This document provides examples of various graphic organizers and assessment tools that can be used in the classroom. It describes how graphic organizers can help students organize and understand information by visually representing relationships between concepts. Different types of graphic organizers are suitable for different tasks, such as comparing ideas, showing processes, or outlining stories. The document also includes tools to help students reflect on their learning and for teachers to provide feedback and plan assessment practices.
Cultivating Critical Thinking in ClassroomSaima Abedi
Critical thinking skills are necessary to succeed in education or in the workplace. Therefore, this ppt aims to foster independent thinking, personal autonomy and reasoned judgment in thought and action by elucidating in-depth understanding of the concept and its importance. It will help participants to explore more about Blooms taxonomy and compose well-structured instructional objectives for development of cognitive domains. Lastly, I will share assessment techniques that can be unquestionably adjusted in any lesson plan as effective measurement tools for critical thinking skills.
This document summarizes a professional development session on developing critical thinking skills. It defines critical thinking and provides different definitions from experts. It discusses why critical thinking is important for teaching and learning. It outlines strategies to improve critical thinking like questioning, group activities, and connecting lessons to students' experiences. Barriers to critical thinking like biases and assumptions are presented. Characteristics of a critical thinker are described. The session concludes with a discussion on benefits of critical thinking for academics, workplace and daily life.
This presentation was given by David Waugh at the international conference “Fostering creativity in children and young people through education and culture” in Durham, United Kingdom on 4-5 September 2017.
This document defines variables and different types of variables. It explains that a variable is something that varies or can be manipulated or measured for research purposes. Variables can be dependent or independent. Dependent variables are measured in relation to independent variables, which are intentionally manipulated. Examples of different types of graphs like bar graphs, pie charts and surface graphs are provided, along with rules for plotting graphs and sample problems involving constructing tables of data and plotting graphs.
This document discusses checklists, which are tools used to monitor skills, behaviors, or concepts. Checklists reduce human error by providing a structured format to assess completion of tasks. They typically use a yes/no format to indicate if criteria have been demonstrated. Checklists itemize tasks and provide space to mark their completion to ensure consistency. They are used for observations of individuals, groups, or whole classes and can focus on skills, behaviors, concepts, procedures, or activities. The document outlines best practices for constructing effective checklists, such as highlighting critical tasks and providing clear wording.
Questioning and building procedural knowledgeJohanna Massey
This document discusses effective math teaching practices around purposeful questioning and building procedural fluency from conceptual understanding. It provides examples of different types of questions teachers can ask to assess student reasoning, including gathering information, probing thinking, making mathematics visible, and encouraging reflection. The document also discusses building fluency with procedures on a foundation of conceptual understanding over time, so students can flexibly solve problems. Teachers are encouraged to ask higher-order questions and give students time to formulate responses.
This document discusses four categories for measuring leadership effectiveness: subjective realm, numbers-based metrics, leadership index, and leadership potential. The subjective realm looks at morale, participation, innovation, and process improvement. Numbers-based metrics examine productivity, efficiency, mistakes, sales, and customer service metrics. The leadership index uses evaluations to assess leaders on key skills and behaviors. Leadership potential measures how well the organization is developing future leaders at lower levels.
Cultivating Critical Thinking in ClassroomSaima Abedi
Critical thinking skills are necessary to succeed in education or in the workplace. Therefore, this ppt aims to foster independent thinking, personal autonomy and reasoned judgment in thought and action by elucidating in-depth understanding of the concept and its importance. It will help participants to explore more about Blooms taxonomy and compose well-structured instructional objectives for development of cognitive domains. Lastly, I will share assessment techniques that can be unquestionably adjusted in any lesson plan as effective measurement tools for critical thinking skills.
This document summarizes a professional development session on developing critical thinking skills. It defines critical thinking and provides different definitions from experts. It discusses why critical thinking is important for teaching and learning. It outlines strategies to improve critical thinking like questioning, group activities, and connecting lessons to students' experiences. Barriers to critical thinking like biases and assumptions are presented. Characteristics of a critical thinker are described. The session concludes with a discussion on benefits of critical thinking for academics, workplace and daily life.
This presentation was given by David Waugh at the international conference “Fostering creativity in children and young people through education and culture” in Durham, United Kingdom on 4-5 September 2017.
This document defines variables and different types of variables. It explains that a variable is something that varies or can be manipulated or measured for research purposes. Variables can be dependent or independent. Dependent variables are measured in relation to independent variables, which are intentionally manipulated. Examples of different types of graphs like bar graphs, pie charts and surface graphs are provided, along with rules for plotting graphs and sample problems involving constructing tables of data and plotting graphs.
This document discusses checklists, which are tools used to monitor skills, behaviors, or concepts. Checklists reduce human error by providing a structured format to assess completion of tasks. They typically use a yes/no format to indicate if criteria have been demonstrated. Checklists itemize tasks and provide space to mark their completion to ensure consistency. They are used for observations of individuals, groups, or whole classes and can focus on skills, behaviors, concepts, procedures, or activities. The document outlines best practices for constructing effective checklists, such as highlighting critical tasks and providing clear wording.
Questioning and building procedural knowledgeJohanna Massey
This document discusses effective math teaching practices around purposeful questioning and building procedural fluency from conceptual understanding. It provides examples of different types of questions teachers can ask to assess student reasoning, including gathering information, probing thinking, making mathematics visible, and encouraging reflection. The document also discusses building fluency with procedures on a foundation of conceptual understanding over time, so students can flexibly solve problems. Teachers are encouraged to ask higher-order questions and give students time to formulate responses.
This document discusses four categories for measuring leadership effectiveness: subjective realm, numbers-based metrics, leadership index, and leadership potential. The subjective realm looks at morale, participation, innovation, and process improvement. Numbers-based metrics examine productivity, efficiency, mistakes, sales, and customer service metrics. The leadership index uses evaluations to assess leaders on key skills and behaviors. Leadership potential measures how well the organization is developing future leaders at lower levels.
