effectively using graphic organizers for research sarah ... · a trained instructional designer...
TRANSCRIPT
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Running head: GRAPHIC ORGANIZERS
Effectively Using Graphic Organizers for Research
Sarah Breslaw
Towson University
GRAPHIC ORGANIZERS 2
Effectively Using Graphic Organizers for Research
Section I: Instructional Design Overview
Introduction
To be successful in reading and understanding informational text students need to
develop note-taking skills. In third grade, and subsequent grades, students will read and analyze
non-fiction materials, and be expected to organize the information that they gather during the
research process. Graphic organizers can assist students during the note-taking process, but they
need to be able to identify the organizer that is best be suited for their topic/content. The
instructional goal of this design is to teach third grade students how to use a timeline, cause and
effect organizer and a cycle diagram, and have ability to independently choose an organizer that
is the best fit for research assignments.
This design was developed to be implemented through a series of lessons in the school
library media center, administered by both the media specialist and classroom teacher. A full-
time media specialist that collaborates with classroom teachers and utilizes a flexible schedule
will have the most success with this instructional design. It is recommended that the sessions
detailed in this design be scheduled on consecutive days to support student’s ability to recall
information from previous sessions, and build upon this knowledge in the subsequent sessions.
The following instructional design was created for a diverse class of third grade students.
The diversity of the population includes numerous ethnic backgrounds, different socioeconomic
experiences, varying reading and writing levels, and both English native speakers, and students
who are learning English as a second language. As a reference, the population of Flora Singer
Elementary School in the Montgomery County Public School (MCPS) system was used as a
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baseline for the student population. The ethnic configuration of the student population at Flora
Singer Elementary School is illustrated in Figure 1.
Hispanic
White
African
American
Asian
Other
Two or more
races
Figure 1: Flora Singer Student Population.
Source: Montgomery County 2013 School At a Glance Guide (MCPS, 2013).
The MCPS Schools At-a-Glance report indicates that nearly 30 percent of the students at Flora
Singer partake in the English for Speakers of Other Languages (ESOL) program (MCPS, 2013).
Another valuable measure of the student population defines a sizable portion of the population
(40 percent) as qualified for the federally funded Free and Reduced Meals (FARMS) program
(MCPS, 2013).
Front-End Analysis
Needs analysis. All instruction brings about change, specifically change in skill, attitude
or knowledge (Brown & Green, 2011). A trained instructional designer recognizes a needs-
analysis as the process of collecting necessary information to understand a problem, and
determine the variables that influence the change that the instruction intends to deliver (Brown &
Green, 2011). Morrison, Ross and Kemp’s (2006) goal-analysis provides a framework to conduct
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a needs analysis for developing instruction to educate students about graphic organizers.
Morrison et al.’s method is ideal in this case because it is time efficient and focuses on the
solution to the problem. Other models, developed by Mager (1988), Rossett (1995), and Smith &
Ragan (2004) provide outlines to gather valuable information, but may be better suited for
different situations. For example, Mager’s (1988) performance analysis model includes “on the
job training” and the option to “transfer or terminate” the employee (Brown & Green, 2011, p.
44-45). This type of analysis is better suited for adults in a work setting, not students in a
traditional K-12 classroom.
The School Improvement Plan (SIP) that is produced at each school provides insight
about the types of skills that the student population is struggling with. Measures of Academic
Progress in Reading (MAP-R), are collected by a formative assessment administered through a
computer-adaptive platform, in the fall and spring semester, to measure the independent
progress/growth for each student (MCPS, 2014). The MAP-R data is considered when creating
SIP’s. The SIP at Flora Singer Elementary, the exploration population for this instruction, has
recognized that additional reading and writing strategies need to be implemented (FMSES,
2014). Detailed skills and knowledge projected for all students are reported in the Maryland
College and Career Ready: Curriculum Framework for Reading Informational Text. This
framework identifies the essential knowledge and skills necessary for third graders to be able to
comprehend and write about informational text. According to the Framework for Reading
Informational Text, third grade students must learn to: “connect and explain types of
relationships, including chronology, sequence, and cause/effect” (MSDE, 2014). The Common
Core State Standards (CCSS) outline the following ability that third grade students must master:
“describe the relationship between a series of historical events, scientific ideas or concepts, or
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steps in technical procedures in a text, using language that pertains to time, sequence, and
cause/effect” (MSDE, 2014).
In this case, it is clear that the SIP can be a tool used to determine the problem, and the
MAP-R can provide data about the growth in student ability in reading and writing over time.
The guidance provided by the Curriculum Framework for Reading Informational text and the
CCSS can provide the outline of objectives, however the solution, or the instruction necessary
for students to attain the essential knowledge and skills in third grade still needs to be designed.
The focus in this case is to create a plan that will strengthen the reading and writing ability of
third grade students. As Morrison, Ross and Kemp suggest, the focus will be narrow, specifically
on informational text (Brown & Green, 2011). The solution for this case would come after
analyzing the data, and proposing strategies that would strengthen the reading and writing
performance of students. A proposed solution is collaboration between classroom teachers and
the school library media specialist to develop and administer instruction using various forms of
non-fiction materials, and graphic organizers to support students as they decipher information
and conduct research.
