Computer or a Limited Number of Computers Linda J. Burkhart
* Pair students by selecting a "computer literate" student to work with a less experienced student.
* Assign 5-6 students as computer monitors to assist students and help with computer operation instead of interrupting the teacher who may be working with other students.
* Place students at computers in cooperative learning groups with clear roles.
* Create groups of three students: Keyboard operator, Mouse operator, and Director/Recorder. In a crowded area, the Director/Recorder student can stand behind the other two and give the directions. Rotate roles every 5-7 minutes.
* A larger cooperative group may have additional roles such as: time keeper, a separate recorder and director, screen reader, editor, etc.
* When using a mini-lab, consider having everyone follow directions together to get them to the same place before allowing students to proceed on their own.
* Plan a related activity that may be done by part of the class in another area, while others are directly interacting with the computer. Sometimes, activities may be taken directly from a targeted web site or a related web site and printed out ahead of time.
* Another possibility is to have part of the class using traditional printed resources to research the same questions as students on the Internet and then switch groups. Students can be asked to compare information accessed in both locations using a graphic organizer or class discussion.
* Any students who abuse their privilege at the computer should immediately be removed from the computer for a period of time.
Tip Sheet: Strategies for Managing Students Using a Computer and
Projection System by Linda J. Burkhart
* Assign one student as keyboarder and one student to control the mouse. The teacher can then give oral directions to these students to control the computer as the teacher conducts the lesson. This allows the teacher to move around the classroom to direct and manage student behavior and participation.
* As the teacher gives the "keyboarder" or "mouse controller" oral directions, computer operation and Internet navigational techniques are modeled for the whole class. This becomes a base level knowledge for students who will later use computers individually.
* Assign appropriate set-up tasks to students. Depending on age of students and school policies, students can position equipment by moving carts, connect the projection device, turn on equipment in the correct sequence, log into the network, open the web browser such as Netscape and load the designated web site through a bookmark or bookmark file in the global shared file.
http://www.lburkhart.com/elem/tip4.htm
1. Use the Computer as Teacher Tool:
* Keep records, manipulate information, produce individual letters to parents.
* Produce a class newsletter.
* Create customized follow-up work for lessons.
* Make personalized certificates of achievement.
* Create customized graphic organizers and direction sheets.
* Create charts, student lists and name tags.
* Communicate with other professionals and subject experts via email.
2. Use as Multi-Media Chalk Board or Flip Chart:
(whole class on TV monitor or overhead or small group on the computer monitor)
* Reading groups: draw story webs, have the computer read vocabulary words
* Demonstrate concepts: for example, add descriptive words to a sentence or rearrange the sequence of words in a sentence to change the meaning.
* Record information from a group brainstorming session that introduces a new unit.
* Demonstrate writing or editing skills.
* Demonstrate Math concepts
* Color text for exploring, or critically evaluating written material
* Color text for demonstrating patterns and devices in poetry
* Spreadsheet for graphing simple survey information
* Live access to a selected Internet site to enhance discussion orillustrate a point.
* Live access to a selected Internet site to retrieve authentic data
3. Have Students use as a Tool for Individual Input as Part of a Larger
Group or Class Project:
* Lists: each student adds one item related to a topic that will be used for discussion
* Science topic: students type questions of things they want to know about a new subject. The questions may be used to introduce a lesson.
* Have each student write on type of sentence, for example, a topic sentence, and use this information for a class discussion on that type of sentence.
* news article facts
* continuing story
* group or class email letter
* Enter personal information or opinions in a spreadsheet and then graph the whole classÕs responses
4. Use as Learning Center or Station:
* guess the word (copy, speak and change to picture) (KidWorks 2)
* Tanagrams
* Use an atlas or encyclopedia: find some type of information such a six rivers in Africa or Go to CIA World Fact Book with a Scavenger hunt worksheet.
* Use one component of some commercial software that goes along with your curriculum topic (Use a worksheet to direct student use.)
* Calculator in math to check work
* Spell checker during writing times
* Thesaurus during writing times (Writing Center) (ClarisWorks)
* Rhyming dictionary during poetry writing
* alphabetize a list
* Database of characters in literature books
5. Use as Cooperative Learning Tool:
(Use for writing, organizing, synthesizing, brainstorming, comparing, contrasting, etc.)
* group story (setting, characters, plot, ending)
* enlarge, double space and print written work to be edited by a partner
* Sequence, compare or categorize lists (Use authentic data from the Internet)
* poll the class on a topic and make a graph and compare results
6. Have Students use the board to do Individual Work for Practice or
Assessment:
(one child’s work visible at a time either by using separate files or a data base)
* Correct a sentence
* practice typing a pattern
* type part of a final copy for a project - Example: the bibliography or outline for a paper
* Take a quiz
Adapted from http://www.lburkhart.com/elem/strat.htm
Sample Rubric for Evaluating a Concept Map
Performances: Level 1 Level 2 Level 3 Level 4
Indicators
Concepts Insufficient Number Minimal but Most concepts Most concepts but
of concepts selected acceptable number relating to topic all significant
relating to topic of concepts were selected concepts selected
selected, with some and they clearly
relationships to the relate to the topic
Arrangement of Arrangement of Arrangement of Arrangement of
concepts illustrates concepts concepts concepts
no understanding of demonstrates simple demonstrates an demonstrates
conceptual understanding of understanding of complete
relationships subordinate subordinate subordinate
conceptual conceptual conceptual
relationships relationships relationships
Hierarchical Concepts are Limited hierarchical Concepts connected Concepts connected
Structure displayed in a linear structure used in a hierarchical in a hierarchical
sequence, Little or structure structure leading
no sense of to more specific
hierarchical structure concepts
Linkage Some basic Straightforward Most relationships All relationships
relationships relationships indicated with a indicated by a con-
indicated by connected with connecting line and necting line and
connected lines linking words labelled with linking accurately labelled
words with appropriate
Linking words
Linking words are Linking words show Linking words are Linking words are
simple and repetitive variety accurate and varied expressive and
purposeful
Cross Cross links not used Few cross links are Cross links used to Cross links show
Links used to illustrate reflect complex
Minimal conceptions straightforward relationships
connections between two or
more distinct segments of the concept map
designed by: Shiley Smith and Bev Elaschuk Source: page 294 Beyond Monet by Barrie Bennett and Carol Rolheiser
Areas to look for in Evaluation:
Accuracy - Are the links correct?
Completeness - Are the major concepts included?
Gaps in Understanding - Are there gaps in the understanding of the concepts?
Legible - Is the map legible?
Complete -Are there relationships or connections shown between concepts?
Organization - Is there a system to the organization?
References
Beyond Monet by Barrie Bennett and Carol Rolhhesier, Pg 292
Concept Mapping Companion by Leslie A. Ditson, Rohn Kerssler, Lynne Anderson-Inman, Dana Mafit, , International Society for Technology in Education, 2001, Eugene Oregon, ISBN 1-56484-167-7
The Concept Mapping Homepage by Jan Lanzing, http://users.edte.utwente.nl/lanzing/cm_home.htm
Learning to Read by Novak and Gowan, 1984
Probing for Understanding by Richard White and Richard Gunstone 1992
The Mind Map Book: Radiant Thinking by Tony Buzan 1993
Mapping Inner Space by Nancy Margulies 1991