This document provides an overview of concept mapping. It defines concept mapping as a visual representation of knowledge that shows hierarchical relationships between concepts. The document discusses Joseph Novak's development of concept mapping based on Ausubel's learning theories. It describes the key components of concept maps, including nodes, links, and relationships. Different types of concept maps are presented, along with steps for constructing concept maps and purposes they serve in education, such as facilitating learning and assessing understanding.
Lesson plans: the 8 questions to ask yourselfCraig Hansen
Please LIKE us below - According to Bonnie Murray, teachers planning lessons should consider Eight Questions to "Think Aloud“: Students, Strategies, Grouping, Timing, Materials, Success, Sequence & Rationale. See more on globaledtalk.com
This document summarizes a seminar presentation about science fairs and exhibitions. It defines science fairs as educational activities that encourage independent student research through hands-on experiments. The purpose of science fairs is to stimulate interest in science, recognize student talents, and encourage scientific investigations. Successful science fairs require planning objectives and procedures, distributing roles, executing the event, judging entries, and evaluating outcomes.
This document discusses teacher training, professional development, and guidelines for hiring teachers. It outlines the importance of ongoing professional development and emphasizes that quality teachers are the greatest factor in student achievement. Effective teacher training includes both pre-service education and in-service development, and should focus on improving classroom practice and student learning. Guidelines for hiring prioritize candidates' qualifications and aim to fill openings starting with the highest-ranked applicants. The document stresses that teaching is a long-term process of skill and knowledge acquisition that requires guidance and promotes ethical values.
Thinking is a voluntary cognitive process that we use to make sense of the world. There are different types of thinking, including critical thinking and creative thinking.
Critical thinking involves carefully analyzing and evaluating ideas and information to form judgments, while creative thinking focuses on generating novel ideas and making new connections.
Edward de Bono developed the "Six Thinking Hats" method to separate thinking into six colors or modes, including white for information, red for feelings, black for caution, yellow for optimism, green for creativity, and blue for organization and control. The method aims to structure thinking processes.
Promoting creative thinking through classroom activitiesEduardo Santos
The document discusses promoting creative thinking through classroom activities. It provides examples of classroom exercises that encourage creative thinking, such as coming up with stories from pictures or defining words in new ways. The overall message is that creativity should be valued equally with literacy in education and that students learn best when they are able to explore ideas freely without the pressure of finding a single right answer.
Reflective thinking is an important part of learning in science. It involves thinking about what you have read, observed, and your own thoughts on a topic. Reflection is a personal response to experiences and new information that allows learning and thinking to take place. Reflective thinking helps you recognize connections between what you already know and what you are learning. Reflective writing is a way to explore your learning through response to experiences and new information, and gain self-knowledge through developing writing skills. There are different levels of reflection from basic recall to exemplary critical reflection that considers different contexts and explanations.
Strategies for creative and critical thinkingGCPratt
Creative thinking involves developing new ideas and solutions by combining existing knowledge and tools in novel ways. Critical thinking determines what is correct by making reasoned reflections and determinations. The document provides strategies for each type of thinking. For creative thinking, it suggests establishing a safe environment, limiting background information, using relevant open-ended questions, and group work with idea sharing. For critical thinking, it recommends encouraging questioning, examining reasoning, considering multiple solutions, justifying ideas with evidence, and keeping a reflective journal.
This document provides an introduction to educational research. It defines educational research as a formal, systematic process to solve problems related to education through careful investigation. The characteristics of educational research include investigating both the science and art of education through testing hypotheses, correcting errors, and suggesting improvements. Educational research has historically developed in four phases from before 1900 to the present day. The document outlines different types of research such as basic research, applied research, and action research. It also discusses the need for educational research and some limitations to educational research, such as the complexity of studying human behavior and difficulties in observation, replication, and measurement.
Interrogating the text , Critical thinkingNazish Jamali
This document outlines six reading habits for critical thinking: 1) Preview the text to understand context, 2) Annotate by highlighting and noting questions, 3) Outline main ideas and summarize, 4) Identify repetitions and patterns, 5) Consider the context of publication, and 6) Compare texts on similar topics. These habits include previewing a text, actively annotating, outlining and summarizing the key points, analyzing repetitions and patterns, contextualizing within its time and field, and comparing to other works. Mastering these six reading strategies helps develop strong critical thinking skills for study.
APA (American Psychological Association) Citation and ReferencingBakht Munir
The document provides information about APA (American Psychological Association) style for citations and references in academic writing. It discusses the general format for APA papers including font, line spacing, margins, and page numbering. It also covers the title page format including required elements. The main sections of a research thesis are outlined. Guidelines are provided for in-text citations, reference list format for different source types like books, articles, websites. Plagiarism and referencing styles are also discussed.
The document describes the ADDIE model, which is an instructional design model used for developing educational and training courses and content. The ADDIE model consists of 5 sequential phases: Analysis, Design, Development, Implementation, and Evaluation. In the Analysis phase, instructional problems are identified and the scope of the project is determined. The Design phase involves outlining learning objectives and specifying assessments. Content is created in the Development phase. The Implementation phase delivers the content to learners. Formative and summative evaluations occur throughout the ADDIE process.
Reflective writing involves looking back at past events or experiences and analyzing them from multiple perspectives. The process of reflective thinking requires considering an event deeply, making connections to other knowledge and experiences, and contemplating future actions. Effective reflective writing describes the event, presents different points of view, analyzes successes and weaknesses, and proposes future implications. It is important that reflective writing is well-presented with a clear style, accurate grammar and spelling as it is often used as evidence of learning.
Concept mapping is a technique for visualizing relationships between concepts. Joseph Novak developed concept mapping based on constructivist learning theories. A concept map uses circles or boxes to represent concepts, which are connected by arrows and labeled links to show relationships. Concept mapping can help students actively construct knowledge by integrating new concepts into existing cognitive structures. It has been used as a study tool to increase meaningful learning.