Learner analysis. After understanding the needs and identifying a problem and possible
solutions, instructional designers will conduct a learner analysis. This type of analysis involves
exploring the pre-requisite knowledge, skills and attitudes of the learners (Brown & Green,
2011). Following Morrison, Ross and Kemp’s (2007) model, the learner analysis in this case
will focus on the general characteristics, entry competencies, learning styles and needs of
culturally diverse and disabled learners (Brown & Green, 2011). Morrison, Ross and Kemp’s
model stands out because it is the only framework that incorporates Universal Design for
Learning (UDL) principles and addresses the needs of students from different backgrounds and
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with varying physical and cognitive abilities makes this model the best suited for today’s multi-
cultural schools, like Flora Singer Elementary School.
UDL principles will be employed to provide “appropriate instructional opportunities for
all learners” (Brown & Green, 2011, p. 75). This means that the instruction should not have to be
modified or be subject to add-on activities to address the abilities of a diverse classroom.
The chart below includes information collected based on Morrison, Ross and Kemp’s
learner-analysis model:
Learner Analysis Chart
General
Characteristics
Students are from a variety of different socio-economic and ethnic
backgrounds. The reading and writing ability of students vary. The
Montgomery County At-a-Glance report and the MSDE report card
provide data about the characteristics of the population.
Flora Singer Elementary: 35.5%-Hispanic, 35.3%-White, 7.8%-Asian,
5.4%-multi-racial, less than 5%-American-Indian, less than 5%-
Hawaiian/Pacific Islander (MCPS, 2013).
40%-FARMS, 28%-ESOL (MCPS, 2013)
Flora Singer 2013 MSA Data - 3rd grade Reading: Basic = 15.2%,
Proficient = 48.5%, Advanced = 36.4% (MSDE, 2013)
Specific Entry
Competencies
During the collaboration meeting between the classroom teacher and the
media specialist, the date instruction will be determined. The lesson
about graphic organizers will take place after students complete a series
of lessons in the media center and classroom about categorizing fiction
and non-fiction materials and going over the research process.
Learning Styles Student learning preferences will be addressed by providing information
in various formats including videos (with animation and music) that will
appeal to visual/spatial and musical/rhythmic learning styles, books
(with text and illustrations) read aloud that will appeal to
verbal/linguistic and visual/spatial learning styles, and the graphic
organizers that will appeal to logical/mathematical learning styles.
(Brown & Green, 2011, p. 78)
UDL Principle I:
Provide Multiple
Means of
Representation
(CAST, 2011).
2.1 Clarify vocabulary and symbols: The symbols and headings on each
graphic organizer will be defined in every lesson (CAST, 2011).
2.4 Promote understanding across languages: The video used in pebble 2
will not include narration, it will only include music and animation
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(CAST, 2011).
UDL Principle II:
Provide Multiple
Means of Action &
Expression (CAST,
2011).
4.1 Vary the methods for response and navigation: Students will have
the option of recording notes in their graphic organizers with
words/sentences or sketched pictures (CAST, 2011).
4.2 Optimize access to tools and assistive technologies: Students will
read an article in PebbleGo (pebble 4), which is available on a computer.
In this format students can enlarge the text and utilize text-to-speech
technology (CAST, 2011).
UDL Principle III:
Provide Multiple
Means of
Engagement (CAST,
2011).
7.1 Optimize individual choice and autonomy: Students will learn skills
needed to conduct research, then apply the skills by researching a topic
of their choice (pebble 5). (CAST, 2011).
7.2 Optimize relevance, value, and authenticity: Students will create a
timeline (pebble 2) that depicts their own life milestones (CAST, 2011).
Learner context. The learning environment is where “the instructor, the content and the
learners are placed” (Brown & Green, 2011). The physical space, and the learning context
established in the space, play a significant role in instruction. Bransford, Brown and Cocking
(2003) pinpointed four types of learning environments: learner-centered environments,
knowledge-centered environments, assessment centered environments and community-centered
environments. As the names suggest, each have a distinct focus and emphasize a different aspect.
These environments can exist harmoniously, and can in fact work in partnership (Brown &
Green, 2011). In this case, creating a knowledge-centered, and community-centered environment
will benefit students during instruction. In a knowledge-centered environment, the focus is on the
“information and activities” that promote an understanding of how to understand and analyze
non-fiction information, and take notes using a graphic organizer (Brown & Green, 2011, p.
117). A community-centered environment places emphasis on “people learning from one another
and contributing” (Brown & Green, 2011, p. 117). In the first four problems, the students will be
exposed to the same content, and will have time to independently fill out a graphic organizer, and
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then share information from their completed graphic organizer. These two environments are
continually promoted in the media center, where information is available in several formats for
students to explore and interact with, and where information/projects created by students are
displayed.
Standards
Maryland College and Career Ready:
Curriculum Framework for Reading
Informational Text (RI)
Link to Progression of Problems
RI2 Determine the main idea of a text; recount
the key details and explain how they support the
main idea.
Essential Skills and Knowledge:
• Differentiate key details in an informational
text from minor details
• Paraphrase key details or information.
• Summarize an informational text, either orally
or in writing, including the main ideas and
significant supporting information from across
the text.
• Participate actively and appropriately in
discussions about informational texts.
• Apply knowledge of standard English when
writing about or discussing informational texts.
In problem 3-5 students will receive varying
degrees of support in order to accurately
complete a graphic organizer.
In problem 3, students will view a short movie
about the lifecycle of a butterfly, and are asked
to identify and write the key details that will be
included in their life cycle diagram. The entire
class will view the same content so that a
discussion will take place afterwards. Students
can volunteer to orally share the details they
summarized in their graphic organizer, and their
thought process in filling out the organizer.
