1. Graphic Intelligence: Integrating Graphic Organizers and Connecting that Integration to Assessment Playing with Possibilities: Beirut 2012

2. Objective for this session… Extend our understanding of and ability to apply graphic organizers: Ranking Ladders, Venn Diagrams, Fish Bone Diagrams, Mind Mapping and Concept Mapping. And more importantlt, to sense how to integrate multiple graphic organizers and how integration connects to student assessment.

6. Agenda Sequence Instructional Intelligence Thinking Concept Formation Graphic Organizers

7. Graphic Organizers… –Focus on Mind Maps and Concept Maps –Fish Bone Diagrams –Venn Diagrams –Ranking Ladders

8. Overview of Instructional Intelligence Instructional intelligence involves:Instructional intelligence involves: –Knowledge of the learner –Knowledge of curriculum –Knowledge of assessment –Knowledge of instruction –Knowledge of change –Knowledge of systemic change

9. Unconscious Seamless

10. Intentional Conscious

11. CBAM (Concerns Based Adoption Model) Levels of Use Non-User Orientation Preparation Mechanical Routine Refined Integrative Refocusing Levels of Concern No Concerns Awareness Information Personal Impact on Students Collaborative

14. You need to understand ‘types’ of thinking and ‘levels’ of thinking Types of ThinkingTypes of Thinking –Inductive –Deductive –Ranking –Predicting –Sequence –Inquiry –Prioritizing –Identify Levels of ThinkingLevels of Thinking –Synthesis –Evaluation –Analysis –Application –Comprehension Recall

21. One component of “Knowledge of Instruction” is … Graphic Organizers

22. What do you already know? With a partner, take about two minutes and identify all the graphic organizers you have seen and hopefully experienced.

23. Compare your list with this list - and there is no doubt more. Fish Bone, Concept Map, Mind Map, Flow Chart, Time Line, Word Web, Venn Diagram, Ranking Ladder etc.

24. LET’S PLAY WITH ONE

25. Ranking Ladder identify your top 3 places to visit rank them from first to last to visit identify what is missing from your ranking ladder how do you get students to develop the skills to identify criteria for ranking?

26. RANKING LADDER

27. PMI What are the PLUSES, MINUSES and IMPORTANT things to consider about Supply Teaching. How does PMI assist students to more precisely/thoughtfully rank ideas. NOTE: PMI is one of 60 critical thinking tactics from de Bono’s CoRT program.

28. Ranking Graphic Organizers According to their Complexity Please rank the graphic organizers below using a Ranking Ladder. Fish Bone, Concept Map, Mind Map, Flow Chart, Time Line, Word Web, Venn Diagram, Ranking Ladder

29. RANKING LADDER

30. One Perspective Concept Map Mind Map Fish Bone Venn Diagram Ranking Ladder Time Line Flow Chart Word Web

31. What type of thinking and level of thinking do Mind Maps and Concept Maps Invoke?

32. ‘TYPES’ of thinking and ‘LEVELS’ of thinking Types of Thinking Inductive Deductive Ranking Predicting Sequence Inquiry Prioritizing Levels of Thinking Synthesis Evaluation Analysis Application Comprehension Recall

33. GIVEN Concept Maps and Mind Maps (if done properly) ask students to first identify what they know and then classify that knowledge into categories -- therefore -- it must be analysis re levels of thinking and inductive thinking regarding types of thinking.

34. So what is the Type and Level of Thinking? Venn Diagram Fish Bone Diagram Ranking Ladder

35. Mind Map/Concept Maps DIRECTIONS: Put your chairs in circles – say groups of 6 Analyze Mind Maps or Concept Maps Identify the critical attributes of MM or CM Create Venn Diagram Compare with another table Share with larger group Listen to mini-lecture/group discussion

36. Venn Diagram Mind MapConcept Map

37. 2 Dimensional and 3 Dimensional Shapes: What do they have in common? 2 Dimensional3 Dimensional

38. Venn Diagram Mind MapConcept Map Start in centre Radiate out Colour Pictures Start at top Linking words on line Hierarchical Cross Links

39. Mind Maps and Concept Maps )Mind Maps )Start in the centre )Radiate out hierarchically )Key words (concepts) )Images )Colour )Cross Links )Concept Maps )Usually start at the top )Radiates down/out hierarchically )Key words (concepts) )Linking words )Cross links with words

40. How are the linking words on the left different from those on the right? has contains includes such as for example may have found in are part ofare transforms enhances destroys digests activates needs controls magnifies increases transports reflects breaks down made up of TESTERS

41. Linking Words … how are the blue linking words different from the red? Trees need Roots Mirrorsreflect Light Forks and Spoons Protagonist however Did Not Muscles act like Levers Triangles have 3 angles Rocks in the Soil Bearsas well asRaccoons

42. Linking Word Testers Blue or Red? plantsrequirewater magnetsattract most metals planets including the moon cars have engines poetry such as haiku verbs can be conjugated explorers are courageous frictioncausesheat foodon thetable

43. Linking Word Testers Blue or Red? plantsrequirewater magnetsattract most metals planets including the moon cars have engines poetry such as haiku verbs can be conjugated explorers are courageous frictioncausesheat foodon thetable

44. Two Types of Linking Words Descriptive or Passive: they illustrate the students ability to recall and comprehend relationships between two concepts Cause and Effect or Dynamic: they illustrate the students ability to analyze, synthesize or evaluate relationships between two concepts

45. Assessment For learning (formative) Of learning (summative) Matching our instruction with our assessment Applying instruction in assessment Where do graphic organizers fit?

46. a sample provincial outcome By the end of grade six students will demonstrate their understanding of the four types of motion: oscillating, linear, reciprocating, and rotational. This has explicit and implicit implications.

47. Explicit Level of Thinking re assessment This outcome tells kids they will be assessed at the comprehension level of Bloom’s Taxonomy -- they will have to explain each in their own words and be able to generate examples of each type of motion

48. Implicit level at which the teacher will have to teach This outcome also informs teachers that they will most likely have to teach it at the analysis level of thinking re Bloom’s Taxonomy as the students will have to understand the similarities and differences between the four types of motion. SO…

49. What type of thinking does this outcome encourage? Inductive thinking -- the students will have to classify the different types of motion -- so, give them some pictures, say 4 or 5 of each, put the pictures in an envelop, have the students work in pairs to classify them -- then do a Jigsaw on each of the four -- then do a Venn Diagram or Fish Bone or Mind Map on the 4 types of motion

50. What instructional methods do you have that push analysis? Venn Diagrams Fish Bone Diagrams Mind Maps Concept Maps Concept Attainment Concept Formation