A graphic organizer is a visual and graphic display that depicts the relationships between facts, terms, and or ideas within a learning task. An advanced graphic organizer differs in timing and intent. Advance organizers are provided in advance of learning new material to clearly communicate what students are to learn. This helps them get ready to use the information.
Cues and questions trigger students' memories. Cues are explicit reminders or hints about what students are about to experience. Questions perform the same functions as cues. Questions should require students to analyze information and should have more effect on learning than quetions that recall information.
There are six (6) types of graphic organizers used in the classroom to organize information: descriptive, time sequence, process/cause-effect, episode, generalization/principle, and concept. Students need to be taught explicitly how to use these tools.
Introduce the GO with familiar content and why it supports learning.
Model for students (I do) the process of using a specific organizer to explain the subject and organizational framework. Use examples to illustrate.
Allow students to work in pairs or groups with the next activity section to activate their understanding of the GO tool and the relationships created within the tool (We do). Review their work through class discussion.
Ask students to work independently with the tool and discuss the comparisons, evaluations and conclusions made from using the tool (You do).
Use during lessons to help students develop understanding of new content and deepen understanding.
focus on important information with cues and questions
use explicit cues
ask inferential questions and
ask analytic questions
use a KWL chart to connect prior knowledge to what they need to learn.
Use cues to hint at what students are about to experience before reading.
Rubrics are one tool you can use to gauge students' progress.
Analytic questions lend themselves to student assessment.
What action does this thing or person usually perform? (What actions does the U.S. press secretary usually perform?)
How is this thing usually sold? ( How is a consumer service usually sold?)
How is the value of a thing changed by this action? (How is the value of a novel changed when its turned into a movie?)
How does this action change the state of a thing? (How does United States monetary policy affect inflation?)
What is the basic process involved in reaching this state? (What is the basic process involved in becoming hypothermic?)
"Visually organized information can help students see connections between the ideas and information they are learning."
Organizers allow students to put information into their own words.
Students can choose an organizer to aid in their understanding of content.
Polya created his famous four-step process for problem solving, which is used all over to aid people in problem solving:
Step 1: Understand the problem.
Step 2: Devise a plan (translate).
Step 3: Carry out the plan (solve).
Step 4: Look back (check and interpret).
4) The student accurately explains in detail the key reasons or logic, as well as more subtle reasons, underlying several perspectives.
3) The student accurately explains the key reasons or logic underlying several perspectives on the issue.
2) The student explains the rasons or logic underlying perspectives on the issue in a way that revelas some misconceptions about the perspectives.
1) The student explains the reasons or logic underlying perspectives on the issue in a way that reveals severe misconceptions about the perspectives.
Source: Marzano, et.al, Handbook for Classroom Instruction that Works, p. 275 (2001)Additional Math Graphic Organizers
Fryer Model for vocabulary
Step by Step for Story Problems
Line it Up for computation
Graph it Out
Break it Down