Different graphic organizers teaching strategies

graphic design teaching philosophy and graphic design teaching positions graphic organizers for teaching vocabulary
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KirstyPotts,United States,Professional
Published Date:14-07-2017
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Using Graphic Organisers in SECOND LEVEL Teaching and SUPPORT SERVICE SEIRBHÍS TACAÍOCHTA Learning DA RA L E I B H É A L The SLSS is funded by the Department of Education and Science under the National Development PlanAcknowledgements This resource has been made possible by the generosity of practising teachers working at CPD days facilitated by the SLSS. It is an admirable example of the generosity of teachers willing to share their expertise and ideas with colleagues across the teaching community. This resource was produced by members of the Second Level Support Service (SLSS) Team - Project Leader: Maria Garvey - Design: Gabrielle Moran Printed by Costello Print, Navan - 046 9028775 2 © SLSS 2008Table of Contents Introduction … … … … … … … … … … … … … … … … … … … … 4 Ranking Ladder … … … … … … … … … … … … … … … … … … … 5 Stair Steps … … … … … … … … … … … … … … … … … … … … … 8 Chain of Events… … … … … … … … … … … … … … … … … … … 11 Sequence Charts … … … … … … … … … … … … … … … … … … 14 Funnel … … … … … … … … … … … … … … … … … … … … … 17 Fishbone … … … … … … … … … … … … … … … … … … … … … 21 Brain Droplets (Wisdom Pearls) … … … … … … … … … … … … … 24 Cross Classification Chart … … … … … … … … … … … … … … … 27 Double Venn Diagram … … … … … … … … … … … … … … … … 30 Triple Venn Diagram … … … … … … … … … … … … … … … … … 33 Four Corner Organiser … … … … … … … … … … … … … … … … 36 Tri Pie … … … … … … … … … … … … … … … … … … … … … 39 Starburst … … … … … … … … … … … … … … … … … … … … … 42 Research Grid … … … … … … … … … … … … … … … … … … … 45 Blanks for use in classroom … … … … … … … … … … … … … … … 49 © SLSS 2008 3Introduction Graphic Organisers provide a visual method of developing, organising and summarising students learning. They help to structure disjointed information. They facilitate the learning process by providing a scaffold for the development of ideas and the construction of knowledge. Visual, auditory and kinaesthetic learners all benefit from using the organisers. High quality teaching in mixed ability classrooms is also facilitated. Highest quality results are achieved when one organiser is shared by a small group of (2/3) students with diverse abilities and learning styles. Leadership is distributed in the group with each student having a leadership role to fulfil. Roles of Recorder, Timekeeper, Turn-taker, Summariser, Reporter, Clarifier, Checker, Scout etc are distributed among the group. The resource needs only pen and paper to use. Some organisers are more applicable to the different aspects of the learning process than others, for example: collecting information, comparing and contrasting, developing ideas, sequencing information, summarising and extending thinking and learning. Some are also more relevant to different subjects and topics than others. They can all be used at the various stages of the learning process: • Pre - teaching • Introducing a topic • Teaching a topic • Independent Learning • Study and revision • Preparing answers to examination questions They scaffold learning and help to build student confidence. They also facilitate formative assessment as students can clearly see how much they understand. Detailed explanations on how to use each organiser are provided throughout the pack. Contents of Pack: Section 1 1. Guidelines on how to use each Graphic organiser 2. A list of suggestions for possible uses of each organiser that teachers have shared at CPD days 3. Completed and in some cases adapted organisers shared by practicing teachers Section 2 A set of blank Graphic organisers (which may be photocopied) for use in the classroom 4 © SLSS 2008Ranking Ladder This ladder can be used to prioritise or rank ideas and/or information. It can also be used for topics with a series of stages or steps. It is suitable for subject matter with a definite beginning and end. At the pre-teaching stage the teacher can have pairs/triads of students fill in any information they know about the topic on the correct step. The teacher can monitor the results and then focus the teaching more accurately on the needs of the class. Active learning can be facilitated if the teacher provides the information in jumbled form and students work together to rank the information correctly. Suggestions from teachers History Business Home Economics Music • Becoming a Knight • Writing a letter • Answering an • Digestion of proteins • Cortés and the Aztecs • A business transaction examination question • Production of cheese • Making a complaint on harmony • Life of George • Milling flour • Recruitment • Writing a melody Washington • 10 steps of HACCP • New product • Scales • Rise and Fall of Third • Making a Christmas development • Musical Eras Reich wreath • Calculate net pay • Composers • Work of an • Design Brief • Household Budget archaeologist • Yoghurt making • Bank Reconciliations Mathematics Geography English Religion • Order of operations • Cloud formation • Descent of a tragic • Stages from slavery to • Solving a triangle • Formation of an ox- hero into calamity, Passover • Proving a theorem bow lake e.g. Macbeth’s descent • The development of • Difference Equations • Volcanic eruption into evil Islam • Differentiation from • Formation of a • Trace the theme of a • From the Passion to first principles waterfall poem — thread of Pentecost • Water cycle thought, main idea • Stages of a Novel © SLSS 2008 5Approach to Harmony Question Double check bass notes, match chord selected above Fill in the bass notes in the style of the given opening Fill in the chord progressions Examine the melody – each note and each bar. Plot possible chord choices over each box Identify the Cadence points – write out good progressions Establish the Key signature, fill in the grid appropriately 6 © SLSS 2008© SLSS 2008 7 Pizarro and the Incas The desire for gold led Francisco Pizarro to explore and conquer the Inca empire of South America. However, his conquest of the Incas was a bloody one, filled with violence and double-crossing treachery. After years of intense fighting and explorations, Pizarro was murdered over the land he had conquered. June 1541 1540 August 1533 April 1531 Jan 1531 1470Stair Steps Stair steps can be used when a topic involves a step by step process or for plotting a course of action. It can sometimes be used interchangeably with the step ladder. Pupils can show preferences for particular models depending on their learning style. Learning is most effective when pupils work in small groups. They share and bounce ideas off each other. They can clarify and extend each others learning and they gain in confidence. Pupils practice the interpersonal skills of listening and explaining, summarising, questioning, clarifying and extending each others ideas. They can be taught to praise each others ideas and to work together. Work completed on a shared Graphic Organiser can be reproduced at home for study/revision. Suggestions from teachers Gaeilge Music Science Modern Language/ Geography • Struchtúr a léiriú e.g. • Development of • Steps in the scientific Struchtúr abairte Western Classical method • Telling the time Music • Codarsnachtaí idir • Levels of organisation • Oral Project work aidiachtaí a léiriú • Triads - backing • Steps in digestion • Costal erosion features chords • Céimeanna sa litir • Steps in separation of • Atmosphere readings • Tonic solfa notation rock salt • Aistí Business/Accounting PE/History Mathematics Art • Formation of Private • Free throw in • Linear Programming • Movements in Art Company • Resource management basketball • Differentiate from • Life of Monet • Business transaction • Forward roll first principles • Making a complaint • Renaissance - artists, • Taking out insurance • Decision making in sculptors, writers the EU • Steps in Financial Accounts 8 © SLSS 2008© SLSS 2008 9 Preparer le Document Oral EXAMEN BLANC Entraînement avec un autre élève Vérification pour le professuer Préparer des réponses possibles Établir une liste de questions avec vos amis; votre famille Choisir un document 10 © SLSS 2008 Resolving a Trade Dispute External Arbitration Labour Court or External Employment Appeals Conciliation Tribunal Explanation Labour Relations Commission or Rights The dispute is referred Commissioner or to the Labour Court if it Equality Officer External has not been resolved at Negotiation an earlier stage. The Labour Court decision Explanation is binding. Union Officials and Senior Management The dispute is referred If an individual feels to the Labour Relations Internal that their statutory Commission if it Negotiation employment rights have involves all workers or a been infringed they may Explanation large group of workers. take their case to the Employment Appeals Senior Management Shop Steward and It is referred to a Rights Tribunal. Its decision is negotiate with Union Manager Commissioner if it binding Head Office to find a involves one worker or a Internal resolution to a dispute small group of workers. Negotiation Explanation It is referred to an Shop steward Equality Officer if it Shop Steward and negotiates with involves equality issues Supervisor management in an attempt to resolve a Internal dispute Negotiation Explanation Workers approach Workers and the shop steward to Supervisor resolve a dispute if they have been Explanation unsuccessful in attempts to negotiate Negotiation if possible with a solution with their ones immediate supervisor immediate supervisor whether it is a dispute involving all workers or an individual worker Non Legislative LegislativeChain of Linked Events When a teacher wishes to build links between events or when the topic involves a series of interlinked events, this model can be used. This visual method assists students who find it difficult to memorise from notes. It can help to bring coherence to a large quantity of information and to establish or clarify the links in the pupil’s mind. As with previous organisers it can be used for pre- teaching i.e. identify what pupils know about the topic so teaching can be accurately focused at the level of students knowledge. It can be used for teaching a topic where information is provided in disjointed form and pupils have to link it correctly. It works best when a small group (2/3) students work together. One records agreed information on the model, one researches, one ensures that all contribute ideas and reach consensus or checks that all understand the material. Suggestions from teachers Gaeilge History Science Technology • Plantations • Microscopic study of • Trees — seeds to • Scéal a chumadh má • Formation of new plant cells recycling thugtar an chéad abairt State • History of the atom • Aiste a scríobh – na • War of Independence