1. Effective questioning is a key part of the teaching and learning process and helps draw students into the learning.
2. Research shows more effective teachers ask more higher-order questions that require thinking compared to less effective teachers.
3. There are different types of questions teachers can ask from lower-order recall questions to higher-order questions that require analysis, evaluation and creative thinking.
The teacher's time table for 2014-15 at FCSA shows their class schedule for each period of the school day Monday through Friday as well as Saturday. On Mondays the teacher has classes 9A, 6A, 11, 10B/11. Their schedule varies each day of the week with different class periods.
This document contains a 30 question chemistry revision paper on haloalkanes and haloarenes, alcohols, phenols, and ethers for Class 12. The questions cover naming compounds, drawing isomers, explaining reactions, outlining mechanisms, and more. The paper tests understanding of key concepts and requires applying knowledge to solve multi-step synthesis problems and unknown conversions. Marks are allocated based on the level of understanding required to answer each question, ranging from 1 to 5 marks.
This document provides an overview of concept mapping. It defines concept mapping as a visual representation of knowledge that shows hierarchical relationships between concepts. The document discusses Joseph Novak's development of concept mapping based on Ausubel's learning theories. It describes the key components of concept maps, including nodes, links, and relationships. Different types of concept maps are presented, along with steps for constructing concept maps and purposes they serve in education, such as facilitating learning and assessing understanding.
Lesson plans: the 8 questions to ask yourselfCraig Hansen
Please LIKE us below - According to Bonnie Murray, teachers planning lessons should consider Eight Questions to "Think Aloud“: Students, Strategies, Grouping, Timing, Materials, Success, Sequence & Rationale. See more on globaledtalk.com
This document summarizes a seminar presentation about science fairs and exhibitions. It defines science fairs as educational activities that encourage independent student research through hands-on experiments. The purpose of science fairs is to stimulate interest in science, recognize student talents, and encourage scientific investigations. Successful science fairs require planning objectives and procedures, distributing roles, executing the event, judging entries, and evaluating outcomes.
This document discusses teacher training, professional development, and guidelines for hiring teachers. It outlines the importance of ongoing professional development and emphasizes that quality teachers are the greatest factor in student achievement. Effective teacher training includes both pre-service education and in-service development, and should focus on improving classroom practice and student learning. Guidelines for hiring prioritize candidates' qualifications and aim to fill openings starting with the highest-ranked applicants. The document stresses that teaching is a long-term process of skill and knowledge acquisition that requires guidance and promotes ethical values.
Thinking is a voluntary cognitive process that we use to make sense of the world. There are different types of thinking, including critical thinking and creative thinking.
Critical thinking involves carefully analyzing and evaluating ideas and information to form judgments, while creative thinking focuses on generating novel ideas and making new connections.
Edward de Bono developed the "Six Thinking Hats" method to separate thinking into six colors or modes, including white for information, red for feelings, black for caution, yellow for optimism, green for creativity, and blue for organization and control. The method aims to structure thinking processes.
Promoting creative thinking through classroom activitiesEduardo Santos
The document discusses promoting creative thinking through classroom activities. It provides examples of classroom exercises that encourage creative thinking, such as coming up with stories from pictures or defining words in new ways. The overall message is that creativity should be valued equally with literacy in education and that students learn best when they are able to explore ideas freely without the pressure of finding a single right answer.
Reflective thinking is an important part of learning in science. It involves thinking about what you have read, observed, and your own thoughts on a topic. Reflection is a personal response to experiences and new information that allows learning and thinking to take place. Reflective thinking helps you recognize connections between what you already know and what you are learning. Reflective writing is a way to explore your learning through response to experiences and new information, and gain self-knowledge through developing writing skills. There are different levels of reflection from basic recall to exemplary critical reflection that considers different contexts and explanations.
Strategies for creative and critical thinkingGCPratt
Creative thinking involves developing new ideas and solutions by combining existing knowledge and tools in novel ways. Critical thinking determines what is correct by making reasoned reflections and determinations. The document provides strategies for each type of thinking. For creative thinking, it suggests establishing a safe environment, limiting background information, using relevant open-ended questions, and group work with idea sharing. For critical thinking, it recommends encouraging questioning, examining reasoning, considering multiple solutions, justifying ideas with evidence, and keeping a reflective journal.
This document provides an introduction to educational research. It defines educational research as a formal, systematic process to solve problems related to education through careful investigation. The characteristics of educational research include investigating both the science and art of education through testing hypotheses, correcting errors, and suggesting improvements. Educational research has historically developed in four phases from before 1900 to the present day. The document outlines different types of research such as basic research, applied research, and action research. It also discusses the need for educational research and some limitations to educational research, such as the complexity of studying human behavior and difficulties in observation, replication, and measurement.
Interrogating the text , Critical thinkingNazish Jamali
This document outlines six reading habits for critical thinking: 1) Preview the text to understand context, 2) Annotate by highlighting and noting questions, 3) Outline main ideas and summarize, 4) Identify repetitions and patterns, 5) Consider the context of publication, and 6) Compare texts on similar topics. These habits include previewing a text, actively annotating, outlining and summarizing the key points, analyzing repetitions and patterns, contextualizing within its time and field, and comparing to other works. Mastering these six reading strategies helps develop strong critical thinking skills for study.
APA (American Psychological Association) Citation and ReferencingBakht Munir
The document provides information about APA (American Psychological Association) style for citations and references in academic writing. It discusses the general format for APA papers including font, line spacing, margins, and page numbering. It also covers the title page format including required elements. The main sections of a research thesis are outlined. Guidelines are provided for in-text citations, reference list format for different source types like books, articles, websites. Plagiarism and referencing styles are also discussed.
The document describes the ADDIE model, which is an instructional design model used for developing educational and training courses and content. The ADDIE model consists of 5 sequential phases: Analysis, Design, Development, Implementation, and Evaluation. In the Analysis phase, instructional problems are identified and the scope of the project is determined. The Design phase involves outlining learning objectives and specifying assessments. Content is created in the Development phase. The Implementation phase delivers the content to learners. Formative and summative evaluations occur throughout the ADDIE process.
