Graphic Organizers

1. Graphic Organizers Katie McDermott

2. Derive a definition for G.O • A graphic organizer is a visual representation of the cognitive knowledge that one possesses. • A graphic organizer is simply a way for someone to arrange information which allows them to understand concepts and ideas easily. • There are many different forms of graphic organizers used to categories relationships such as hierarchical, cause and effect problems, compare and contrast, cycles, and series of information. • By creating a graphic organizer, you are able to easily access important information at a quick glimpse.

3. Discuss how graphic organizers help students learn • Using graphic organizers to present information, ideas, and concepts is a great way to reach out to students in a new and exciting way! • By giving students alternate ways to learn material, you will be giving more students the chance to fully understand the subject. When students use graphic organizers to order information, they are not only able to understand the concepts but are also able to display it in a way that represents their extensive knowledge on the subject. • Graphic organizers have been proven to increase comprehension and vocabulary knowledge in students of all ages. • By creating a graphic organizer, students read through text and pick out certain points that are of main interest into the story. Therefore, when they return to their work to study they will be able to quickly find the information that is most vital to retain.

4. State how research supports graphic organizers • There have been many research experiments conducted that prove the effectiveness that graphic organizers have on the learning outcomes of students. • There have been research conducted by using the “Stanford Diagnostic Reading Test, comprehension questions, a concept acquision test, teacher-made tests, written summaries, and story grammar tests” (Hall, & Strangman, 2002). • These observations are supported further by the research done by Moore and Readence’s metaanalysis in 1984. • Their findings stated that out of 23 different studies, they found a direct positive correlation between the use of graphic organizers and cognitive development in the tested students.

5. HOWEVER… • Although major findings do support graphic organizers, there has been some research done that have shown no positive benefits. • For example, a study done by Carnes, Lindbeck, and Griffen in 1987 reported no effect from graphic organizers used in the classroom. • However, when this situation was looked into it was discovered that this outcome was primarily based on the students’ knowledge about the use of graphic organizers. If the students do not know how to correctly use the graphic organizer, then it will negatively show in their cognitive knowledge concerning the subject.

6. Although graphic organizers have been proven to benefit student’s cognitive development, there are a few requirements in order to see these improvements. • Grade level • Largest effect group is Universities, but there is also a constant improvement shown in middle school grades. • Point of implementation • Most effective when graphic organizer is used after reading through the text. • Instructional context • In order for students to benefit from graphic organizers, they must have previously been taught how to use them. • Ease of implementation • Students work best when they are given small amounts of material at a time to work with.

7. How would you use G.O. in your classroom? • There are many ways I would use graphic organizers in my classroom. Although many people think that graphic organizers are only beneficial forreading comprehension, it is proven that graphic organizers help students better understand information in each content area. • I believe that graphic organizers are a great way to outline the main points in a text to make the information more accessible to my students. • I would not only have graphic organizers created using tools such as “Inspirations” to share with my students, but would also have blank graphic organizers that would serve as an outline for the students to fill out for themselves. • Depending on what I wanted my children to focus on, I would choose a specific organizer that pertains to that subject. • For instance, if I am teaching my students about hurricanes during science class I may have them read a text dealing with hurricanes and fill out a Series of Events Chain to help them visualize and understand the steps that lead up to a hurricane.

8. Universal Design for Learning • Focuses on providing a curriculum that helps students with “different backgrounds, learning styles, abilities, and disabilities in a widely varied learning context” (Introduction). • Puts emphasis on the fact that each student is unique and therefore the educator’s style of teaching must also change to fit the needs of each particular student.

9. Origins of UDL • Universal Design for Learning stems from an architectural movement called Universal Design. • This type of construction focuses on making buildings accessible to the widest variety of people. • Example: “curb cuts” allow individuals with wheelchairs, strollers, and canes easily access the sidewalk. • Before Universal Design, numerous buildings were inaccessible to many people, especially those with disabilities. • “Addressing the divergent needs of special populations increases usability for everyone” (Origins).

10. Extending Universal Design to Learning • Relates to the idea of making the curriculum flexible to meet the needs of all students. • Stresses the fact that students with disabilities should have access to alternate learning materials in order to make the same progress in the classroom as their peers. • For example: multimedia tools and alternate learning materials should be provided to students with learning disabilities. • Such as tools that “read aloud” to students and switch activated electronic readings. • This idea is not simply focused on students with physical disabilities, but also reaches out to all students who have difficulty reading. • Supports access to information along with access to learning. • In order for students to effectively learn, teachers must provide more support than just making information accessible to students. • They must provide them with the correct structured information and support so the students are able to retain the most educational information.

11. Framework for UDL: Three Principles • Support recognition learning while providing multiple and flexible methods of presentation. • Proving different forms of the same information gives your students the best change of cognitive understanding. • Being a teacher, it is important to understand that each of your students learn a different way which means you must provide materials in a variety of ways. • Support strategic learning, provide multiple, flexible methods of expression and apprenticeship. • Due to the fact that students learn in different ways, they also express themselves in different ways. • For example: If a student is a poor test taker, their grade may suffer although they know all of the information covered in the test. • To support affective learning, provide multiple, flexible options for engagement. • Students need to be constantly entertained and interested in a specific subject area in order to successfully retain the information. • If a teacher teaches each section of their class the same way, the students are more likely to become bored and uninterested in the subject.

12. UDL Application: Rethinking Our Practice • The Role of Neuroscience • Brain research can give insight to teachers regarding which type of teaching will effect an individual student the most. • Providing students with multiple sensory options is beneficial to all students. • If a particular student is not strong in their verbal capacities, providing the work in print as well could greatly help them inside of the classroom. • Prior knowledge is one of the most beneficial tools to use while teaching. • The Role of Digital Media • Allows teachers to share information easily with c0-workers. • Beneficial to teachers due to their versatility. • Teachers can easily transform one type of digital media into another in order to reach out to most students. • Role of Assistive Technology • Assistive technology can greatly improve learning access. • Examples: ability switches, alternate keyboard, touch screens. • UDL not only looks at the individual student and technology, but the overall curriculum as well. • By alternating the curriculum, teachers will be able to reach the entire classroom instead of simply using one piece of assistive technology and benefiting one student.

13. Overall • “As you can see, UDL has the potential to minimize the need for assistive technology and to maximize learning opportunities for all” (Implementation). • It is crucial to recognize the different learning styles of your students and apply them inside of the classroom. • As a teacher, it is important to provide information in a wide variety of ways in order to reach out to the different learning styles of all your students.

14. Bibliography Hall, T., & Strangman, N. (2002, March). Graphic Organizers. Retrieved from http://facultyfp.salisbury.edu/ddsessoms/GraphicOrganizers/Graphic_Organizers.pdf (2002 – 2009) Introduction. Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes/chapter4_1.cfm (2002 – 2009) The Origins of UDL. Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes/chapter4_2.cfm (2002 – 2009) The Framework for UDL: Three Principles. Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes/chapter4_3.cfm (2002 – 2009) UDL Implementation.Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes/chapter4_4.cfm (2002 – 2009) UDL Application: Rethinking Our Practice. Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes/chapter4_35cfm