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Graphic Organisersin
Teaching and Learning
Post-Primary Resource
This resource is available to download from www.pdst.ie/publications and www.pdst.ie/pedagogy
Professional DevelopmentService for Teachers
An tSeirbhís um FhorbairtGhairmiúil do Mhúinteoirí
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Please cite as: PDST, Graphic Organisers in Teaching and Learning, Dublin, 2016
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An Integrated Approach to Teaching, Learning & Assessment
Acknowledgements
This resource, first published in 2008, was made possible by the generosity of teachersworking at CPD days facilitated by the Second Level Support Service (SLSS). It is an admirableexample of the generosity of teachers willing to share their experience and ideas withcolleagues across the teaching community. SLSS is part of the Professional DevelopmentService for Teachers (PDST) since 2010.
Due to popular demand this book has been reprinted with the addition of othercomprehension strategies and can be downloaded from www.pdst.ie/publications. Theseadditional templates have been tried and tested by the JCSP team and used by the widerPDST team and teachers to integrate differentiated literacy, numeracy, AfL and activelearning strategies across the post-primary curriculum.
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An Integrated Approach to Teaching, Learning & Assessment
Table of Contents
Introduction 5
Ranking Ladder 7
Stair Steps 10
Chain of Linked Events 12
Sequence Chart 15
Funnel 18
Fishbone 22
Brain Droplets (Wisdom Pearls) 25
Cross Classification Chart 28
Double Venn Diagram 31
Triple Venn Diagram 34
Four Corner Organiser 37
Tri Pie 40
Starburst 43
Research Grid 46
Graphic Organiser Templates for use by Students 49
Progress Cards 64
Reflecting on My Learning 68
The Six-Step School Self-Evaluation Process 69
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Introduction
Graphic Organisers provide a visual method of developing, organising and summarisingstudents’ learning. They help to structure disjointed information. They facilitate the learningprocess by providing a scaffold for the development of ideas and the construction ofknowledge. High quality teaching in a mixed ability classroom is also facilitated.
Highest quality results are achieved when one organiser is shared by a small group of (2/3)students with diverse abilities and learning preferences. Leadership is distributed in thegroup with each student having a role to fulfil, eg. Recorder, Timekeeper, Turn-taker,Summariser, Reporter, Clarifier, Checker, Scout, etc.
The resource needs only pen and paper to use.
Some organisers are more applicable to the different aspects of the learning process thanothers, for example : collecting information, comparing and contrasting, developing ideas,sequencing information, summarising and extending thinking and learning. Some are alsomore relevant to different subjects and topics than others. They can all be used at the variousstages of the learning process:
• Pre-teaching• Introducing a topic• Teaching a topic• Independent learning• Study and revision• Preparing answers to examination questions
They scaffold learning and help to build student confidence. They also facilitate formativeassessment as students can clearly see how much they understand.
Detailed explanations on how to use each organiser are provided throughout the book.
Contents of Book:
Section 11. Guidelines on how to use each Graphic Organiser2. A list of suggestions for possible uses of each organiser that teachers have shared at CPD days3. Completed and in some cases adapted organisers shared by practising teachers
Section 2A set of blank Graphic Organisers (which may be photocopied) for use in the classroom.
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Ranking Ladder
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Approach to Harmony Question
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Stair Steps
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Prep
arer le Doc
umen
t Oral
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Chain of Linked Events
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King Lear’s decision to divide his kingdom
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Digestion (Mitch*)
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Sequence Chart
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Causes of S
econ
d World W
ar
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Mod
h Có
inniolac
h
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Funnel
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Components of Fitness
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Elements of The Burren
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Influences on the Development of Cubism
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Fish Bone
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PE - Dance
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Eggs
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Brain Droplets (Wisdom Pearls)
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Charac
teris
tics o
f an En
trep
rene
ur
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Earthq
uake
s
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Cross Classification Chart
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Man
ufac
turerd Boa
rds
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Early
Irish Metalwork Artifac
ts
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Double Venn Diagram
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Prep
aring an
essay
on ho
liday
sVe
rbs a
re com
mon
to both ho
liday
s - nou
ns are differen
t for eac
h
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Vein and
Artery
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Triple Venn Diagram
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Solid
s, Liquids, G
ases
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Compa
rativ
e Que
stion
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Four Corner Organiser
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Embroide
ry Stitch
es
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Equa
tions
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Tri Pie
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Is Macbeth responsible for Duncan’s death?
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Should the death penalty be imposed?
