Graphic Intelligence: Integrating Graphic Organizers and Connecting

that Integration to Assessment

Playing with Possibilities: Beirut 2012

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.

Agenda Sequence

• Instructional Intelligence• Thinking• Concept Formation• Graphic Organizers

Graphic Organizers…

– Focus on Mind Maps and Concept Maps

– Fish Bone Diagrams

– Venn Diagrams– Ranking Ladders

Overview of Instructional Intelligence

• Instructional intelligence involves:Instructional intelligence involves:– Knowledge of the learnerKnowledge of the learner– Knowledge of curriculumKnowledge of curriculum– Knowledge of assessmentKnowledge of assessment– Knowledge of instructionKnowledge of instruction– Knowledge of changeKnowledge of change– Knowledge of systemic changeKnowledge of systemic change

UnconsciousSeamless

IntentionalConscious

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

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

One component of One component of ““Knowledge of Knowledge of InstructionInstruction”” is … is …

Graphic OrganizersGraphic Organizers

What do you already What do you already know?know?

What do you already What do you already know?know?

With a partner, take about two minutes and identify all the graphic

organizers you have seen and hopefully experienced.

Compare your list with this Compare your list with this list - and there is no list - and there is no

doubt more.doubt more.

Compare your list with this Compare your list with this list - and there is no list - and there is no

doubt more.doubt more.Fish Bone, Concept Map, Mind Map, Flow Chart, Time Line, Word Web,

Venn Diagram, Ranking Ladder etc.

LET’S PLAY WITH ONELET’S PLAY WITH ONE

Ranking LadderRanking 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?

RANKING LADDERRANKING LADDER

PMIPMI

• 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.

Ranking Graphic Ranking Graphic Organizers According to Organizers According to

their Complexitytheir Complexity

Ranking Graphic Ranking Graphic Organizers According to Organizers According to

their Complexitytheir Complexity• Please rank the graphic organizers

below using a Ranking Ladder.

Fish Bone, Concept Map, Mind Map, Fish Bone, Concept Map, Mind Map, Flow Chart, Time Line, Word Web, Flow Chart, Time Line, Word Web, Venn Diagram, Ranking LadderVenn Diagram, Ranking Ladder

RANKING LADDERRANKING LADDER

One PerspectiveOne PerspectiveOne PerspectiveOne Perspective

• Concept Map

• Mind Map

• Fish Bone

• Venn Diagram

• Ranking Ladder

• Time Line

• Flow Chart

• Word Web

What type of thinking and What type of thinking and level of thinking do Mind level of thinking do Mind

Maps and Concept Maps Maps and Concept Maps Invoke?Invoke?

What type of thinking and What type of thinking and level of thinking do Mind level of thinking do Mind

Maps and Concept Maps Maps and Concept Maps Invoke?Invoke?

‘TYPES’ of thinking and ‘LEVELS’ of thinking‘TYPES’ of thinking and ‘LEVELS’ of thinking

Types of ThinkingTypes of Thinking• Inductive•Deductive•Ranking•Predicting•Sequence• Inquiry•Prioritizing

Levels of ThinkingLevels of Thinking

• Synthesis

•Evaluation

•Analysis

•Application

•Comprehension

•Recall

GIVENGIVEN

• 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.

So what is the Type and Level of Thinking?

So what is the Type and Level of Thinking?

• Venn Diagram

• Fish Bone Diagram

• Ranking Ladder

Mind Map/Concept Maps

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

Venn Diagram

Mind Map Concept Map

2 Dimensional and 3 Dimensional Shapes: What do

they have in common?

2 Dimensional

3 Dimensional

Venn Diagram

Mind Map Concept Map

Start in centre

Radiate out

Colour

Pictures

Start at top

Linking words on line

Hierarchical

Cross Links

Mind Maps and Concept MapsMind Maps and Concept Maps

Mind MapsMind MapsStart in the centreRadiate out

hierarchicallyKey words (concepts)ImagesColourCross Links

Concept MapsConcept MapsUsually start at the topRadiates down/out

hierarchicallyKey words (concepts)Linking wordsCross links with words

How are the linking words on the left different from those on the right?

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 of are

transforms

enhances destroys

digests activates

needs controls

magnifies increases

transports reflects

breaks down

made up ofTESTERS

Linking Words … how are the blue linking words different from the red?Linking Words … how are the blue linking words different from the red?

Trees need Roots

Mirrors reflect Light

Forks and Spoons

Protagonist however Did Not

Muscles act like Levers

Triangles have 3 angles

Rocks in the Soil

Bears as well as Raccoons

Linking Word TestersBlue or Red?

Linking Word TestersBlue or Red?

plants require water

magnets attract most metals

planets including the moon

cars have engines

poetry such as haiku

verbs can be conjugated

explorers are courageous

friction causes heat

food on the table

Linking Word TestersBlue or Red?

Linking Word TestersBlue or Red?

plants require water

magnets attract most metals

planets including the moon

cars have engines

poetry such as haiku

verbs can be conjugated

explorers are courageous

friction causes heat

food on the table

Two Types of Linking WordsTwo 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

AssessmentAssessment

•For learning (formative)

•Of learning (summative)

•Matching our instruction with our assessment

•Applying instruction in assessment•Where do graphic organizers fit?

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.

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

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…

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

What instructional methods do you have that push analysis?

• Venn Diagrams

• Fish Bone Diagrams

• Mind Maps

• Concept Maps

• Concept Attainment

• Concept Formation