1. Teachers Reflecting On Practices In Contexts–Instructional Intelligence Acknowledgements to WA Central Institute, Barrie Bennett and Peter Smilanich

2. Workshop Outcomes Identify and use different types of graphic organisers in group training to assist with checking learners understanding or prior knowledge of subject content. “A Picture is worth a thousand words” Acknowledgements to WA Central Institute, Barrie Bennett and Peter Smilanich 2

3. Graphic Organisers? What are they? Graphic organisers are visual aids to the learner/learning process They can be used for showing the relationships between ideas or concepts They can be a teaching tactic e.g. Venn diagrams or Fishbone diagrams They can be a teaching strategy e.g. Mind Maps and Concept Maps They can be used for delivery of ideas or revision of a topic or competency Acknowledgements to WA Central Institute, Barrie Bennett and Peter Smilanich 3

4. Let’s look at the most commonly used Graphic organisers Venn Diagrams:- Visual representation of the interaction of two or more data sets Fishbone Diagrams:- Visual description of the interrelation of ideas and topics Mind Maps:- Shows inter-relationships of ideas, from most to least complex, ties new knowledge to existing knowledge Concept Maps:- Complex map of how ideas/topics interweave to form linkages in a hierarchical structure from complete concept to the separate/subordinate parts Acknowledgements to WA Central Institute, Barrie Bennett and Peter Smilanich 4

5. Venn Diagrams Acknowledgements to WA Central Institute, Barrie Bennett and Peter Smilanich 5

6. Essentials of Venn Diagrams Venn diagrams are a graphical depiction of the relationship between two data sets They are used to organise information The learner works at the analysis level The do not have to overlap They can be a single circle, overlapping, or concentric circles or not touching at all Acknowledgements to WA Central Institute, Barrie Bennett and Peter Smilanich 6

7. Your Turn: Construct a Venn diagram on a topic you teach or have taught Make it as complex as you feel necessary Try to use colour or linkages to shown connections Move from most to least complex ideas And remember:- Have fun, learning occurs best when you are enjoying it. Acknowledgements to WA Central Institute, Barrie Bennett and Peter Smilanich 7

8. Fishbone Diagrams: Acknowledgements to WA Central Institute, Barrie Bennett and Peter Smilanich 8 Johnsons Five basic Elements of Group Learning

9. Fishbone Diagrams: Acknowledgements to WA Central Institute, Barrie Bennett and Peter Smilanich 9

10. Essentials of Fishbone Diagrams : The head of the fishbone is the focus topic or issue They invite students to “Consider all factors” affecting issue Shows graphically the relevant contributing ideas or factors Ideas are classified along main and sub groupings (Blooms analysis and evaluation levels) Acknowledgements to WA Central Institute, Barrie Bennett and Peter Smilanich 10

11. Your Turn: Try constructing a Fishbone Diagram to show the factors/topics on a competency you teach or have taught. Make it as complex as you feel necessary Try to show connections between ideas and sub-ideas ( This is the whole idea after all) Have fun Acknowledgements to WA Central Institute, Barrie Bennett and Peter Smilanich 11

12. Lets move on: We have looked at simple graphic organisers, now lets look at some more complex forms: Acknowledgements to WA Central Institute, Barrie Bennett and Peter Smilanich 12

13. Complex Organizers: Mind Mapping and Concept Mapping Mind Mapping and Concept Mapping are forms of Advance Organizers; these help the learner to connect existing knowledge with new knowledge; this makes knowledge dynamic rather than passive. As framework tools, they assist in the formation of connections, in organizing concepts and the relationships between concepts. Acknowledgements to WA Central Institute, Barrie Bennett and Peter Smilanich 13

14. Mind Mapping Is an analytical process that can be used: to take notes to study for an exam to brainstorm or to make connections between ideas It enhances memory. Acknowledgements to WA Central Institute, Barrie Bennett and Peter Smilanich 14

15. Essentials of Mind Mapping The central image represents the subject being mapped The main themes radiate like branches from that central image Those branches have a key image or key word printed on an associated line The branches have a connected structure Optional (recommended): Use of colour and codes/links Acknowledgements to WA Central Institute, Barrie Bennett and Peter Smilanich 15

16. Mind Maps Materials: A sheet of paper for each student or group Coloured pens or crayons, even scissors and glue if pictures will be used Acknowledgements to WA Central Institute, Barrie Bennett and Peter Smilanich 16

17. Mind Maps Process: Select a topic. It helps to think of a visual that capture the essence of that topic and use it in the centre Brainstorm the key ideas related to that topic Record all ideas Group into common categories Draw a picture or symbol that represents each of the key ideas brainstormed Position those visuals around the outside of the visual in the centre of the map Put in the key word then connect the key words to the centre Flow with ideas radiating out from each of the key ideas and continue the above process Reflect - alone, with a partner, with a small group or with the class. Talk through the journey you took to conceptualize the key ideas related to the topic. Explore the relationships between different aspects of the map Acknowledgements to WA Central Institute, Barrie Bennett and Peter Smilanich 17

