Using Graphic Organizers to

Enhance Comprehension in Content-Based Classes

Jermaine S. McDougald / October 5 & 6, 2012 /
4th CLIL SYMPOSIUM / UNIVERSIDAD DEL NORTE

Learn what research shows about the use of Graphic Organizers on student achievement

Learn when to use the various types of Graphic Organizers

Generate ideas for use of Graphic Organizers in your classroom

Key Vocabulary
Nonlinguistic Representations - imaginary forms of knowledge in the mind such as mental pictures or even physical sensations
Visual Learning - a variety of activities and systems for organizing information graphically or visually Graphic Organizers - visual depictions of knowledge that help guide the thinking process

Theory states that knowledge is stored in the brain in two forms - a linguistic form and an imagery form

Many Psychologists adhere to a dual coding theory of information storage. (Wandberg & Rohwer 2010)

Allan Pavios Dual Coding Theory

Imagery Linguistic
M. Jorda Jordan n

Taken from: http://www.speakingaboutpresenting.com/design/powerpoint-revolutionpresentation/

Linguistic
Linguistic form: words or statements Contains actual statements in long-term memory

Imagery / Non-linguistic
Imagery
form is expressed as mental pictures or even physical sensations such smell, taste, touch, sound and kinesthetic association

(Marzano, Pickering, & Pollock, 2001).

The more we use both systems of representation the better we are able to think about and recall knowledge This is particularly important in the classroom because linguistically is the primary method of presenting knowledge in the classroom We either talk to students about content or they read about new content This means students are left to generate their own nonlinguistic representations

Using Both

When teachers help students make nonlinguistic representations students achieve more
Engaging students in the creation of nonlinguistic representations stimulates and increases activity in the brain
(Gerlic& Jausovec, 1999)

Generalizations on Nonlinguistic Representations

A variety of activities produce nonlinguistic representations The goal of instructional strategies is to produce nonlinguistic representations of knowledge in the minds of students. It can be accomplished in many ways: Creating Graphic Representations Making Physical Models Generating Mental Pictures Drawing Pictures and Pictographs Engaging in Physical Activities

Encourage students to think about the information presented in a different way. Help students identify main concepts and supporting details. Remove linguistic load of texts. Help students become more strategic learners. Gives Stds. more ownership of the learning process by sharing the purposes and direction of instructionIt also provides a way to integrate an additional learning modality into instruction (Lenz et al, 2004).

When to Use G.O.?

Use before instruction to prime students background knowledge of information to be presented. Use during instruction to isolate critical information. Use after instruction to construct students understanding of information, represent relationships among concepts, and encourage elaboration. Positive outcomes have been reported when GOs are used as both advance (Boyle & Weishaar, 1997) and post organizers (Willerman & Mac Harg, 1991).

G.O.sClassroom Practice in Nonlinguistic Representations

GOs are the most common way to help students generate nonlinguistic representations GOs combine the linguistic mode in that they use words and phrases and the nonlinguistic mode in that they use symbols and arrows to represent relationships GOs are visual representation of different thought processes (Clarke, 1991).

Teaching Time

Fraction Pizzas

GOs in Content Based Classes

Finding patterns help students organize their ideas so that they can later recall and apply what they have learned.
Research has shown an increase in understanding of geometry when students learn to represent and visualize three-dimensional forms (Bransford et al., 1999; Lehrer & Chazen, 1998).

GOs in Content Based Classes

All age levels of students benefit from the use of G.O.s and these visual representations have application in many different content areas (Dye, 2000).
A good graphic representation shows at a glance the key parts of a whole and their relations, thereby allowing a holistic understanding that words alone cannot convey (Jiang & Grabe, 2007).

GOs in Content Based Classes

Positive outcomes have been reported when G.O.s are used as both advance (Boyle & Weishaar, 1997) and post organizers (Willerman & Mac Harg, 1991). Learner constructed concept maps (GOs with labeled links) reflect learners understanding of science concepts better than traditional forms of testing (Novak, 1991). J. S. McDougald - 4th CLIL
Symposium Barranquilla, Colombia Oct 2012

GOs in Content Based Classes

GOs can be used to acquire knowledge of relationships between concepts in a content area. (Beissner, et al., 1993).
GOs can be used as a practical tool tapping into prior knowledge, cultivating active participation, and fostering an understanding of conceptual relationships, thus leading to a facilitation of comprehension (Kirylo & Millet, 2000).
J. S. McDougald - 4th CLIL Symposium Barranquilla, Colombia Oct 2012

