USING GRAPHIC ORGANIZER

Abstract:Graphic organizers are instruments of

representation, illustration and modeling of information. In the educational practice they are used for building, and systematization of knowledge. Graphic organizers are instruments that addressed mostly visual learning style, but their use is beneficial to all learners. In this paper we illustrate the use of graphic organizers in the intercultural education. We present a set of graphic organizers used in the scientific literature and then we describe teaching activities that are based on the use of graphic organizers.

What are graphic organizers?

• Graphic organizers are representations, pictures or models used for processing visual information.

• They facilitate understanding of knowledge when there is a large amount of information to work with, in a given limited time.

Why use graphic organizers?

Graphic organizers are very

versatile instructional tools that

can easily be used to optimize

content-based lessons.

It can be used effectively in many different instructional settings, but they are particularly powerful when

integrated into CBI activities, because they can, for example:

• provide the necessary scaffolding that is so critical in CBI, especially for learners with lower levels of language proficiency and/or learning difficulties

• help students to notice and understand the link between the content they are studying and the specific vocabulary and language structures needed to communicate about that content

• engage students in more active learning and, consequently, increase students’ motivation

• support cooperative learning activities

In essence, the functions of graphic organizers in the learning process are:

• Clarifying knowledge and reasoning.

-the function of graphic organizers is to explain the relations between concepts.

• Strengthening the learning process.

-Filling in a graphic organizer is a complex process which

requires taking the decision on which graphic organizer is the most suitable for the given type of

knowledge and cognitive processes.

• Integrationing the new knowledge in the prior knowledge system.

This association of the new knowledge with the previous knowledge leads to a superior learning process.

• Identificating the conceptual errors (and missconceptions).

Filling in a graphic organizer shows

the teacher and the student the conceptual and perceptual errors.

What do teachers need to think aboutto prepare and use graphic organizers?

• Step 1: Plan a lesson activity

-Create a lesson activity that lends itself well to the use of a graphic organizer.

• Step 2: Identify a graphic organizer

-Select a graphic organizer that matches the underlying purpose of the lesson activity

• Step 3: Open the template

-After the appropriate graphic organizer is identified, follow the link to the template section where you will find a list of graphic organizers that can be modified and printed.

• Step 4: Review the model

-To familiarize yourself with the selected graphic organizer, read through the information provided—the purpose, thinking skills targeted, tips on how to use it (with example provided), and the list of possible language implications, that is, some of the possible language structures that may be targeted with the selected graphic organizer.

• Step 5: Complete teacher Planning Sheet

-After clicking on the "create your own" link, you will be directed to the “Teacher Planning Sheet” template where you will need to insert the necessary information in the target language or English in the fields indicated by grey dotted lines.

• Step 6: Check student handout & Print

-When you have completed the "Teacher Planning Sheet", check the information on the student handout and verify that all is accurate and appears as you would like.

• Step 7: Save your changes

-It is now possible to save the changes you add into the templates, just "save" when you are finished. This new Acrobat feature should also allow you to re-open and make additional changes.

Do graphic organizers raise test-scores?

• Graphic organizers can contribute to increasing both classroom and achievement test scores.

• Naturally, the degree to which test scores are impacted by graphic organizers is relative to the degree to which they are effectively used and become an integral part of the on- going instruction.

Who benefits from graphic organizers --aren’t they for visual learners?

While it is true that some people seem to prefer visual presentations of information and others prefer auditory formats, viewing the learning process in this manner is a gross over-simplification of how information is actually processed and understood. In reality, the nature and complexity of the information being communicated, innate memory capacity, the quality of elaboration the learner applies when processing the information, and the existing background knowledge of the learner dictates the subsequent success of learning far more than one’s intellectual aptitude for processing information via different presentation modes.

When should graphic organizers be used?

If you think of your content instruction as having a beginning, middle, and end, graphic

organizers can be used during any of these segments. For example, they can be used to facilitate students’ activation of background knowledge and to create anticipation for future learning at the beginning of a unit or even a specific lesson. They can be used as the new content is being explored. They can also be effective ways to facilitate review of previously taught materials.

Can graphic organizers be used to assess students?

Graphic organizers can be a very powerful tool for assessing students’ (a) knowledge of the

content (e.g., social studies, science), (b) thinking skills such as the ability to structure information, and

(c) some habits of the mind such as creativ ity, and commitment to quality.

Thank you!!!

By:

Dranreb N. Fracisco