18. Sample Mind Maps Acknowledgements to WA Central Institute, Barrie Bennett and Peter Smilanich 18

19. Sample Mind Maps Acknowledgements to WA Central Institute, Barrie Bennett and Peter Smilanich 19

20. Checking for Mind Map Performance Levels (the higher the level achieved the better the Mind Map) Acknowledgements to WA Central Institute, Barrie Bennett and Peter Smilanich 20 CriteriaPerformance Indicators (Observable descriptors indicating extent to which a criterion is met) Level 1Level 2Level 3Level 4 Central ImageNot clear: difficult to separate from other information Present: not eye catching or memorable Clear: use 0f picture or image that relates to key idea Stands out: Meaningfully grasps the key idea through metaphor or humour Ideas radiate out from central image and from most to least complex Little or no indication that ideas are connected to an radiate out from centre, from most to least complex Ideas radiate out from centre, some confusion as you follow ideas from most to least complex. Ideas clearly connect to central image and ideas, and for the most part move from most to least complex Ideas clearly connect to central image and ideas consistently and accurately shift from most to least complex Ideas have key images or key words Little or no evidence of key images. May have a few keywords or vice-versa Images and key words are evident, but either too few or unclear Images and key words clearly show an understanding of content, although not memorable Dynamic use of images and key words. They clearly connect to central image. Colour or codes/links used to illustrate connections between ideas Little or no use of colour, codes or links to illustrate connections between ideas/images Obvious attempt is made to use colour, codes or linkages to enhance clarity and memory though not fully successful. Clearly uses colour, codes or links to clarify connections and to assist with memory for most aspects of Mind Map Effectively uses colour, codes or links to meaningfully clarify connections for all aspects of Mind Map Depth of coverageInsufficient coverage of content shown Shows basic level of coverage of key ideas but little extension of those ideas Shows a solid grasp of most of the content and shows extensions of most key ideas Shows a solid grasp of all the content covered. Extensions between ideas shows a deep understanding of all the content.

21. Your Turn: Construct a simple Mind Map on a topic you teach or have taught. Make it as complex as you feel necessary Try to use colour or codes/link to shown connections Move from most to least complex ideas Have fun, learning occurs best when you enjoy it. Acknowledgements to WA Central Institute, Barrie Bennett and Peter Smilanich 21

22. Concept Maps: A Concept Map is a visual representation that illustrates the relationships between facts, concepts and ideas. Acknowledgements to WA Central Institute, Barrie Bennett and Peter Smilanich 22

23. Concept Maps Essentials: Start with a major term or idea from which the next term or idea extends either in a hierarchical or radiating format – Concept Maps usually start at the top of the page. Shift is from more complex to less complex idea or major to minor Connecting lines are drawn between concepts Linking words are placed on the lines stating the relationship between concepts Cross links can be made between one part of the concept hierarchy or classification and another Optional: Colour can be used to follow relationships, Examples of concepts can be added Acknowledgements to WA Central Institute, Barrie Bennett and Peter Smilanich 23

24. Concept Maps Materials: A sheet of paper for each student or group Post It Notes or index cards Coloured pens or crayons, even scissors and glue if pictures will be used Acknowledgements to WA Central Institute, Barrie Bennett and Peter Smilanich 24

25. Concept Maps Process: Brainstorm, individually or in a group, the key ideas Students put their ideas onto cards or post-it notes Sort / classify these cards, looking for relationships between ideas Paste or transfer the ideas onto the large piece of paper Draw lines between concepts and place words on the lines that illustrate their relationships Look for cross links between different concepts Acknowledgements to WA Central Institute, Barrie Bennett and Peter Smilanich 25

26. Concept Maps Samples Acknowledgements to WA Central Institute, Barrie Bennett and Peter Smilanich 26

27. Concept Maps Samples Acknowledgements to WA Central Institute, Barrie Bennett and Peter Smilanich 27

28. Samples:- here’s one I prepared earlier 28

29. And of course the BIG ONE: 29

30. Evaluating a Concept Map Acknowledgements to WA Central Institute, Barrie Bennett and Peter Smilanich 30 Performance Indicators Level 1Level 2Level 3Level 4 Concepts Insufficient number of concepts selected relating to topic. Arrangement of concepts shows no understanding of conceptual relationships Minimal but acceptable number of concepts selected, with some relationships to the topic. Arrangements of concepts shows simple understanding of subordinate conceptual relationships Most concepts relating to topic were selected Arrangements of concepts shows an understanding of subordinate conceptual relationships Most concepts and all significant concepts selected and they clearly relate to topic Arrangement of concepts shows complete understanding of subordinate conceptual relationships Hierarchical Structure Concepts are displayed in a linear sequence. Little or no sense of Hierarchical structure Limited hierarchical structure used Concepts connected in a hierarchical structure Concepts connected in a hierarchical structure leading to more specific ideas Linkages Some basic linkages indicated by connected lines Linking words are simple and repetitive Straightforward linkages connected with linking words Linking words show variety Most linkages indicated with a connecting line and labelled with linking words Linking words are accurate and varied All linkages Indicated by a connecting line and accurately labelled with appropriate linking words Linking words are expressive and purposeful Cross Links Cross links not usedFew cross links are used to illustrate minimal connections Cross links used to reflect straightforward connections Cross links show complex relationships between two or more distinct segments of the concept map

31. Your Turn: Construct a “simple” Concept Map on a topic you teach or have taught. Make it as complex as you feel necessary Try to use colour or linkages to shown connections Move from most to least complex ideas And remember:- Have fun, learning occurs best when you are enjoying it. Acknowledgements to WA Central Institute, Barrie Bennett and Peter Smilanich 31