tuairimí a bhailiú le • Irish Civil War chéile in altanna • 1916 Rising • Aiste don Árdteist — Sláinte Art/Music Geography Home Economics Business • Art movements early • Economic/Social • Making cheese • Introducing new 20th Century effects of natural • Digestion of proteins product to the market • Composition disasters • Development of • Solving a Trade • Cord Progressions/ • Features of costal family in Ireland Dispute cadences erosion • Product Life Cycle © SLSS 2008 1112 © SLSS 2008 Lear “sees” better Gradual loss of power and status Cordelia and Kent Banished Division of Kingdom Dénouement Deaths of tragic hero and central characters Storm and descent into madness Lears’ dependence on two daughters for shelter and sustenance Daughters’ forced declaration of love and Cordelia’s refusal Lear’s rash impulsive nature King Lear’s decision to divide his kingdomDigestion (Mitch) Mouth Physical and chemical digestion begin Oesophagus Peristalsis begins Stomach Physical and Chemical Digestion continue Small Intestine Digestion completed and Absorption for assimilation of food begins Large Intestine Absorption of H O 2 Rectum and Anus Egestion Mitch was designed and named by an imaginative colleague © SLSS 2008 13 Sequence Chart When a topic involves a sequence of events this organiser can be helpful. It is particularly useful when multiple or sequential factors need to be put in order and remembered. It is effective for pre-teaching and teaching the causes of an event. Pupils work together to correctly sequence disordered information. They are actively engaged in constructing the learning. They need to discuss and agree on the correct answer(s). A group can consult with another group if they are unsure about their answers. The teacher may have a rule that s/he only be asked for clarification if another group has been unable to help. For some students the teacher may provide information in jumbled form to be correctly sequenced. Suggestions from teachers Gaeilge/Modern Language English History Art • Scéal a chumadh má • Lino Printing Process • Rise of Hitler • Trace sequence of thugtar an chéad abairt • Downfall of Parnell • Irish Art Time Line • Aiste a scríobh – na events in plot of a text • Renaissance-Astronomy tuairimí a bhailiú le • Colour Wheel (novel, play, film, etc.) chéile in altanna • Magellan’s Journey • Any craft at Junior • Outline progress of • Aiste don Árdteist – • Life on Medieval Manor Certificate thought in a poem Sláinte • Feudal System • Project Design • Teicnicí Fileata • Voyage of Columbas • Impressionist • Writing a postcard or message influences Home Economics Geography Music Technical Subjects • Procedure for cookery • Rock Cycle • Any Symphony • Design Brief • Drilling class • Water Cycle • Melody Writing • Design & craftwork • Formation of a river • Writing 16 bar melody • Composition brief feature • Set Works (form and • Weathering - Freeze, • Any recipe structure) Thaw action • Plotting a Journey 14 © SLSS 2008 © SLSS 2008 15 Causes of Second World War Economic Conditions WW1 Guilt Clause (post-war depression) Wall Street Ideologies Taking Weimar Germany Crash Root Hitler’s Aggressive Appeasement Invasion of Poland Foreign Policy 16 © SLSS 2008 Modh Cóinniolach Glan Glanf– Ghlanf– Ghlanfadh sé Ghlanfá Ghlanfainn Ghlanfaimis Ghlanfadh sibh Ghlanfaidís Funnel When synthesising ideas, drawing conclusions, reducing a body of information to it’s core e.g. creating a definition, this model is useful. All details, components or parts of the information or picture are placed inside the funnel. They emerge as a conclusion, definition or synthesis. It can also be used to challenge or test pupils e.g. find the elements that are missing from the funnel. Like other models it can prove a very potent tool for visual and kinaesthetic learners. It facilitates active experiential learning. Roles of researcher, recorder and tester may be assigned to students. The tester ensures that all will be able to answer questions posed by the teacher. Suggestions from teachers Science History Geography Home Economics/ Technical Subjects • Rates of reaction • Causes of 1916 Rising • Traffic Management • Prep oxygen gas • Source of US • The Burren • Planning a craft • 7 characteristics of economic Boom • Improving the project living things 1945-69 environment • Healthy lifestyle • Photosynthesis • Causes of any major • Volcanos • Design brief • Magnetic force event e.g. French • Earthquakes • Conics • Urine Revolution, American Civil War of Independence Business/Maths Gaeilge Music/Art English/RE • Wage Negotiation • Foclóir a bhailiú faoi • Jazz • Essay preparation • Sale of Goods and topaic ar bith. • Dance • Persuasive writing Supply of Services • Tuairimí a bhailiú • Instruments of the • My favourite place Act 1980 d’aiste. orchestra • Components of Islam • Sets • Melody • Impressionist and Post Impressionist painters © SLSS 2008 17Components of fitness cardiovascular muscular endurance endurance flexibility / suppleness dynamic strength static strength power speed Fitness 18 © SLSS 2008Elements of The Burren 250,000,000 years old Limestone Swallow Hole Shale Fossils Stalactite Flora Stalagmite Goats Tourism Fauna Cave Limestone Pavement The Burren © SLSS 2008 19Characteristics of Cubism Picasso, Braque, Léger, Lipchiyz Artists Involved Influences on the Development of Cubism Photography Geometric shapes Sculpture and Painting CUBISM 20 © SLSS 2008 Influenced by Found in Structure

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