Reflective writing involves looking back at past events or experiences and analyzing them from multiple perspectives. The process of reflective thinking requires considering an event deeply, making connections to other knowledge and experiences, and contemplating future actions. Effective reflective writing describes the event, presents different points of view, analyzes successes and weaknesses, and proposes future implications. It is important that reflective writing is well-presented with a clear style, accurate grammar and spelling as it is often used as evidence of learning.
Concept mapping is a technique for visualizing relationships between concepts. Joseph Novak developed concept mapping based on constructivist learning theories. A concept map uses circles or boxes to represent concepts, which are connected by arrows and labeled links to show relationships. Concept mapping can help students actively construct knowledge by integrating new concepts into existing cognitive structures. It has been used as a study tool to increase meaningful learning.
1. Effective questioning is a key part of the teaching and learning process and helps draw students into the learning.
2. Research shows more effective teachers ask more higher-order questions that require thinking compared to less effective teachers.
3. There are different types of questions teachers can ask from lower-order recall questions to higher-order questions that require analysis, evaluation and creative thinking.
The teacher's time table for 2014-15 at FCSA shows their class schedule for each period of the school day Monday through Friday as well as Saturday. On Mondays the teacher has classes 9A, 6A, 11, 10B/11. Their schedule varies each day of the week with different class periods.
This document contains a 30 question chemistry revision paper on haloalkanes and haloarenes, alcohols, phenols, and ethers for Class 12. The questions cover naming compounds, drawing isomers, explaining reactions, outlining mechanisms, and more. The paper tests understanding of key concepts and requires applying knowledge to solve multi-step synthesis problems and unknown conversions. Marks are allocated based on the level of understanding required to answer each question, ranging from 1 to 5 marks.
The document outlines the curriculum details for ICT (Information and Communication Technology) classes from 6th to 10th grade. It covers a range of topics including computer basics, programming languages like Basic and HTML, software like Windows, Excel, Access, PowerPoint and Internet Explorer, databases, IT applications, and IT's social impacts. Practical sessions include hands-on computer use, business problem solving, webpage design, project reports, and an XML assignment.
This document contains a chemistry revision paper with questions on aldehydes, ketones, carboxylic acids, and polymers. It provides instructions for a 3 hour exam with 30 multiple choice and structured questions worth a total of 70 marks. The questions cover IUPAC naming, properties and reactions of carbonyl compounds, addition and condensation polymerization, and the synthesis and uses of various plastics and fibers.
This document contains a chemistry revision paper with 30 questions covering topics related to p-block elements. The paper provides general instructions, indicating that all questions are compulsory and marks are provided for each question. It includes questions ranging from 1 to 5 marks on topics such as the structures and properties of various p-block elements and compounds, including their reactions, electronic structures, acid-base properties, and oxidation states.
This document contains a chemistry revision paper with 30 multiple choice and short answer questions covering the topics of amines, biomolecules, proteins, nucleic acids, carbohydrates and enzymes. The paper is divided into three sections with questions of varying mark values. General instructions are provided at the start regarding the duration of the exam, maximum marks, and that calculators are not permitted. A range of concepts from chemical reactions and structures to biological functions are assessed in the questions.
This document provides instructions and questions for a chemistry revision exam on solutions and electrochemistry for class 12. It includes 30 multiple choice and written response questions across a range of topics. Questions will be worth between 1 to 5 marks each and test concepts such as electrolyte conductivity, standard reduction potentials, molality, deviations from Raoult's law, Kohlrausch's law, electrolysis products, intermolecular forces, Henry's law, cell potentials, freezing point depression, osmotic pressure, and conductivity-concentration relationships for strong and weak electrolytes. Calculations involving moles, mass, equilibrium constants, and dissociation constants are also assessed.
This document contains a chemistry revision paper with 30 questions covering general principles and processes of isolation of d-block and f-block elements. The questions range from 1 to 5 marks and cover topics such as metallurgy processes, oxidation states, electronic configurations, extraction of metals, and properties of transition metals. An explanation of the marking scheme is provided with the number of marks allocated to each question.
The document provides guidance on solving numerical problems in solid state chemistry and solutions. It defines key terms and formulas for calculating packing efficiency, unit cell parameters, density, and concentration of solutions. For solid state structures, it explains how to determine the number of atoms in unit cells, radius ratios for coordination number, and formulas for density and efficiency of packing in simple cubic, body centered cubic, and face centered cubic structures. For solutions, it summarizes formulas for molarity, molality, normality, and mole fractions as well as Henry's law and colligative properties.
Light is a form of energy that travels at the maximum speed and in straight lines. It undergoes various phenomena like reflection, refraction, scattering, and interference. A concave mirror is a spherical mirror with a reflective convex surface that forms real, inverted images. The location and size of the image formed by a concave mirror depends on where the object is placed relative to the focal point and center of curvature of the mirror. Common uses of concave mirrors include vehicle headlights, dentistry/ENT tools, shaving mirrors, and telescopes.
This document contains a chemistry revision paper with 30 questions covering topics on the solid state and chemical kinetics. It provides instructions for the exam, including the number of marks allocated to each question and guidelines on using tables or calculators. The questions range from 1 to 5 marks and cover various concepts such as stoichiometric defects, rate constants, crystal structures, reaction orders, and activation energy. Graphical and numerical problems are included to calculate values like half-lives, rate constants, and Arrhenius parameters from experimental data. Definitions and examples are also tested around terms like isotropic, amorphous solids, and ferromagnetism. Reaction mechanisms and rate laws are analyzed for some hypothetical chemical reactions.
This document contains 60 questions related to organic chemistry concepts like alcohols, phenols, ethers, aldehydes, ketones, carboxylic acids, amines, etc. The questions cover topics like relative acidities, reactivities, mechanisms of reactions, effect of substituents, physical properties and their relationship to molecular structure. Answers provided explain the concepts in brief.