In problem 4, students will read and/or listen to
an article in PebbleGo about a natural disaster.
While they read (or read and listen via text-to-
speech technology) students will be asked to
identify and write the key details that will be
included in their life cause & effect diagram.
The entire class will read the same content so
that a discussion will take place afterwards.
Students can volunteer to orally share the
details they summarized in their graphic
organizer, and their thought process in filling
out the organizer.
In problem 5, students will independently select
non-fiction content and the graphic organizer
that is best suited for their research topic.
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Students must be able to identify and write the
key details that will be included in their graphic
organizer.
RI3: Describe the relationship between a series
of historical events, scientific ideas or concepts,
or steps in technical procedures in a text, using
language that pertains to time, sequence, and
cause/effect.
Essential Skills and Knowledge
• Connect and explain types of relationships,
including chronology, sequence, cause/effect.
• Use text-relevant information and language to
explain connections between and/or among
events, ideas or concepts, and steps in a text.
• Apply knowledge of standard English when
writing about or discussing informational texts. •
Apply academic and domain-specific vocabulary
to discuss and/or write about types of
relationships, including chronology, sequence,
cause/effect.
In problem 2, students will learn to define
“chronological order” and will learn how to use
a timeline. Students will make a connection
between a timeline and the progression of their
life by listing their major life events in
chronological order.
In problem 3, students will learn how to use a
cycle diagram, and learn about the specific
sequence or pattern that can be observed in
cyclical events. Students will view a video
about the butterfly lifecycle and make a
connection between the cycle diagram and the
butterfly’s lifecycle – both represent a specific
sequence that continually re-occurs.
In problem 4, students will learn about cause &
effect relationships and read about the cause
and effect of natural disasters. Students will be
asked to isolate and identify the cause and
effect in the article, and understand that the
“effects” would not have transpired if the
“cause” did not occur.
Source: MSDE, 2014
American Association of School Librarians
21st Century Learner Standards
Link to Progression of Problems
1.4.4 Seek appropriate help when it is needed. In all the problems, students will be working
in an environment staffed with their
classroom teacher, media specialist and
media assistant. Students will be encouraged
to seek assistance when necessary throughout
all the lessons.
1.3.3 Follow ethical and legal guidelines in
gathering and using information.
In problem 5, students will be given the
opportunity to select a research topic, and
locate materials. Databases and online
resources that are part of the media center
collection will be available to students.
Students will be expected to follow the
school’s Acceptable Use Policies (AUP)
when using computers and tablets in the
media center, and students must cite the
GRAPHIC ORGANIZERS 10
source of the information they gather.
2.1.2 Organize knowledge so that it is useful. In all lessons, students will learn about ways
to organize information using a graphic
organizer.
2.2.4 Demonstrate personal productivity by
completing products to express learning.
In problem 2-4, students will be assigned a
graphic organizer to complete. In problem 5,
students will select and complete a graphic
organizer for their research.
2.4.3 Recognize new knowledge and
understanding
In problem 2-5, students will be using non-
fiction content. Students will construct new
understanding of both the content and the
application of graphic organizers.
3.1.3 Use writing and speaking skills to
communicate new understandings effectively
In problem 2-4, the class will take notes
based on same material. This allows students
to write down information, and share
information orally during a class discussion
about the reference materials.
3.1.4 Use technology and other information tools
to organize and display knowledge and
understanding in ways that others can view, use,
and assess.
In problem 2, students will be given the
opportunity to choose to create their timeline
on paper or digitally, using a web 2.0 tool.
All timelines will be collected/printed and
the class will review each other’s timelines.
3.1.6 Use information and technology ethically
and responsibly.
In problem 2, some students may construct
their timeline using a web 2.0 tool. In
problem 4, students will be using PebbleGo
to read and article about natural disasters. In
problem 5, students may use online resources
for their research. While using the computer,
and especially on the internet, the student
must adhere to the Acceptable Use Policies
set forth by the school, and must cite the
sources for the information gathered.
Source: AASL, 2007
Evaluation
Formative evaluation. Formative assessments provide critical insight into the strengths
and weaknesses of the instruction (Brown & Green, 2011). These important assessments take
place before and during instruction. Formative assessments provide information before the
instruction is over, this is key because it allows the instructional designer to make changes in
real-time that will maximize the opportunity for the instruction to bring about the anticipated
GRAPHIC ORGANIZERS 11
change in knowledge, attitude or skill (Brown & Green, 2011). For this instructional design, the
formative evaluation outlined by Smith and Ragan (2004) will ensure that the instruction is well
developed before being used systematically. The first phase of this evaluation is design reviews,
which should be carried out during the creation of the instruction, including the needs analysis,
task analysis, goal and objective analysis and learner analysis (Brown & Green, 2011). By
continually reviewing the information/data, and editing the design at each phase, the instructional
designer will be well prepared to design instruction. Expert reviews allow individuals with a
superior understanding of the content that the instruction covers, to provide necessary feedback
to the instructional designer (Brown & Green, 2011). Smith and Ragan also outline three levels
of learner validation that the instruction should undergo: one-on-one, small-group and field test
(Brown & Green, 2011). Each level increasingly simulates the actual learner of the instruction,
and environment where the instruction will take place. By receiving feedback at each level, the
instructional designer can make changes before the instruction is presented to the next audience,
that is more closely aligned with the intended audience and setting. Once the instruction is
administered to the proposed learners, continual evaluation should take place (Brown & Green,
2011).