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Starburst (all points covered)
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Music Style
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Nóta a Scrío
bh
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Research Grid
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Section 2
Graphic Organiser Templatesfor use by students
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Working on Your Own Progress Card
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Homework Progress Card
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Punctuality Progress Card
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Attendance Progress Card
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Step 1
Iden
tify
Focu
s
Learne
r Outcomes
Attitude to learning
Understanding of th
emselves and
others
Acquisition of c
urric
ulum
knowledge
& skills
Levels of a
ttainment
THE S
IX-S
TEP S
CHOO
L SEL
F-EVA
LUAT
ION P
ROCE
SS FO
R PO
ST-P
RIMA
RY SC
HOOL
S 201
6 - 20
20 (
DRAF
T)www.p
dst.
ieschoolself-evaluation.ie
Cha
pter
3 o
f th
e S
SE
Gui
delin
es
20
16
-20
20
In th
e next cycle of s
chool self-evalua
tion, te
achi
ng a
nd le
arni
ng c
ontin
ues
to b
e th
e fo
cus.
Schools should continue to
use th
e process to im
plem
ent n
ationa
l initia
tives and
to id
entify a
ndwo
rk on aspects of th
eir own
teaching
and
learning
practices which requ
ire development a
nd im
provem
ent. These aspects of teaching
and
learning
will vary a
ccording
to th
e needs of schools.
Typically, m
ost schools will use th
e process to assist them in intro
ducing
and
embedd
ing relevant aspects of the Framew
ork for Jun
ior C
ycle.It is expected th
at schools will also use the process
to m
aintain a meaning
ful focus on literacy a
nd num
eracy.
* Schools s
hould select a minim
um of tw
o and
a maxim
um of four aspects of te
achi
ng a
nd le
arni
ngas th
e focus for their self-evalua
tion process from 201
6 to 202
0. e.g. assessm
ent p
ractices,
teaching
and
learning
the key s
kills, eng
agem
ent in learning
. (see Circular 004
0/20
16).They should use the teaching
and
learning
sectio
n of Looking
at O
ur School 201
6: A Qua
lity F
ramew
ork
for P
ost-prim
ary Schools in Cha
pter 3 of the re
vised School Self-Evalua
tion Gu
idelines
as a benchmark wh
en re
flecting on and
evaluating their c
urrent practice an
d to id
entify the domain
most relevan
t to their s
chool - Dom
ains and
Stand
ards are sum
marised below
.
Learne
r Experienc
es
Levels of e
ngagem
ent a
s learners
Grow
th as learners
Self-refle
ction & ow
nership as
learners
Developm
ent a
s life-long learners
Dom
ain
Stand
ards
Teache
rs’ individu
alpractice
Teachers' knowledge & skills
Use of practice that progress
students' learning
Use of appropriate te
aching
approaches
Responsiveness to
individual learning
needs
Teache
rs'
colle
ctive/colla
borative
practice
Teachers' p
rofessional d
evelopment &
collaboratio
nCo
-operatio
n to extend students'
learning opportunitie
sCo
llective use of dependable
assessment p
ractices
Sharing of expertis
e to build capacity
Step 2
Gathe
rEvide
nce
Cha
pter
s 4
and
5 o
fth
e S
SE
Gui
delin
es2
01
6-2
02
0
Alwa
ys consider - re
levance, sim
plicity & clarity, effic
iency, protocol and
validity of q
ualitative an
d qu
antitative evidence gathered.
Schools may decide to ana
lyse assessment d
ata an
d records of student progress as a starting
point.
Teachers' views
and
their records (a
ssessm
ent, up
take at found
ation, ordinary a
nd higher level in
specific
sub
jects an
d attainment in state exam
inations) a
re useful examples of e
vidence.
Schools should gather information fro
m students an
d pa
rents to ensure that th
ey have sufficient k
nowledge to
make accurate ju
dgem
ents.
Professional re
flection an
d dialogue betwe
en te
achers, focusing on specific
aspects of teaching an
d learning
, are very importa
nt when ga
thering evidence.
As collaborativ
e practic
es are fu
rther developed among the teaching
staff, te
am te
aching
and
professiona
l collaborativ
e review
will becom
e an
effe
ctive means of g
atherin
g evidence.
Sample tools to sup
port the effective ga
thering of evidence may be accessed at w
ww.schoolselfevaluation.ie and
should be ada
pted to
suit the partic
ular context of e
ach school.
Step 3
Ana
lyse and
Mak
eJu
dgem
ents
Cha
pter
4 o
f th
e S
SE
Gui
delin
es 2
01
6-2
02
0
Evalua
te th
e effectiveness of yo
ur current practice using
stat
emen
ts o
f pra
ctic
eon pag
es 15 to 21 of th
e SS
E Gu
idelines 201
6-20
20.
Using the statem
ents as a benchm
ark, schools can
evaluate their o
wn practice an
d make soun
d judg
ements based on the evidence th
ey have ga
thered. S
chools will naturally aspire to
very
effective practic
e, but should in th
e first in
stan
ce com
pare th
eir finding
s to th
e statem
ents of e
ffective practic
e. In
this way, they c
an id
entify e
xistin
g streng
ths as well a
s possible gap
s or
weaknesses. Then, by c
onsiderin
g the statem
ents of h
ighly e
ffective practic
e, schools can
build on existin
g streng
ths an
d wo
rk to
wards excellence.
