1. Presented by David Amelunke
Graphic Organizers
Presented by
David Amelunke

2. Objectives
Learn what research shows about the use of Graphic Organizers on student achievement
Learn when to use the various types of Graphic Organizers
Learn methods to create Graphic Organizers
Generate ideas for use of Graphic Organizers in your classroom

3. Vocabulary
Nonlinguistic Representations - imaginary forms of knowledge in the mind such as mental pictures or even physical sensations
Visual Learning - a variety of activities and systems for organizing information graphically or visually
Graphic Organizers - visual depictions of knowledge that help guide the thinking process

4. Nonlinguistic Representations
Information from Classroom Instructions That Works: Research Based-Strategies for Increasing Student Achievement by Robert Marzano, Debra Pickeringand Jane E. Pollock

5. Storing Information
Many Psychologists adhere to a “dual coding” theory of information storage
This theory says that knowledge is stored in the brain in two forms - a linguistic form and an imagery form

6. Imagery/Nonlinguistic
The linguistic form is in words or statements
This form could be thought of as containing actual statements in long-term memory
Imagery/Nonlinguistic
The imagery form is expressed as mental pictures or even physical sensations such smell, taste, touch, sound and kinesthetic association

7. Using Both
The more we use both systems of representation the better we are able to think about and recall knowledge
This is particularly important in the classroom because linguistically is the primary method of presenting knowledge in the classroom
We either talk to students about content or they read about new content
This means students are left to generate their own nonlinguistic representations

8. Increasing Student Achievement
When teachers help students make non-linguistic representations students achieve more
Engaging students in the creation of nonlinguistic representations stimulates and increases activity in the brain

9. Generalizations Regarding Nonlinguistic Representations
A variety of activities produce nonlinguistic representations
The goal of instructional strategies is to produce nonlinguistic representations of knowledge in the minds of students
It can be accomplished in many ways:
Creating Graphic Representations
Making Physical Models
Generating Mental Pictures
Drawing Pictures and Pictographs
Engaging in Physical Activities

10. Generalizations Regarding Nonlinguistic Representations
Nonlinguistic representations should elaborate on knowledge. For example a student can elaborate on his knowledge of fractions when he constructs a mental model of how a fraction might appear in concrete form
The process of generating nonlinguistic representations forces students to elaborate on their knowledge and leads to deeper understanding and easier recall of information
Tell about teaching fractions using quarters to illustrate 1/4, 1/2, 3/4 and a whole

11. Classroom Practice in Nonlinguistic Representations
Graphic Organizers are the most common way to help students generate nonlinguistic representations
Graphic Organizers combine the linguistic mode in that they use words and phrases and the nonlinguistic mode in that they use symbols and arrows to represent relationships
Tell about teaching fractions using quarters to illustrate 1/4, 1/2, 3/4 and a whole

12. Graphic Organizers have great utility in the classroom because they correspond to six common patterns that information can be divided into:
Descriptive pattern
Time sequence pattern
Process/cause-effect pattern
Episode pattern
Generalization/principle pattern
Concept pattern
Tell about teaching fractions using quarters to illustrate 1/4, 1/2, 3/4 and a whole

13. Descriptive Pattern
Descriptive Patterns can be used to represent facts about specific people, places, things and events
This information does not have to be in any specific order

14. Descriptive Pattern
Example

15. Time Sequence Pattern
Time sequence patterns organize events in a specific chronological order
For example, the events leading up to the Vietnam War can be shown in a time sequence pattern organizer

16. Process/Cause-Effect Pattern
Process/Cause-Effect Patterns organize information into a casual network leading to a specific outcome
An example would be study habits that make a good student

17. Episode Pattern
Episode Pattern Organizers arrange data about specific events including:
Setting (time and place)
Specific People
A specific duration
A specific sequence of events
A particular cause and effect
An Example would be information leading up to the Civil War

18. Episode Pattern
An Example would be information leading up to the Civil War

19. Generalization/Principle Patterns
Gereralization/Principle Patterns organize information into general statements with supporting details.
An Example would be statements supporting a hypothesis that economic conditions were the cause of the Civil War.

20. Concept Pattern
Concept Patterns organize information around a word or phrase that represents entire classes or categories of people, places things or events
The characteristics or attributes of the concept along with examples of each should be included in this example.
An example would be a teacher asking a student to show the concept of fables along with examples and characteristics of them.

21. Concept Pattern
A Concept Pattern could look like this

22. So how do you make a Graphic Organizer and what software can you use?