The design review in this case will be conducted by the instructional designer, who must
take time between each analysis phase (needs analysis, task analysis, goal and objective analysis
and learner analysis) to confirm that the design addresses the needs, tasks, goals, objectives and
learners that were identified during analysis. To gain subject matter expert feedback, the design
should be evaluated by third grade teachers and the school media specialist. These content,
pedagogical, and technological experts can review the projected lesson plan, and provide insight
about the environment where the instruction will take place, and the feasibility of the lessons
GRAPHIC ORGANIZERS 12
being conducted within their class’s schedule and time-constraints. The classroom teacher will
also have more intimate knowledge of her class’s interests, and the students with Independent
Learning Plans (IEPS) and disabilities and can make any suggestions to the design to ensure their
needs have been taken into account. However, if UDL principles were implemented correctly to
guide the design of the instruction, there should not be a need for add-on’s or modifications. The
media specialist can provide input regarding the media center resources and capabilities, as well
as the policies, such as a validation that the design aligns with the Acceptable Use Policy (AUP)
for using technology in the school setting. Finally, both the classroom teacher and media
specialist can determine if the instruction meets the state mandated goals and objectives for
reading informational texts.
Once the learner validation phase has been reached, the instruction design may have
changed as a result of the design and expert review. However, it is important to know that not all
expert advice needs to influence the design, in fact, skilled instructional designers will be able to
categorize feedback from experts and intentionally ignore questionable suggestions (Brown &
Green, 2011). The learner validation levels should be carried out in a specific order: one-on-one,
small-group and field test (Brown & Green, 2011). For the one-on-one level, a volunteer student
will be the target audience. A classroom teacher will select a small group of students that can be
described as the “average learner” in his/her classroom, and a student from this group who is
willing to undergo the instruction will receive the instruction. The student will take a short-
answer pre-test. The student must identify and define all the graphic organizers pictured, and
define the symbols and areas that each graphic organizer contains. All short answers can be
either written, or provided orally. In addition, the student would watch a short video then
demonstrate the ability to select a graphic organizer that would capture the content from the
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video, and explain (orally or written) his/her selection by contrasting the selected graphic
organizer’s features with the features of the other graphic organizer. After the pre-test,
instruction would be administered, the instruction has built-in formative assessments, including
prompts/questions to ask learners to get real-time feedback. During instruction the instructor will
also provide assistance when asked by learners. If students are confident in the skills they are
learning and do not ask for help, and complete the graphic organizer correctly, this is an
observable measure that designates that students are attaining both knowledge and skills to
progress to more complex problems. The instructional designer will observe and take notes
regarding the learner’s engagement, confidence and attainment of skills and knowledge. The
completed graphic organizer will be assessed based on a rubric. The rubric will measure
completeness, and if information was placed in logical areas of the graphic organizer.
After instruction is completed, a post-test, that is very similar to the pre-test, will be
administered. The pre-test, post-test, and the student’s observed performance will be evaluated
and changes will be made accordingly. Once changes have been made, a small group of students,
representing a range of ethnic and linguistic backgrounds, as well as reading and writing
abilities, will receive the pre-test, instruction and post-test. Their tests and observed performance
will be evaluated to prepare for the field test. The field test will take place in the media center,
with a classroom teacher and media specialist providing instruction. A small group of students
with varying backgrounds and abilities will receive the pre-test, instruction and post-test. A final
round of changes and adjustments to the design will be made before it is prepared for use with an
entire class. Further formative assessment in this setting will continue through observations of
the student’s ability to complete each graphic organizer in the progression of problems.
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Summative evaluation. Summative evaluation is conducted after the instruction is
complete. This type of evaluation provides instructional designers with information to assess if
the instruction created led to the intended outcome, or brought about the change in skill,
knowledge or attitudes, outlined in the instructional goals and objectives (Brown & Green,
2011). Summative evaluations can be post-tests, or observations after instruction that display a
change in the learner’s knowledge, skill or attitude (Brown & Green, 2011). To assess the
change, Morrison Ross and Kemp recommend conducting a summative evaluation that includes:
specifying the program objectives, determining the evaluation design for each objective,
developing data collection instruments, carrying out the evaluation, analyzing and interpreting
results, and disseminating results and conclusions (Brown & Green, 2011).
Morrison et al.’s recommendation to start the evaluation process with reviewing the
instructional and goals and objectives, ensures that the instructional designer is focused on
producing an evaluation process to assess if the instruction brought the desired change in
knowledge, skill or attitude that the instruction was created to change. In this case, the goals and
objectives were available through the state curriculum framework which stated that third grade
students should be able to:
Determine the main idea of a text; recount the key details and explain how they support
the main idea (MCPS, 2014).
Describe the relationship between a series of historical events, scientific ideas or
concepts, or steps in technical procedures in a text, using language that pertains to time,
sequence, and cause/effect (MCPS, 2014).
In order to meet these goals, students will attain the following skills and knowledge:
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• Differentiate key details in an informational text from minor details (MCPS, 2014).
• Paraphrase key details or information (MCPS, 2014).
• Summarize an informational text, either orally or in writing, including the main ideas
and significant supporting information from across the text (MCPS, 2014).
• Participate actively and appropriately in discussions about informational texts (MCPS,
2014).
