1. Theory, Practice, Inspiration®

3. 1. They are grounded in research 2. They help students think visually 3. They have been shown to dramatically increase learning in diverse learning populations 4. They help keep students organized and on track 5. They help students process complex and in- depth material (Baxendell)

4.  David Ausubel (1963)  The overarching idea in Ausubel's theory is that knowledge is hierarchically organized; that new information is meaningful to the extent that it can be related (attached, anchored) to what is already known.  He suggested the use of concrete visuals, such as maps, to facilitate learning for unfamiliar or abstract ideas.  Graphic illustrations help students remember material by increasing the depth at which content is processed. (O’Bannen, Puckett, & Rakes)

5.  Joseph D. Novak  Concept mapping was developed by Professor Joseph D. Novak at Cornell University in the mid- sixties and based on the theories of David Ausubel.  The learner is able to graph new knowledge built on previous knowledge in a dynamic way rather than through a strictly linear method (note-taking). (Clark)

6.  Dual Coding theory - Dual coding theory maintains that individuals code information both in verbal and nonverbal (visualization) formats. By attending to both formats (which is relatively easy to do through the use of graphic organizers), information is easier to retain and recall.  Schema theory- explains that within our memory exist schemas, or networks of information. The use of graphic organizers can help students link the existing knowledge organized in schemas to new knowledge.  Cognitive load theory - suggests that working memory has a maximum capacity of information it can process. If that load is exceeded, learning does not take place. Graphic organizers, if used appropriately, can help reduce the cognitive load and, consequently, allow more resources (working memory) to be devoted to learning new material. (Lorenz, et al)

7.  Cause and Effect Graphic Organizer  All subject areas  Reading instruction (fiction or non-fiction)  Writing instruction  Historical events  Scientific phenomenon (Baxendell) Inspiration® 9

8.  Sequence Chart  Used to display a chain of events in various academic areas.  Reading – to review key elements in a story  Writing – to organize paragraphs or short stories  Social studies – to create timelines  Science – to visualize procedures in a scientific experiment or to illustrate scientific cycles  Math – solving multi-step word problems (Baxendell) Inspiration® 9

9.  Main-Idea-and-Details Graphic Organizer  Used in all subject areas  When reading a passage in literature, science, social studies, etc. students use this tool to separate important facts from extraneous information.  In writing this graphic organizer assists the students in composing focused five paragraph compositions. (Baxendell) Inspiration® 9

10.  Compare and Contrast Graphic Organizer (aka Venn Diagram)  Visually shows the similarities and differences between two or three main ideas.  Used in all subject areas  Compare characters, stories, problems, solutions, cultures, geographic regions, ecosystems, etc. (Baxendell) Inspiration® 9

11. Second Language Learners: Graphic organizers such as Venn diagrams, series of events chains, compare and contrast matrixes, and T- charts help ELL’s construct meaning from text and see and understand relationships between ideas. When students read for information,create timelines, or write and present reports, they are practicing literacy skills that are essential for academic success. (Weisman, 182) Special Educational Needs: Some students experience difficulty in understanding, organizing, or recalling important concepts or content. Graphic organizers are a specific instructional organization tool available to teachers; these tools have proven to be successful for all students in inclusive classrooms. Visually displaying key content ideas can benefit learners who have difficulty organizing information. (Baxendell, 46)

12.  In the packet you received today there are examples of graphic organizers as well as internet links where you can freely access others.  Before we meet again you should use a few of these graphic organizers in your classroom. You will be asked to complete a short survey about your practice and reflection on the use of graphic organizers in your classroom.

15. Mind Map Graphic Organizer Outline

16.  Take time to practice what you have learned today!  The Inspiration® program is loaded onto every school computer. Please take the opportunity to practice and explore!  Survey

17. Baxendell, Brad W. "Consistent, Coherent, Creative The 3 C's of Graphic Organizers." Teaching Exceptional Children 35.3 (2003): 46. Academic Search Complete. EBSCO. Web. 29 Apr. 2010. Clark, Don. "Nonlinguistic Learning Mode in Instructional Design." Big Dog and Little Dog's Performance Juxtaposition. Big Dog, Little Dog and Knowledge Jump, n.d. Web. 29 Apr. 2010.. Inspiration. Vers. 9. Inspiration Software, Inc., 2010. CD-ROM. Lorenz, Barbara, Tim Green, and Abbie Brown. "Using Multimedia Graphic Organizer Software in the Prewriting Activities of Primary School Students: What Are the Benefits?." Computers in the Schools 26.2 (2009): 115-129. Academic Search Complete. EBSCO. Web. 29 Apr. 2010. O'Bannon, Blanche, Kathleen Puckett, and Glenda Rakes. "Using Technology to Support Visual Learning Strategies." Computers in the Schools 23.1/2 (2006): 125-137. Academic Search Complete. EBSCO. Web. 29 Apr. 2010. Weisman, Evelyn Marino, and Laurie E. Hansen. "Strategies for Teaching Social Studies to English- Language Learners at the Elementary Level." Social Studies 98.5 (2007): 180-184. Academic Search Complete. EBSCO. Web. 29 Apr. 2010.