This document discusses techniques for selecting and organizing information, including brainstorming, graphic organizers, and outlining. It provides examples of different types of graphic organizers like concept maps, story maps, flow charts and more. It also discusses how to brainstorm effectively and the different types of outlining like topic and sentence outlines. The document aims to teach students how to identify main ideas and details in texts and illustrate information using appropriate organizers.
The document summarizes seven new management and planning tools:
1. Affinity diagram organizes ideas into relationships and taps team creativity.
2. Relations diagram shows cause-and-effect links between complex issues.
3. Tree diagram branches items into subgroups for analyzing processes.
4. Matrix diagram relates two or more groups of information.
5. Arrow diagram shows task order and scheduling for complex projects.
6. Process decision program chart identifies and prevents problems in plans.
The document summarizes seven new management and planning tools:
1. Affinity diagram organizes ideas into relationships and taps team creativity.
2. Relations diagram shows cause-and-effect links between complex issues.
3. Tree diagram branches items into subgroups for analyzing processes.
4. Matrix diagram relates two or more groups of information.
5. Arrow diagram shows task order and scheduling for complex projects.
6. Process decision program chart identifies and prevents problems in plans.
The document summarizes seven new management and planning tools:
1. Affinity diagram organizes ideas into relationships and taps team creativity.
2. Relations diagram shows cause-and-effect links between complex issues.
3. Tree diagram branches items into subgroups for analyzing processes.
4. Matrix diagram relates two or more groups of information.
5. Arrow diagram shows task order and scheduling for complex projects.
6. Process decision program chart identifies and prevents problems in plans.
Graphic organizers are visual tools that help students organize and structure information. They show relationships between concepts and can be used flexibly across content areas. Some benefits are that they help students sequence information, organize their thoughts logically, and develop analysis skills. Different types of graphic organizers include fishbone maps, spider maps, Venn diagrams, and matrices. Teachers should model how to use and read graphic organizers, as they can make lessons more interactive and help different types of learners comprehend relationships between topics.
This document outlines a lesson plan for an English class. It will introduce graphic organizers and their uses. Students will be split into groups to create graphic organizers identifying causes of pollution from a text. The lesson will discuss different types of graphic organizers like T-charts, concept maps and graphs. It will assess students by having them analyze a text on the Clean Air Act of 1999 and create a graphic organizer identifying causes of pollution.
The document describes 7 quality control tools: affinity diagram, relations diagram, tree diagram, matrix diagram, arrow diagram, and plan decision program chart. It provides details on how each tool is used, including examples, and discusses when each tool should be applied based on the type of problem or data being analyzed. The tools are designed to help organize information, identify relationships, schedule processes, and anticipate potential problems.
Webquest Descriptive Statistics of the NCAAsrthomas
This WebQuest assignment uses descriptive statistics to analyze the performance of NCAA men's basketball teams from the Big 10 conference. Students are divided into groups and assigned roles to research statistics on 2-4 favorite teams, calculate descriptive statistics, conduct statistical tests, create visualizations, and present their findings. The goal is for students to apply their statistical knowledge to real-world sports data and communicate their analysis.
This WebQuest assignment uses descriptive statistics to analyze the performance of NCAA men's basketball teams from the Big 10 conference. Students are divided into groups and assigned roles to research statistics on 2-4 teams, calculate descriptive statistics, conduct statistical tests, create visualizations, and present their findings. The goal is for students to apply their statistical knowledge to real-world sports data and communicate their analysis.
This WebQuest assigns students to analyze descriptive statistics of NCAA basketball teams. Students will be grouped and each assigned a role, such as researcher or statistician. They will use websites to find statistics on 2-4 Big 10 teams. Students will then calculate descriptive statistics, conduct tests, create visuals, and present their findings. The goal is for students to apply their knowledge of descriptive statistics to real sports data.
The document outlines the tasks and requirements for a student group researching Dengue Fever in their community. The group will conduct research on Dengue Fever, interview local health officials, collect data on past cases, analyze the data, create a presentation on their findings, and conduct an awareness campaign. The tasks will take approximately 135 hours over multiple weeks. Students are expected to work collaboratively, use technology appropriately, and present their conclusions and recommendations.
The document discusses The 7 New Quality Management Tools, which were developed in Japan in the 1970s to facilitate team-based problem solving. It describes each of the 7 tools - Affinity Diagram, Relationship Diagram, Tree Diagram, Matrix Diagram, Process Decision Program Chart, Arrow Diagram, and Prioritization Matrix. Each tool is used to organize information in a visual way to identify relationships, causal factors, project timelines, and priorities. The tools can be used individually or together to analyze problems, plan projects, and implement improvements.
Assignment Instructions
YouTube: https://www.youtube.com/
PCTECHGUIDE: www.pctechguide.com/
Instructions:For this project, complete the following using screenshots, images or diagram of sample products, processes, etc. to illustrate and descriptive texts to address the items below (you may also consult YouTube.com as a source) This is not a research paper; however, provide your source(s):
1. Identify at least three types of computers, how they process information, and the purpose and function of each computer.
2. Identify how software and hardware work together to perform computing tasks and how software is developed and upgraded.
3. Identify at least three different types of application software and provide a general description each application software.
4. Using an operating system, identify what is an operating system, how it works, and how it solves common problems related to the operating systems.
5. Illustrate the process of using an operating system to manipulate a computer’s desktop, files and disks.
6. Use screenshots, images or diagram of sample products, processes, etc. to illustrate and descriptive texts to explain each items provided.
Submission Instructions: Upon completion, submit your completed project in this area of the classroom for grading.
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Grading Rubric
Assessment Rubric
Exemplary
Accomplished
Developing
Beginning
Points Available
Points Earned
· Identify at least three types of computers, how they process information, and the purpose and function of each computer.
Student effectivelycompleted the assignment.
Student partiallycompleted the assignment.
The student providedlimited and meaninglesssubstance completing the assignment.
Student failed to complete the assignment.
