Graphic Organizers Key elements 1.Pick the right one! 2.Must require some writing. 3.Must include dialogue/speaking. 4.Must have some finishing product/question that addresses HOTS.

Graphics and Symbols Communicate Add context – X’s and O’s can have different meanings depending on the context

Graphics, symbols, and text can work together to communicate complicated concepts and thinking.

Pair-Share Discuss with an elbow partner: What do you know about graphic organizers? How often do you use them? What types do you use? Directions: Partner #s = 1 & 2… 2s share first Reverse roles Be prepared to share yours or your partner’s ideas

Visual Array Writing Writing Dialogue + Dialogue Graphic Organizer

Visual Array Writing Writing Dialogue + Dialogue Graphic Organizer raise Visual Arrays have been shown to raise achievement achievement results in every content area and with every subgroup of students buildcapacity Visual Arrays build cognitive capacity around integrating and interrelating ideas meaningful Visual Arrays create meaningful contextualization contextualization for new ideas*

Visual Array Writing Writing Dialogue + Dialogue Graphic Organizer Writing Writing has been shown to raise achievement results in every content area (in small bits or larger pieces) Writing is thinking fluency Writing increases thinking fluency The more you write, the more fluent your thinking and the easier it is to initiate writing tasks

Visual Array Writing Writing Dialogue + Dialogue Graphic Organizer Dialogue via Cooperative Grouping: Pairs Pairs and triads raise critical thinking levels of students With a graphic organizer there is still accountability individual accountability

Conditions for Using Graphic Organizers: Students must fill them in themselves Students must fill them in themselves Students must engage in dialogue around the graphic Students must engage in dialogue around the graphic Student dialogue must be guided by specific response questions Student dialogue must be guided by specific response questions To be effective, Graphic Organizers must be used often—once or twice a week To be effective, Graphic Organizers must be used often—once or twice a week

Pair-Share Discuss with an elbow partner: How effectively have you been using graphic organizers? How might you revise your routines around using graphic organizers to increase efficacy? Reflect on the parts of successful graphic organizer use… How effectively have you been using graphic organizers? How might you revise your routines around using graphic organizers to increase efficacy? Directions: Partner #s = 1 & 2… 1s share first Reverse roles Be prepared to share yours or your partner’s ideas

Visual Array Writing Writing Dialogue + Dialogue Graphic Organizer mnemonic mnemonic ●Semantic organizers, cognitive maps with a mnemonic, and framedmnemonic outlines were all found to be highly effective in improving reading comprehension in any learning area. Cognitive maps without a mnemonic were found to be moderately effective significantly ●Students using graphic organizers significantly out performed their peers who did not use graphic organizers regardless of whether they developed their own graphic organizers or used teacher- orteacher- researcher-generated ones. ●Students ranging in age from elementary to high school all benefitted significantly from using graphic organizers.

As a tool to support students’ thinking and learning processes, the 29 largest research studies have shown that graphic organizers help students: Brainstorm ideas Develop, organize, sequence, and communicate ideas Develop, organize, sequence, and communicate ideas See connections, patterns, and relationships Assess and share prior knowledge Assess and share prior knowledge Develop vocabulary Outline for writing process activities Outline for writing process activities Highlight important ideas Classify or categorize concepts, ideas and information Classify or categorize concepts, ideas and information Comprehend the events in an article, book, diagram, other visual materials and media (any input type) Improve social interaction between students and facilitate group work and collaboration among peers Improve social interaction between students and facilitate group work and collaboration among peers Guide review and study Improve reading comprehension skills and strategies at high levels of thinking Improve reading comprehension skills and strategies at high levels of thinking Facilitate recall and longer term retention

Pair-Share Discuss with an elbow partner: What graphic organizer can you imagine using (or having your students create) to increase understanding of something you will be teaching in the next week? Directions: Partner #s = 1 & 2… 2s share first Reverse roles Be prepared to share yours or your partner’s ideas

14 Sequence or Time Sequence

15 Array Web Concept Parts or Characteristics Relational

16 T-Charts DATA or IDEA T- Chart IDEA T-Chart Cornell Notes Roosevelt Truman

17 Venn Diagram Contrast and Compare

Kuzmich, Adjusted Venn INFLUENCE OF MULTIPLES: Elements Parts Causes Conditions

Kuzmich, Frayer Method ExamplesNon-examples Non-linguistic Representation Use or Application – put in context Now write your own definition: Concept:

Kuzmich, Traditional Semantic Feature Analysis Comparison of Pets Dog Cat Snake Bird 4 legs Eats Meat Needs Walking Low Care X X X X X X X

Kuzmich, Semantic Analysis as Concept Based Note Taking Tool WWI WWII Korea Viet Nam Causes Allies Result Year Comparison of Wars