• Apply knowledge of standard English when writing about or discussing informational
texts (MCPS, 2014).
• Connect and explain types of relationships, including chronology, sequence,
cause/effect (MCPS, 2014).
• Use text-relevant information and language to explain connections between and/or
among events, ideas or concepts, and steps in a text (MCPS, 2014).
• Apply knowledge of standard English when writing about or discussing informational
texts (MCPS, 2014).
• Apply academic and domain-specific vocabulary to discuss and/or write about types of
relationships, including chronology, sequence, cause/effect (MCPS, 2014).
Once the goals and objectives are revisited, the next step is to develop an evaluation design for
each objective, and locate data collection instruments (Brown & Green, 2011). In this case, the
evaluation design can include both observational data from the instructor and a portfolio of the
collection of graphic organizers completed during the period that students receive instruction
about graphic organizers, as well as subsequent usage of graphic organizers during the research
process. A rubric will be created to evaluate the organizers based on completeness and accuracy
in placing appropriate information in the correct areas of the graphic organizer. During this
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instruction, students will gain an understanding of three types of organizers: a cycle diagram,
cause and effect organizer and timeline. The portfolio will capture the student’s ability to utilize
and apply the knowledge and skills attained across different content areas, and throughout the
rest of the school year. Hopefully, as students’ ability to select an appropriate graphic organizer,
and accurate take notes using the organizer will progress and improve student’s ability to
understand informational text, and develop the student’s ability to write research papers.
Section II – Lesson Plan
Progression of problems. The Pebble-in-the-Pond (PITP) design created by Merrill
addresses the design and development of instruction, in a content focused approach (Merrill,
2002). Merrill suggests creating a progression of increasingly complex problems, coupled with
diminishing guidance and assistance (Merrill, 2002). By centering instruction on these problems,
and not the objectives, the instruction stays centered on the content early-on in the process,
instead of later in the development phase (Merrill, 2002). The PITP chart for this lesson is in
Appendix A. The instructional problem and goal align with the objectives for the lesson, but the
unique aspect of the PITP method is that the problems were constructed first. The problems
address the instructional problem, which in this case is that students need to organize the
information that they gather during the research process. Graphic organizers can assist students
during the note-taking process, but they need to be able to identify the organizer that will best be
suited for their topic/content. The instructional goal is: students will be able to use a timeline,
cause and effect organizer and a cycle diagram, and will be able to choose an organizer that is
GRAPHIC ORGANIZERS 17
the best fit for their research topic. In order to arrive at the goal, students will complete five
problems.
In problem one, students will be given the maximum amount of guidance and support,
and students will be introduced to graphic organizers. Students will begin by recalling the pre-
requisite knowledge they learned in previous lessons in the media center. Specifically, students
will be expected to differentiate between fiction and non-fiction materials, and recollect the steps
in the research process. In the introduction to the graphic organizers, the media specialist will
define all the symbols and the flow of each chart. Next, the media specialist will discuss the
structure and areas to take notes in each graphic organizer. Students will be asked questions to
explore student’s current familiarity with graphic organizers, and any ideas they have regarding
how and when these organizers are used.
In problem two, students will receive slightly less guidance than the previous lesson, and
will receive a task to complete. Students will learn new vocabulary words: timeline,
chronological, and biography. Students will examine a timeline graphic organizer more closely.
In this lesson, students will construct a timeline digitally or on paper to depict the events that
happened the day before. Students will share their completed timelines with classmates to review
different examples of timelines. Before the session is over, a class discussion about additional
topics suited for a timeline will serve as a real-time feedback to the instructor about the success
of the lesson design and tasks.
In problem three, students will receive less guidance than in the previous lesson and will
receive a more complex task than in the previous lesson. Students will watch a short animated
movie that illustrates the lifecycle of a butterfly. While watching, students will take notes on the
key details that they think is important in the movie. Students will examine the cycle diagram as
GRAPHIC ORGANIZERS 18
a class, and have the opportunity to fill out the chart on their own. Then, a class discussion will
allow students to share the key ideas, and their understanding of how the cycle diagram could
organize their notes. The instructor will model how to correctly fill-out the cycle diagram. The
discussion will continue with brainstorming other topics that the cycle diagram could be used
for. This will provide real-time feedback to the instructor about the success of the lesson design
and tasks.
In problem four, the students will receive less guidance than the previous lesson, and be
tasked with a more complex assignment than the previous lesson. Students will review
information about natural disasters using the PebbleGo database. Students will have the option to
read the text independently, or utilize text-to-speech features in PebbleGo to listen to the
information. Then, a graphic organizer that fits this data will be discussed, and a class decision
will be made regarding the graphic organizer that is the best fit. The instructor will ask several
questions to guide students and help them through the process of thinking and selecting the
correct organizer. Students will complete the cause and effect organizer independently. Before
the session is over, a class discussion about additional topics suited for a cause and effect
diagram will serve as a real-time feedback to the instructor about the success of the lesson design
and tasks.
In problem five, students will receive the minimum amount of guidance, and the most
complex task. Students will have the opportunity to apply and exercise the skills and knowledge
gained through instruction by selecting a topic, locating content related to the topic, and taking
notes about the topic using a graphic organizer. Students must recall all the unique features of
each graphic organizer to determine which organizer is best suited for their research. Their
research assignment will conclude with an additional lesson in the classroom, where the teacher
GRAPHIC ORGANIZERS 19
will assign a final product (ie. sculpture, essay, etc.) to be created using the research information
gathered in the graphic organizer.