15
· Identify how software and hardware work together to perform computing tasks and how software is developed and upgraded.
Student effectivelycompleted the assignment.
Student partiallycompleted the assignment.
The student providedlimited and meaninglesssubstance completing the assignment.
Student failed to complete the assignment.
15
· Identify at least three different types of application software and provide a general description each application software.
Student effectivelycompleted the assignment.
Student partiallycompleted the assignment.
The student providedlimited and meaninglesssubstance completing the assignment.
Student failed to complete the assignment.
15
· Using an operating system, identify what is an operating system, how it works, and how it solves common problems related to the operating systems.
Student effectivelycompleted the assignment.
Student partiallycompleted the assignment.
The student providedlimited and meaninglesssubstance completing the assignment.
Student failed to complete the assignment.
15
· Illustrate the process of using an operating system to manipulate a computer’s desktop, files and disks.
Student effectivelycompleted the assignment.
Student partiallycompleted the assignment.
The stu.
The document summarizes several management tools including affinity diagrams, interrelationship diagrams, tree diagrams, matrix diagrams, and prioritization matrices. It provides definitions and examples of how each tool can be used to structure brainstorming, analyze relationships between factors, break processes down into detailed levels, compare relationships between groups, and prioritize items according to weighted criteria. The tools are designed to help simplify complex problems, structure thinking, and improve decision making.
New Quality Tools in total quality managementTamilselvan S
1. The document describes seven new quality tools including affinity diagrams, interrelationship diagrams, tree diagrams, matrix diagrams, and decision trees. These tools help organize ideas, identify relationships, break broad concepts into details, and evaluate alternatives.
2. An example affinity diagram is provided showing how a group organized 15 problems from brainstorming into logical groupings.
3. Interrelationship diagrams identify causal relationships among concepts to distinguish drivers from outcomes. An example shows the relationships between strategic factors.
Charts and graphs can effectively represent data and illustrate trends or relationships. They allow users to quickly interpret information and spot patterns. In educational settings, charts and graphs help students communicate concepts, compare data, and predict outcomes. Teachers have several software options for creating charts and integrating them into various classroom assignments and projects.
This document discusses 7 quality tools used in continuous improvement workshops: affinity diagram, relations diagram, tree diagram, matrix diagram, matrix data analysis, arrow diagram, and process decision program chart. It provides a brief overview of each tool, including what it is used for and typical situations where each tool would be applicable.
The Seven Management Tools - Total Quality ManagementSnehal Nemane
The document discusses several quality management tools used in DMAIC (Define, Measure, Analyze, Improve, Control) process including affinity diagram, tree diagram, matrix diagram, interrelationship diagram, prioritization matrix, process decision program chart, and activity network diagram. It provides descriptions of each tool, when they should be used, and examples of how to apply them to identify problems, analyze causes and effects, prioritize issues, plan tasks, and schedule projects.
Polio is a highly contagious viral disease that can cause paralysis. It is caused by the poliovirus which attacks the central nervous system. While most infections cause mild or no symptoms, it can in some cases cause paralysis or death. Before widespread vaccination, polio was common worldwide but strong immunization programs have limited ongoing transmission to only a few countries. The poliovirus is transmitted person-to-person primarily through contact with the feces of an infected person. There is no cure for polio, so prevention through vaccination is important. Effective vaccines include both live, oral vaccines and inactivated injectable vaccines.
1. HIV is a virus that causes AIDS by attacking lymphocytes and weakening the immune system. AIDS develops when immunity is destroyed, leaving the body vulnerable to infections.
2. HIV is transmitted through certain body fluids like blood, semen, vaginal fluids from an infected person. The most common ways of transmission are unprotected sex, sharing needles, infected blood transfusions, and from mother to child during pregnancy, childbirth or breastfeeding.
3. There is currently no cure for HIV/AIDS but improved medical treatments can manage the infection. Getting tested is the only way to know one's HIV status.
The document discusses the discovery and properties of anode rays (protons). It explains that goldstein showed the existence of protons in atoms and that anode rays are produced using a discharge tube with a perforated cathode. The anode rays travel in straight lines, can produce mechanical effects by rotating a paddle wheel, and are positively charged as they are deflected towards the negative plate in an electric field.
This document summarizes various adaptations that enable animals to survive. It discusses adaptations such as migration, hibernation, camouflage, mimicry and warning coloration that help animals find food and protect themselves from predators. It also outlines physiological adaptations like storing water or releasing antifreeze proteins that allow animals to survive in environments with limited water or cold temperatures. The document provides examples of different species that demonstrate each type of adaptation.
Cancer is the general name for over 100 medical conditions involving uncontrolled and dangerous cell growth. Some cancers are caused by genetic factors while others are caused by environmental exposures to carcinogenic chemicals or other external agents. Both genetic and environmental factors can contribute to abnormal cell growth and the development of cancer in patients.
Cancer is the general name for over 100 medical conditions involving uncontrolled and dangerous cell growth. Some cancers are caused by genetic factors while others are caused by environmental exposures, such as chemicals. Two patients may have cancer for different reasons - one may have a family history of breast cancer while the other was exposed to carcinogenic chemicals at work. Both ultimately suffer from abnormal cell growth triggered by different root causes.
Filariasis is caused by microscopic filarial worms transmitted through mosquito bites. The worms live and breed in the lymphatic vessels, causing swelling, pain, and permanent damage. Symptoms appear months after infection and include swelling of the limbs, breast, and genitals. Over a billion people are at risk of infection, with millions seriously affected across tropical regions of Africa, Asia, and the Pacific. Treatment involves medicines to kill the adult worms and prevent further spreading, but the effects of elephantiasis may be permanent. Prevention focuses on avoiding mosquito bites through protective clothing, nets, and repellents, as well as reducing mosquito habitats near homes.
