Graphic Organizers (Reprise)

1. ATP Winter 2009 Online Workshop Jim Valkenburg Delta College Graphic Organizers(Reprise)

2. The Concept Refresher on Flash Cards Sample GOs Topics of Discussion

3. A brief discussion: Using graphic organizers to help link learning styles. A look at some graphic organizers and how they might be used Graphic Organizers

4. Students need a variety of means to learn new or difficult material • Reformatting to accommodate learning styles • Developing higher level thinking skills • Problem Solving, Critical Thinking The Concept

5. Developing Higher-Order Thinking Skills—Bloom’s Taxonomy Evaluation Synthesis Analysis Application Comprehension Knowledge

6. Knowledge/Remember • Knowledge, according to Bloom, is the simple recall of information. • This memorization of data is the foundation for all the other stages of cognitive development. • This stage allows one to give dates of historical events, recite a poem, identify items in a list or recognize patterns.

7. Comprehension/Understanding • Comprehension requires knowledge. • In this stage the individual understands and can interpret the meaning from instructions, and can paraphrase problems. • This stage allows one to interpret information from a spreadsheet and explain how to perform a complex task.

8. Application • Application requires knowledge and comprehension. • The individual can solve problems by adapting information to new situations and in different environments. • The stage allows one to use statistics to evaluate the reliability of a research project. • S/he can demonstrate, modify, manipulate and predict from a given set of data.

9. Analysis • Analysis requires knowledge,compre- hension and application. • This individual can distinguish fact and opinion and can separate information into component structural parts. • The stage allows one to recognize logical fallacies. • This person can compare and contrast, discriminate and distinguish, and select appropriate information.

10. Synthesis • Synthesis requires each of the preceding stages. • This person can develop diverse bits of information and construct them into new meaning or structure. • This stage allows one to take information from a variety of resources and develop a new idea. • This person can combine, compile, explain and generate new structures or patterns.

11. Evaluation • Evaluation requires all five of the previous stages. • This individual can make judgments about the value of ideas. • This stage allows one to appraise, compare, critique, defend, evaluate and interpret information and come to the most effective solution to a given problem.

12. Critical thinking requires that one: • Avoid Assumptions • Collect & Sort Evidence • Prioritize Relevant Evidence • Consider Concepts/Viewpoints/Judgements • Create A Plan • Implement • Evaluate Critical Thinking on the job

13. Every Graphic Organizer allows the individual to select how the topic or topics will be viewed and used. A Variety of Learning Formats

14. Using Graphic Organizers as an Example of Linking Learning Styles Graphic Organizers, like Flash cards, help students to change the format of what they are trying to learn We will use flash cards for the Circulatory System as an example.

15. Ordering Flash Cards • But first… • Every picture tells a story

16. Flash Cards, Part 2 Some main ideas related to the are: circulation the heart veins blood capillaries arteries platelet's

17. Flash Cards, Part 3 Heart Blood Platelets Circulation Arteries Veins Capillaries

18. Flash Cards, Part 4 Circulation Blood Heart Arteries Capillaries Veins Platelets

19. Flash Cards, Part 5 Blood Platelets Circulation Heart Arteries Veins Capillaries

20. Sample Graphic Organizers • The following samples of graphic organizers can be used to assist students when learning. • Each graphic organizer requires that the user see, touch and say the information. • This will enhance the ability to access information.

21. 1 4 2 3 Cycles Remember our exercise with Flash Cards. There were Cycles incorporated into a number of the formatting schemes.

22. Flowcharts Flowcharts offer a linear context and structure to a series of ideas or questions. They offer a roadmap for an individual to follow.

23. Start Enter OC Start Enter OF Multiply by 9 Subtract 32 Divide by 5 Multiply by 5 Add 32 Divide by 9 End OF End OC Flowcharts (OC9)÷5+32=OF or (OF-32)x5÷9=OC

24. Flow of Consciousness If, for instance, one were asked to develop an essay about objects in space, a number of ideas might arise, some of which may not necessarily relate to an academic endeavor. The Flow of Consciousness allows the user to put down ideas as they arise regardless of how newer ideas relate to the former ideas. It is a way to overcome a creative block because there is no pressure to have precise relationships between ideas. But once the relevant information is found, it becomes easier to relate items that will have relevance to the topic.

25. Hierarchy

26. Students Visits Contact Hours Tutoring 956 3862 4889 Peer Mentoring 957 9938 16,713 Matrix/Table

27. Spiders Spouse Enjoy Work Children Play Family Sports Siblings Laugh Core Values Comfort Enjoy Work Well Upkeep Eclectic Pro Development Home Job Lifelong Learning

28. Stars

29. Webs and Trees

30. Mind Map Organized around several major themes this graphic shows the interrelationship between seemingly unrelated portions of one writing class.

31. Thinking about thinking is one step in problem solving that many people do not apply. It is interesting to try to discover what one’s thought processes are when solving problems. Meta-cognition

32. Thank You Thanks for completing this module. I hope you have found this information useful. . Please respond to the discussion board prompt.