Task analysis. In order to thoroughly discuss the task analysis, instructional strategies
and learner evaluation process involved in this instructional design, a thorough breakdown of
problem five will illustrate the models that are used to guide the development of the task,
strategies, and learner evaluation (Brown & Green, 2011). The task analysis outlines the type of
tasks and content that will be covered in the instruction, and the sequence and scope of the
instruction (Brown & Green, 2011). The model developed by Jonassen, Hannum & Tessmer
(1998) offers a five-step process to complete a task analysis that is fitting for this particular
instructional design. Jonassen et al.’s model is focused on selecting feasible and appropriate
tasks. This process of whittling down options will be useful to educators who have experience
utilizing several tasks, and can easily determine which tasks will work the best for their students.
Jonassen et al’s task analysis begins with an inventory of tasks or “identifying tasks that
need to be developed for instruction” (Brown & Green, 2011, p. 59). In this example, the tasks
include awareness of symbols used in graphic organizers, knowledge of the structure of three
specific graphic organizers, familiarity with reading informational text, understanding
vocabulary associated with each graphic organizer and the ability to select non-fiction materials
in the library.
To gain a more comprehensive understanding of the tasks, each of the tasks from the
previous step will be described (Brown & Green, 2011). For example, learners need to be aware
of the symbols, and define their meaning in connection with the structure of the graphic
organizer. Learners need to be able to identify and explain the specific structure of a timeline,
cause and effect chart and cycle diagram. Students will need to make the connection between
GRAPHIC ORGANIZERS 20
non-fiction information, and the layout of each graphic organizer, recognizing that specific types
of information are better suited for specific organizers. Students need to know how to read
informational text in order to gather content that can be arranged using a graphic organizer.
Learners need to know how to find and select non-fiction materials in the library and have
knowledge about the features of various graphic organizers in order to conduct research using a
graphic organizer.
Since some tasks will be more pertinent than others for the intended instruction, the next
step in this process is to select tasks based on practicability and suitability (Brown & Green,
2011). For example, the pre-requisite tasks cover the student’s understanding of the research
process and their ability to identify non-fiction and fiction materials in the school library. Also,
each day the students have a dedicated reading lesson. Therefore, the tasks regarding reading,
selecting materials and the research process will be deemphasized. Instead, the priority in this
lesson will be focused on the utilization of graphic organizers.
Once the tasks are selected, the sequence or order in which they will take place will be
determined (Brown & Green, 2011). For this lesson, the sequence will follow the PITP
recommendation to increase complexity over time. First, the students will be introduced to the
vocabulary and structure of graphic organizers, and will learn about their purpose. Then, simple
graphic organizers, like a timeline will be examined first, followed by a more complex organizer,
the cycle diagram, then finally the complex cause and effect chart.
The final step will be to define the type of response essential to the task (Brown & Green,
2011). By utilizing UDL principles in creating this lesson, multiple form of representation,
multiple means of action and expression, and multiple means of engagement will be embedded
in the lesson (CAST, 2011). These principles take into account a range of learners, including
GRAPHIC ORGANIZERS 21
students with different interests, different backgrounds, experiences and emotional responses and
different ability levels.
Instructional strategies. Each problem will be taught using Merrill’s “tell, show, ask,
do” structure of instruction (Merrill, 2007). This instructional strategy benefits students because
it provides a more comprehensive view of the content. Instead of learning each topic separately,
as a collection of isolated subjects, Merrill suggests providing a whole task view to students,
with sub-tasks that relate to the broader final project (Merrill, 2007). For problem five in this
lesson, here is an outline of how the tell-show-ask-do model would look like:
Problem 5:
Tell -Tell students the objective: We will be able to use a timeline, cause and
effect organizer and a cycle diagram, and will be able to choose an
organizer that is the best fit for their research topic.
-Today you will select a non-fiction topic to research in the library and
you will use a graphic organizer to take notes on your topic.
-First, you will have 10 minutes to find your non-fiction material(s), then
you will pick the best graphic organizer for taking notes on your topic
Do Students will pick non-fiction materials (book, article in PebbleGo,
magazine, etc.)
Tell Take a seat at a chair in front of the Promethean board. Let’s quickly go
over some of the graphic organizers you know about.
Ask What is a timeline?
Tell A timeline is an organizer that is used to organize information in
chronological order
Ask What does chronological order mean?
Tell Chronological order means arranging events in their order of occurrence
in time
Show Show students an example of someone’s completed timeline from
problem 2 on the Promethean board
Ask When might you want to use a timeline?
Tell Timelines are often used to organize information in a specific order, if you
are researching a topic where particular events happen over a span of time,
like historical events or events in someone’s life, you may want to use a
GRAPHIC ORGANIZERS 22
timeline.
Ask What is a cycle diagram?
Tell A cycle diagram visually organizes information in a circular pattern to
show the progression of the events in a cycle
Ask What is a cycle?
Tell A cycle is something will continually occur in a specific order
Show A completed cycle diagram depicting the lifecycle of a butterfly from
problem 3 on the Promethean board
Ask What is a cause and effect chart?
Tell - A cause & effect organizer is used to show the source and outcome of
events
- The effect(s) occur as a result of the cause(s)
- The cause(s) occurs before the effect(s)
Show A completed cause & effect chart from problem 4 on the Promethean
board
Ask What is the purpose of using a graphic organizer?