Tuberculosis is an infectious disease caused by the Mycobacterium tuberculosis bacterium, which usually affects the lungs. It spreads through inhaling droplets from an infected person. Over a third of the world's population is infected with TB, with 95% of cases occurring in low and middle income countries. Symptoms include a persistent cough, weight loss, and night sweats. It is tested for using the tuberculin skin test or Mantoux test. Treatment involves a combination of antibiotics taken for at least six months. While rare in the UK due to vaccination programs, it remains a major global health issue.
Leprosy is a communicable disease caused by bacteria that mainly affects the skin and nerves. It progresses slowly over an average incubation period of 3 years. Leprosy can be cured using Multi Drug Therapy (MDT), which kills the bacteria and stops the spread of the disease. MDT is very safe and effective in curing leprosy. Patients who complete MDT can lead normal lives without further risk of disabilities from the disease.
This document discusses various concepts in organic chemistry related to alcohols, phenols, ethers, aldehydes, ketones, carboxylic acids, amines and aromatic compounds. Some key points covered include:
1. The bond angle in alcohols is less than tetrahedral due to repulsion between oxygen's lone pairs. Branched alcohols have lower boiling points than straight-chain alcohols due to decreased intermolecular forces.
2. Phenol is a stronger acid than alcohols due to resonance stabilization of the phenoxide ion. Ethers have lower boiling points than alcohols due to the absence of hydrogen bonding.
3.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
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Article: https://pecb.com/article
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Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
1. Assessment Tools
Criteria Excellent Good Fair
OBJECTIVES
30
CONTENT ALIGNS
WITH THE OBJECTIVES
AND ILLUSTRATIONS
RELATED WITH
DISEASES 12/15
CONTENT ALLIGNS
WITH OBJECTIVES
AND ILLUSTRATIONS
RELATED WITH
DISEASES GOOD
6/10
CONTENT ALLIGNS
WITH DISEASES IS NOT
SUFFICIENT.
2/5
INTEGRATION
TECHNOLOGY
20
TECHNOLOGY
INTEGRATED WITH
THE DISEASES IS
EXCELLENT 9/10
TECHNOLOGY
RELATED WITH THE
DISEASES IS NOT UP
TO THE MARK.3/5
TECHNOLOGY
RELATED WITH THE
DISEASES IS NOT UP
TO THE MARK. 2/5
IMPLEMENTATION
20 PROJECT CAN BE
EASILY MPLEMENTED
TO ALL CLASSES
FROM 9TH TO 12TH. 9/10
PROJECT CANNOT BE
IMPLEMENTED TO
ALL CLASSES IN CASE
OF PRACTICAL
WORK.2/5
PROJECT CANNOT BE
RELATED TO SOME
LOWER CLASSES
CURRICULUM.HENCE IT
IS NOT IMPLEMENTED
TO ALL CLASSES. 0/5
GRAPHS AND
PICTURES
10
GRAPHS AND
PICTURES RELATED
WITH THE DISEASES
EXCELLENT/10
GRAPHS AND
PICTURE RELATED
WITH DISEASES IS
NOT UP TO THE
MARK. 0/5
GRAPHS AND PICTURE
RELATED WITH
DISEASES IS NOT
CLEAR.
0/5
SOUNDS
10
SOUNDS RELATED TO
THE TITLES OF THE
SLIDES CONCERNED
WITH THE DISEASES
ARE EXCELLENT. 3/5
SOUNDS RELATED
WITH THE DISEASES
ARE GOOD.
3/3
SOUNDS RELATED
WITH DIAGRAM SLIDE
ARE NOT PROPER. 1/2
LAYOUT
10
PRESENTATIONS OF
SLIDES ARE IN
SEQUENTIAL ORDER.
7/5
PRESENTATION OF
SLIDES IN
ACCORDANCE WITH
THE DETAILS OF THE
SUBJECT IS NOT
SUFFICIENT.3/3
PRESENTATION OF THE
DISEASES IS NOT
SUFFICIENT. 0/2
2. These tools are for immediate use with students in the classroom. They are suitable for use in
many different contexts and are aimed at improving assessment practices. A range of schools
across Victoria have used some of these tools and their feedback and suggestions for use are
included.
The tools are grouped under the following headings:
Graphic organisers - tools to visually represent thoughts, ideas, knowledge and concepts. They
help to organise thoughts and to promote understanding. This section contains sample graphic
organisers and some examples of how they were successfully used by schools for various
purposes.
Star Spider Fishbone Cloud Tree Chain
Continu
um Cycle Clocks
Flowch
art
Venn
Chart/M
atrix
Pie
Chart/
Circle
Graph
T-Chart
Y-
Chart
PMI KWHL
Semant
ic
Feature
Analysi
s
Cause
and
Effect
Compa
re and
Contras
t
Decision
Making
Fact/Opi
nion
Vocabular
y
Paragr
aph
Persuas
ion
Main/Supp
oring Ideas
5 W's
Newspa
per
Charac
ter
Traits
Story
Map/
Book
Report
Non-
Fiction
Book
Report
Brainstor
ming
Charts
Plants
Animal
Report
Geography
Report
Native
Americ
ans
Biograp
hy
Astrono
my
Report
Math
Scientific
Method
Reading
Logs
Wheels
3. Review and reflection tools - enable students to review and reflect on their knowledge,
progress, and what they have learnt and achieved during a unit, topic or project. Some tools are
specifically designed for early years students.
Feedback tools - enable students to provide feedback on their work and performance. It also
includes strategies for teachers to increase the wait time when asking questions in class.
Rubrics - printed sets of criteria for assessing knowledge, performance or product and for
giving feedback. The following tools are examples of rubrics and how they are used in schools.
Tools for planning and auditing assessment practices
The following tools can be used by teachers and school leadership teams when planning and
auditing their assessment practices:
Familiarisation and discussion tools - help develop a common understanding of assessment in
a school and are designed to familiarise teachers with formative assessment and the purpose of
assessment for learning, as learning and of learning.
Audit tool (PDF - 39Kb) - supports discussion on current assessment approaches in schools
and audit these against the Victorian Essential Learning Standards (VELS).