Connect the four language skills

G.O.s can help studs. integrate listening, speaking and reading skills in your content based classes G.O.s expose students to vocabulary and structures in both written and oral form. Contribute to higher retention of new vocabulary Content and language integrated teaching rely on making content comprehensible in many ways, e.g. visual.
J. S. McDougald - 4th CLIL Symposium Barranquilla, Colombia Oct 2012

Connect the four language skills

G.O.s help structure the content and process the content in different ways Turning G.O.s into oral or written language is a way of producing challenging output. Content and language integrated teaching rely on making content comprehensible in many ways, e.g. visual.
J. S. McDougald - 4th CLIL Symposium Barranquilla, Colombia Oct 2012

Graphic Organizers can be greatly used in the classroom because they correspond to six common patterns that information can be divided into:

1 - Descriptive pattern 2 - Time sequence pattern 3 - Process / Cause-effect pattern 4 - Episode pattern 5 - Generalization / Principle pattern 6 - Concept pattern
(Marzano, Pickering, & Pollock, 2001).

 CommunicationGraphic Organizers? What Are tools that express ideas and represent connections or relationships between these ideas or concepts.
Often called concept maps, mind maps, advanced organizers, etc.
J. S. McDougald - 4th CLIL Symposium Barranquilla, Colombia Oct 2012

Descriptive Pattern (1)

Descriptive Patterns can be used to represent facts about specific people, places, things and events This information does not have to be in any specific order

Main Idea

Descriptive Pattern (1)

Example

J. S. McDougald - 4th CLIL Symposium Barranquilla, Colombia Oct 2012

Time Sequence Pattern (2)

Time sequence patterns organize events in a specific chronological order For example, the events leading up to the War in Iraq can be shown in a time sequence pattern organizer
Event 1 Event 2 Event 3 Event 4

Process / Cause-Effect Pattern (3)

Process/Cause-Effect Patterns organize information into a casual network leading to a specific outcome

An example would be study habits that make a good student

J. S. McDougald - 4th CLIL Symposium Barranquilla, Colombia Oct 2012

Episode Pattern (4)

Episode Pattern Organizers arrange data about specific events including: 1. Setting (time and place) 2. Specific People 3. A specific duration 4. A specific sequence of events 5. A particular cause and effect

An Example would be information leading up to the Fall of the Twin Towers

Duration Place

Episode Pattern (4)

An Example would be information leading up to the Fall of the Twin Towers

Time

Cause

Episode

Effect

Person
J. S. McDougald - 4th CLIL Symposium Barranquilla, Colombia Oct 2012

Person

Person

Generalization / Principle Patterns (5)

Generalization/Principle Patterns organize information into general statements with supporting details. An Example would be statements supporting a hypothesis that economic conditions or terrorism were the cause of the War in Iraq.
Gene raliz a tion/ P rin ciple

Exam p

le

Exam p

le

Exam p

le

Concept Pattern (6)

Organize information around a word or phrase that represents entire classes or categories of people, places things or events
The characteristics or attributes of the concept along with examples of each should be included in this example. Example: Teacher asking a student to show the concept of fables along with examples and characteristics of them.

Concept Pattern (6)

Example Characteristic

Example

A Concept Pattern could look like this

Example

Concept
Characteristic Example

Example Example

Characteristic

Example

Example

Example

J. S. McDougald - 4th CLIL Symposium Barranquilla,

More Graphic Organizers to Promote Strategic Learners

Who Should Create

Both Teachers & Students
Teachers design them first, use with content Teachers & students co-construct graphic organizers. Groups of students construct graphic organizers. Individual students construct graphic organizers.
www.GraphicOrganizers.com
J. S. McDougald - 4th CLIL Symposium Barranquilla, Colombia Oct 2012

Advanced Organizers
Chapter X

Topic

Sub-topic 1

Sub-topic 2

Detail A

Detail B

Detail C

J. S. McDougald - 4th CLIL Symposium Barranquilla, Colombia Oct 2012

Semantic Maps & Webbing

J. S. McDougald - 4th CLIL Symposium Barranquilla, Colombia Oct 2012

Outlines
A. _____________________________________ a. _________________________________ b. _________________________________ B. _____________________________________ a. _________________________________ b. _________________________________ C. _____________________________________