Tell -In research, using a graphic organizer is helpful because it can organize
information in a way so that it is easier to understand and identify the
relationships in the content.
- Graphic organizers can serve as an outline in writing research papers or
other projects
Tell Now we have quickly reviewed the graphic organizers we learned about in
earlier lessons. Now, review your book/magazine/database article/etc. and
pick the graphic organizer that you think will be best for taking notes on
your topic
Do Students select and complete a graphic organizer about their research
topic. (Examples of graphic organizers are available in Appendix B,
Appendix D and Appendix E)
Learner evaluation. To evaluate the transfer of skills and knowledge that students
attained through the instruction, a learner evaluation will be conducted. Unlike the formative and
summative assessment that evaluate the design of the instruction, the learner evaluation analyzes
GRAPHIC ORGANIZERS 23
the learner achievement (Brown & Green, 2011). This lesson will utilize a rubric that will
address specific criteria that learners will be evaluated on. The rubric will include the following
areas of assessment:
Sample Rubric for Evaluating Student Learning
Excellent Satisfactory Needs Improvement
Topic
A topic that is
researchable using
non-fiction materials
has been selected by
the student
A topic has been
selected by the
student
No topic has been
selected by the
student
Source The source of
information is written
in the graphic
organizer in the
correct space. The
title, author and year
of publication or
website is listed.
The source of
information is written
in the graphic
organizer in the
correct space. Two of
the following are
listed: title, author,
year of publication or
website
No source is listed, or
only one of the
following is listed:
title, author, year of
publication or
website.
Information Key details and
important information
was included in the
graphic organizer.
The notes are taken in
understandable
sentences, phrases or
pictures.
Some of the key
details and important
information was
included in the
graphic organizer.
The notes are taken in
understandable
sentences, phrases or
pictures.
None of the key
details and important
information was
included in the
graphic organizer.
Organization The selected graphic
organizer is suitable
for taking notes on the
chose topic. All
information is
organized correctly in
the graphic organizer.
The selected graphic
organizer is suitable
for taking notes on the
chose topic. Most of
the information is
organized correctly in
the graphic organizer.
The selected graphic
organizer is not
suitable for taking
notes on the chose
topic, therefore
information is not
organized correctly in
the graphic organizer.
Conclusion
Instructional designers are charged with conducting a front-end analysis, creating an
instructional design, developing the various aspects of instruction, creating a guide for
GRAPHIC ORGANIZERS 24
implementing instruction, and evaluating the instruction throughout the entire process (Brown &
Green, 2011). When done correctly, instruction developed under the Analysis, Design,
Development, Implementation and Evaluation (or ADDIE) model will address the goals and
objectives of instruction, and bring about a change in attitude, skill or knowledge among
learners. In this lesson, the goal is to provide third graders in diverse school districts with the
skills and knowledge to take notes using a graphic organizer when analyzing informational text.
GRAPHIC ORGANIZERS 25
References:
American Association of School Librarians (AASL). (2007). Standards for the 21stcentury
learner. Retrieved from http://www.ala.org/aasl/standards-guidelines/learning-standards
Brown, A., & Green, T. G. (2011). The essentials of instructional design: Connecting
fundamental principles with process and practice (2nd ed.). Upper Saddle River, NJ:
Merrill Prentice Hall.
Center for Applied Special Technology (CAST). (2011). UDL guidelines graphic organizer.
Retrieved from
http://www.udlcenter.org/aboutudl/udlguidelines/udlguidelines_graphicorganizer
Flora M. Singer. (2013). School improvement plan. Retrieved from
http://www.montgomeryschoolsmd.org/uploadedFiles/schools/singeres/about/SIP 2013-
2014 Draft Plan-updated.pdf
Maryland State Department of Education (MSDE). (2013). Flora M. Singer elementary school
report card. Retrieved from
http://www.msp.msde.state.md.us/printreports/2013/15/SchoolReports/English/150770_2
013ReportCard.pdf
Maryland State Department of Education (MSDE). (2014). Maryland college and career ready:
Curriculum framework for reading informational text. Retrieved from
http://mdk12.org/share/frameworks/CCSC_Reading_Informational_Text_gr3-5.pdf
Merrill, M.D. (2002). A pebble-in-the-pond model for instructional design. Performance
Improvement, 41(7), 39-44.
Merrill, M.D. (2007). A task-centered instructional strategy. Journal of Research on Technology
in Education, 40 (1), 33-50.
GRAPHIC ORGANIZERS 26
Montgomery County Public Schools (MCPS). (2013). MCPS: Schools at a glance. Retrieved
from http://www.montgomeryschoolsmd.org/departments/sharedaccountability/glance/
Montgomery County Public Schools (MCPS). (2014). Measures of academic progress-Reading.
Retrieved from
http://www.montgomeryschoolsmd.org/departments/techtraining/instructional/map-r/
GRAPHIC ORGANIZERS 27
Progression
of Problems
Guidance
Provided
Appendix A: Pebbles Project Graphic Organizer
Instructional Problem: Students need to organize the information that they gather during the
research process. Graphic organizers can assist students during the note-taking process, but they
need to be able to identify the organizer that will best be suited for their topic/content.
Instructional Goal: Students will be able to use a timeline, cause and effect organizer and a cycle
diagram, and will be able to choose an organizer that is the best fit for their research topic.