NOT EFF
ECTIVE
HIGHLY
EFF
ECTIVE
I N V E S T I G A T I V E P H A S E
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The first sectio
n of th
e document is the
repo
rt and
should outline:
• An account of progress that has been made
on im
plem
entin
g im
provem
ent in areas that
were the subject of evaluation and
im
provem
ent plans in the previous year
• The new
aspect of teaching and learning
chosen for self-evaluatio
n, where relevant
• The areas that the school has prio
ritised for
im
provem
ent.
The second sectio
n of the docum
ent is the im
prov
emen
t pla
nand should contain:
• Targets for im
provem
ent with
a focus on learner outcom
es (The setting of specific
targets is the starting point. Ha
ving formed a ju
dgem
ent based on the relevant
inform
ation or evidence, a school w
ill be in a position to decide on specific, m
easurable,
attainable, realistic
and time bound (SMAR
T) ta
rgets to brin
g about improvem
ent. This is
an im
portant step in
determining the actio
ns that need to be taken).
• The actions that are require
d to achieve the targets over three years
• Reference to who will undertake the actions outlined
• Reference to who will m
onito
r and review
the im
plem
entatio
n and progress
• Reference to how parents can help
• A tim
eframe for the achievem
ent of the targets
Step 4
Write and
sha
rerepo
rt and
improvem
ent
plan
Cha
pter
6 o
f th
e S
SE
Gui
delin
es 2
01
6-2
02
0
Typically, the school self-evaluatio
n report and im
provem
ent p
lan should be a
sing
le d
ocum
ento
f no more than
three pa
ges in leng
th. N
ormally, it should be com
pleted once an
nually.
A template for this document is available on www
.schoolself-evaluatio
n.ie.
The fin
al part of this
step asks schools to
share a
sum
mar
yof
the self-evaluatio
nreport and
improvem
ent plan
with
the whole
school com
munity.
Note
re: D
EIS
scho
ols:The school's DEIS actio
n plan is its school im
provem
ent p
lan for the purposes of school self-evalua
tion, and
no ad
ditio
nal or s
eparate im
provem
ent p
lan is re
quire
d.
Step 5
Put Improvem
ent
Plan into action
This
is th
e ke
y st
ep in
the
proc
ess.It is only w
hen the actio
ns in
the im
provem
ent p
lan are im
plem
ented that th
e wo
rk of the school can
improve. All relevant school p
ersonn
el should share
ownership of th
e actio
ns to
be im
plem
ented at in
dividual te
acher, subject d
epartm
ent, or whole-school level. These actions should become pa
rt of th
e norm
al te
aching
and
learning
process.
Step 6
Mon
itor Actions
and Evaluate
Impa
ct
In order to evalua
te the im
pact of the
actio
ns, they m
ust be m
onito
red. A
number of questions are useful wh
enconsidering this:
• Has practice chan
ged in
classroom
s?
• Wha
t are te
achers' experiences of
th
e ag
reed cha
nges?
• Wha
t are stud
ents' e
xperiences of
the ag
reed cha
nges?
• Wha
t is the im
pact on stud
ent
learning
?
Schools will need to
decide:
• How
monito
ring will occur
• Who will be responsible for
m
onito
ring
• How
progress will be determined and
re
porte
d • When an
d to whom progress will be
re
porte
d (fo
r example, at s
taff
m
eetin
gs, p
lann
ing meetin
gs, b
oard
m
eetin
gs)
• If ta
rgets an
d actio
ns are re
alistic
or
need to be chan
ged.
The graphic below
(taken fro
m pag
e 3 of Circ
ular 004
0/20
16) sets out how
the process wo
uld wo
rkover a
four-year p
eriod
in w
hich a
school selects three aspects of teaching
and
learning
. For
illus
trat
ive
purp
oses
onl
y,it provides examples of h
ow aspects of the Framew
ork for Jun
ior C
ycle can
be implem
ented throug
h the self-evalua
tion process. Schools should refer to Circ
ular 002
4/20
16,
Arrangem
ents fo
r the Im
plem
entatio
n of th
e Fram
ework for Jun
ior C
ycle, for specific
requ
irements.
The four ye
ar period
allows
for a
n investigation
year fo
r scoping
out and
develo
ping
the im
provem
ent p
lan, and
prepa
ring for its
implem
entatio
n. How
ever som
e schools
may fe
el confident tha
t they can im
plem
ent a
n im
provem
ent p
lan without a
prelim
inary
investigation
year, for e.g. w
here baseline data is alread
y availa
ble an
d the actio
ns re
quire
d are cle
ar.
The r
ole of
those leading
the p
rocess, a
nd th
e role
of all teachers, in the o
ngoin
g an
d system
atic monito
ring of th
e implem
entatio
nof the plan is
importa
nt. In this
rega
rd, the gatherin
g an
d use of in
form
ation
at specified in
tervals to check if the required
improvem
ents are bein
g mad
e is necessary. The im
plem
entatio
n of th
e school im
provem
ent p
lan ultim
ately
lead
s to a new
cycle of
school self-evalua
tion.
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