J. S. McDougald - 4th CLIL Symposium Barranquilla, Colombia Oct 2012

Venn Diagrams

J. S. McDougald - 4th CLIL Symposium Barranquilla, Colombia Oct 2012

T-bar Diagrams

J. S. McDougald - 4th CLIL Symposium Barranquilla, Colombia Oct 2012

Essential Issues about G.O.s

No ONE organizer suits all learners Learning curve for using organizers can be large. Students must be explicitly taught how to use organizers effectively. G.O.s allow you to teach more than just content processing skills, patterns of information, analytical & critical thinking skills, etc. J. S. McDougald - 4th CLIL
Symposium Barranquilla, Colombia Oct 2012

Reasons why G.O.s work

Self-directed/autonomous learner Strategic learners Can think critically Increase in understanding Increase in performance
J. S. McDougald - 4th CLIL Symposium Barranquilla, Colombia Oct 2012

What I Learned about G.O.

I learned .. I think I will .. I wonder ..

Im surprised to find ..
I believe .. In order to use G.O.s effectively .
J. S. McDougald - 4th CLIL Symposium Barranquilla, Colombia Oct 2012

Resources

Clarke, J. H. (1991). Using visual organizers to focus thinking. Journal of Reading, 34(7), 526-534, as cited in Howard, P., & Ellis, E. (2005). Dye, G. (2000). Graphic Organizers to the Rescue! Teaching Exceptional Children, 32, 1-5, as cited in Lujan, M. (2011) Research on Graphic Organizers; Mentoring Minds. Gagnon, J. & Maccini, P. (2000). Best practices for teaching mathematics to secondary students with special needs: Implications from teacher perceptions and a review of the literature. Focus on Exceptional Children, 32 (5), 1-22, as cited in Lujan, M. (2011) Research on Graphic Organizers; Mentoring Minds. Howard, P., & Ellis, E. (2005). Summary of Major Graphic Organizer Research Findings. University of Alabama. Retrieved online September 10, 2011 from http://www.hoover.k12.al.us/hcsnet/rfbms/makessense%207.4/donotopenfolder/impl mnt/dontopen/msstrats/stuf/GOMatrix.pdf Jiang, X. & Grabe, W. (2007). Graphic organizers in reading instruction: Research Findings and Issues. Reading in a Foreign Language, Vol. 19, No. 1, pp 34-55. Retrieved online October 4, 2011 from http://nflrc.hawaii.edu/rfl/april2007/jiang/jiang.pdf Kirylo, J. D., & Millet, C. P. (2000). Graphic organizers: An integral component to facilitate comprehension during basal reading instruction. Reading Improvement, 37(4), 179-186 as cited in Howard, P., & Ellis, E. (2005).

J. S. McDougald - 4th CLIL Symposium Barranquilla, Colombia Oct 2012

Resources
Lenz, B. K., Deshler, D. D., & Kissam, B. (2004). Teaching Content to all: Evidence-based inclusive practices in middle and secondary schools. Boston: Pearson Education, Inc., as cited in Howard, P., & Ellis, E. (2005). Merkley, D. M. & Jefferies, D. (2000). Guidelines for implementing a graphic organizer. Reading Teacher, 54 (4), 350-358, as cited in Howard, P., & Ellis, E. (2005). Novak, J. (1991). Clarify with concept maps. Science Teacher, (58)7, 44-49, as cited in Howard, P., & Ellis, E. (2005). Sinatra, R. C. (2000). Teaching learners to think, read, and write more effectively in content subjects. Clearing House, 73(5), 266-274, as cited in Howard, P., & Ellis, E. (2005).
J. S. McDougald - 4th CLIL Symposium Barranquilla, Colombia Oct 2012

Examples of Common Graphic Organizers

1. Graphic Organizers: National Center on Accessible Instructional Materials 2. Instructional Strategies Online: Articles, Links, Examples of G.O. 3. EdHelper.com: Loads of G.O.

4. Enchantedlearning.com: Loads of G.O.

5. Makeworksheets.com: Make over 20 custom made G.O.
J. S. McDougald - 4th CLIL Symposium Barranquilla, Colombia Oct 2012

Subject Related Graphic Organizers

English / Textual Organizers
www.englishcompanion.com/Tools/notemaking.ht ml

Math Organizers
www.sw-georgia.resa.k12.ga.us/Math.html

Science Organizers
http://www.havefunteaching.com/scienceworksheets/graphic-organizers

Social Studies Organizers

http://www.readingquest.org/strat/
J. S. McDougald - 4th CLIL Symposium Barranquilla, Colombia Oct 2012

Jermaine S. McDougald Department of Languages & Cultures Latin American Journal of Content & Language Integrated Learning
jermaine.mcdougald@unisabana.edu.co