S/K – P1 S/K – P2 S/K – P3 S/K – P4 S/K – End P
Knowledge:
- Graphic
organizers are used
to organize
notes/facts/ideas
- There are many
different kinds of
graphic organizers
-Each organizer
has a unique format
and/or flow
- Symbols (like
arrows) and labels
describe the flow
and type of
information that is
appropriate for
each area in an
organizer
- Each organizer
has a distinct way
to categorizing
information
Knowledge:
- A timeline is an
organizer that is
used to organize
information in
chronological
order
-Chronological
order means
arranging events
in their order of
occurrence in
time
- Timelines are
often used to
organize
historical events
or the milestones
in a person’s life
- A biography is
a detailed
description of the
events in
Knowledge:
-Reoccurring events
can be captured in a
cycle diagram
-A cyclical occurrence
contains several events
that will
continually
occur in a
specific order
-A cycle diagram
visually organizes
information in a
circular pattern to show
the progression of the
events in a cycle
-The arrows in a cycle
diagram represent the
flow/sequence of the
cycle
- Each cycle has a
unique number of
Knowledge:
- A cause & effect
organizer is used to show
the source and outcome
of events
-There are 2 ways to
distinguish a cause &
effect relationship:
1) One specific
cause/event/occurrence
creates multiple effects
2) Several
causes/events/occurrences
created one specific effect
-The arrows in a cause &
effect diagram show the
relationship between the
cause and effect. The
arrows always point
towards the effect(s)
- The effect(s) occur as a
result of the cause(s)
Knowledge:
-There are a
variety of graphic
organizers, each
captures
information in a
different way
-Graphic
organizers can
serve as an
outline in writing
research papers
or creating other
final products
Skills:
-Define what a
graphic organizer
is, and how it is
used during
research
-Understand and
Learners: 3rd grade
Students will be
able to use a
timeline, cause and
effect organizer
and a cycle
diagram, and will
be able to choose
an organizer that is
the best fit for
their research topic
Students will
learn about non-
fiction books and
be introduced to
graphic
organizers and
learn why they’re
used during
research
Students will
fill out a
timeline
organizer with
the events that
happened the
day before
(Morning to
evening)
Students will be
read an article
about natural
disasters on
PebbleGo, and
will fill out a
cause & effect
organizer
Students will
view a short
movie about the
lifecycle of a
butterfly and fill
out a cycle
diagram
GRAPHIC ORGANIZERS 28
-A non-fiction
book is a book with
facts and
information about
events, science,
geography, art,
history, people, etc.
-Non-fiction books
can be used for
research
Skills:
- Identify and
define “non-
fiction” books
-Explain why a
graphic organizer
may be helpful
during research
-Understand that
there are a variety
of graphic
organizers
-Recall the
shape/structure of
1-2 types of
graphic organizers
someone’s life
- In research,
using a timeline
is helpful because
it can organize
information in
chronological
order so that it’s
easier to see the
progression in an
event or lifetime
- Graphic
organizers can
serve as an
outline in writing
research papers
or other final
products
Skills:
-Define what a
timeline is
-Explain when it
would be useful
to use a timeline
in the research
process
-Recall the steps
to fill out a
timeline
-Explain and
illustrate
important events
in one’s personal
life using a
timeline
events
-There are many
examples of cycles in
nature: water cycle,
butterfly life cycle,
Plant cycle
-In research, using a
cycle diagram is helpful
because it can organize
cyclical events so that it
is easier to understand
and identify each part
in a cycle
- Graphic organizers
can serve as an outline
in writing research
papers or other final
products
Skills: -Define what a cycle
diagram is
-Explain when it would
be useful to use a cycle
diagram in the research
process
-Recall the steps to fill
out a cycle diagram
-Explain the lifecycle
of a butterfly using a
cycle diagram
- The cause(s) occurs
before the effect(s)
- In research, using a
cause & effect organizer
is helpful because it can
categorize information so
that it is easier to
understand, and identify
the origin and outcome of
a situation.
-Graphic organizers can
serve as an outline in
writing research papers or
other final products
Skills:
-Define what a cause &
effect organizer is.
-Explain when it would
be useful to use a cause &
effect organizer in the
research process.
-Explain the cause and
effect relationship and
sequence.
-Recall the steps to fill
out a cause & effect
organizer.
-Explain the source and
outcome of a natural
disaster using a cause &
effect organizer.
distinguish the
differences
between graphic
organizers
-Recall how to
fill out a cycle
diagram, cause &
effect diagram
and timeline
-Determine and
explain why a
specific type of
graphic organizer
is the best fit for a
particular topic
-Explain why a
graphic organizer
is helpful during
the research
process
GRAPHIC ORGANIZERS 29
Appendix B: Timeline
Name_______________________
Topic: __________________________
Source: ______________________________________________________________________
You can also construct your timeline digitally using Microsoft Paint, or this website:
http://www.readwritethink.org/files/resources/interactives/timeline_2/
GRAPHIC ORGANIZERS 30
Appendix C: Cycle diagram
Name: _______________________________
Topic: _______________________________
Source: ______________________________________________________________________
GRAPHIC ORGANIZERS 31
Appendix D: Cause & Effect Chart
Name: _______________________________
Topic: _______________________________
Source: ______________________________________________________________________
Cause:
Effect
Effect: :
Effect
Effect: :
Effect
Effect: :
Effect
Effect: :