LC Module: Graphic Organizers

"A graphic allows readers to see relationships, understand organization, connect ideas, and make abstract ideas concrete.” (Perfect Learning Corporation, 2014)

"Using graphic organizers to represent similarities and differences has been shown to improve students’ understanding of content as well as their ability to recognize and generate similarities and differences.” (Ohio Dept of Ed, 2014)

“According to Joseph Novak and Alberto Cañas, the human brain remembers information by organizing it into hierarchical structures; since concept mapping requires the intentional construction of this “scaffold,” it helps individuals to learn better, remember more, and apply what they have learned in novel situations.” (Temple.edu, n.d.)

“(Graphic) Organizers portray knowledge in a meaningful way which helps bring clarity to ideas as connections are made. Having a way to organize ideas, facts, and concepts graphically facilitates effective student learning. Graphic organizers match the mind.” (Mentoring Minds, 2014)

"Mind mapping allows students to imagine and explore associations between concepts represented. Concept mapping allows students to understand the relationships between concepts.” (Davies, 2010)

“Every concept map responds to a focus question, and a good focus question can lead to a much richer concept map. Concept mapping is so powerful for the facilitation of meaningful learning is that it serves as a kind of template or scaffold to help to organize knowledge and to structure it.” (Novak & Canas, 2008)

As researcher David P. Ausubel has shown, the mind arranges and stores information in an orderly fashion. New information about a concept is filed into an existing framework of categories called a schema. A schema already contains preexisting knowledge about that concept. Graphic organizers arrange information in a visual pattern that complements this framework, making information easier to understand and learn.” (Mentoring Minds, 2014)

30 MIN

GC404 – Graphic Organizers – Concept Map Lesson Review

GC404-S3 – Concept Map Lesson Review – Using paper, a poster or a cardboard tri-fold display board, Alexa or Instructor will guide students, individually, with a partner or small group to create a Concept Map Review tool, beginning with the lesson topic or question in a center circle. Next, students will draw major links from their map’s center, ending each link by connecting major sub-topics. Then, any related key points will be added. Last, students will insert appropriate linking words for each sub-topic and details on the map to create full sentences. (Infusing Graphic Organizers and Pictures– 27% increase in student achievement – Marzano, Pickering and Pollack).

30 MIN

GC403 – Graphic Organizers – Sequenced Pathway Review

GC403-S3 – Sequenced Pathway – Sequenced Pathways consist of steps, series, phases or cycles. Following the lesson, Alexa or Instructor will guide students, either individually or as small groups, to pinpoint any concept/topic within the lesson that has a sequenced or chronological pathway. Next, students will select and create their own graphic, depicting the sequential progression identified in the lesson. Examples of various sample formats of sequential graphics, such as a timeline, chronological flowchart, cycle flowchart and a hierarchical concept map are provided in this assignment. The graphic selected can be completed and made into a study tool or poster for the classroom wall.

Achievement Points - The gears located on each module provide some research specifics why the strategy used in each module raises student achievement. You can click on the gear to read and click on the gear again to eliminate the research box retrieved. For more citation reference information, please refer to the Learning Connect Research Resource Guide in the left hand column of this website.