Graphic Organizers
Graphic organizers (some of which are also called
concept maps, entity relationship charts, and mind
maps) are a pictorial way of constructing knowledge
and organizing information. They help the student
convert and compress a lot of seemingly disjointed
information into a structured, simple-to-read, graphic
display. The resulting visual display conveys
complex information in a simple-to-understand
manner.
Increasing Understanding by Creating Graphic Organizers:
The process of converting a mass of
data/information/ideas into a graphic map gives the
student an increased understanding and insight into the
topic at hand. To create the map, the student must
concentrate on the relationships between the items and
examine the meanings attached to each of them. While
creating a map, the student must also prioritize the information, determining which
parts of the material are the most important and should be focused upon, and where
each item should be placed in the map.
4. The creation of graphic organizers also helps the
student generate ideas as they develop and note
their thoughts visually. The possibilities associated
with a topic become clearer as the student's ideas
are classified visually.
Uses of Graphic Organizers:
Graphic organizers can be used to structure writing
projects, to help in problem solving, decision
making, studying, planning research and
brainstorming.
Creating Graphic Organizers:
Graphic organizers can be drawn free-hand or printed. To go to
printouts of many graphic organizers, click on one of the links
above or below.
Adding color-coding and/or pictures to a graphic organizer further increases the
utility and readability of the visual display.
How to Choose a Graphic Organizer for Your Topic/Task (click on a graphic
organizer below to go to printable worksheets):
The task at hand determines the type of graphic organizer that is appropriate. The
following is a list of common graphic organizers - choose the format that best fits
your topic.
Star: If the topic involves investigating attributes associated with a single
topic, use a star diagram as your graphic organizer. Example: Finding
methods that help your study skills (like taking notes, reading, doing homework,
memorizing, etc.).
Spider: If the topic involves investigating attributes associated with a
single topic, and then obtaining more details on each of these ideas, use a
spider diagram as your graphic organizer. This is like the star graphic organizer
with one more level of detail. Example: Finding methods that help your study
skills (like taking notes, reading, memorizing, etc.), and investigating the factors
involved in performing each of the methods.
Fishbone: If the topic involves investigating multiple cause-and-effect
factors associated with a complex topic and how they inter-relate, use a
fishbone diagram as your graphic organizer. Example: Examining the effects of
improved farming methods.
Cloud/Cluster: If the topic involves generating a web of ideas based on a
stimulus topic, use a clustering diagram as your graphic organizer.
5. Example: brainstorming.
Tree: If the topic involves a chain of events with a beginning and with
multiple outcomes at each node (like a family tree), use a tree as your
graphic organizer. Example: Displaying the probabilistic results of tossing coins.
Chain of Events: If the topic involves a linear chain of events, with a
definite beginning, middle, and end, use a chain of events graphic
organizer. Example: Analyzing the plot of a story.
Continuum/Timeline: If the topic has definite beginning and ending
points, and a number of divisions or sequences in between, use a
continuum/timeline. Example: Displaying milestones in a person's life.
Clock: If the topic involves a clock-like cycle, use a clock graphic
organizer. Example topic: Recording the events in a typical school day or
making a story clock to summarize a story.
Cycle of Events: If the topic involves a recurring cycle of events, with no
beginning and no end, use a cyclic graphic organizer. Example topic:
Documenting the stages in the lifecycle of an animal.
Flowchart: If the topic involves a chain of instructions to follow, with a
beginning and multiple possible outcomes at some node, with rules at some
nodes, use a flowchart. Example: Computer programmers sometimes use
flowcharts to organize the algorithm before writing a program.
Venn Diagram: If the task involves examining the similarities and
differences between two or three items, use a Venn diagram. Example:
Examining the similarities and differences between fish and whales, or comparing
a book and the accompanying movie.
Chart/Matrix Diagram: If the task involves condensing and organizing
data about traits of many items, use a chart/matrix. Example: Creating a
display of key inventions, who invented them, when, where and why they were
invented, etc.
Y-Chart Diagram: If the task involves analyzing and organizing with
respect to three qualities, use a Y-Chart. Example: Fill out a Y-Chart to
describe what you know about an animal, including what it looks like, what it
sounds like, and what it feels like. Or describe a character in a book, including
what the charater looks like, sounds like, and how the charater feels.
T-Chart Diagram: If the task involves analyzing or comparing with two
6. aspects of the topic, use a T-Chart. Example: Fill out a T-Chart to evaluate the pros
and cons associated with a decision.
Fact/Opinion: If the task involves distinguishing the facts vs. the opinions
in a theme or text, use fact/opinion charts. Example: Fill out a fact/opinion
chart to evaluate the facts and opinions presented in a news article.
PMI Diagram: If the task involves analyzing the plusses, minuses, and
implicatios of a decision or an action, use a PMI Chart. Example: Fill out a
PMI Chart to help evaluate the positive, negative and interesting points associated
with taking a new job.
Decision Making Diagrams: If the task is making a decision, use a
graphic organizer to enumerate possible alternatives and the pros and cons
of each. Example: Fill out a desicion making diagram to help decide which elective
courses you'd like to take next quarter.
Semantic Feature Analysis Charts: If the task is comparing
characteristics among a group of items, use Semantic Feature Analysis .
Example: Fill out a Semantic Feature Analysis chart to compare and contrast the
care needed for various pets.
Cause and Effect Diagrams: If the task is examining possible causes and
effects in a process, use a cause and effect graphic organizer . Example:
Fill out a cause-and-effect diagram to trace the steps in a feedback loop..
KWHL Diagram: If the task involves analyzing and organizing what you
know and what you want to learn about a topic, use a KWHL chart. K
stands for what you already KNOW about the subject. W stands for what you
WANT to learn. H stands for figuring out HOW you can learn more about the
topic. L stands for what you LEARN as you read. Example: Fill out a KWHL chart
before, during, and after you read about a topic.
Pie Charts: If the task involves showing divisions with a group, use a pie
chart. Example: Draw a pie chart to show what percentages of a population
have blue eyes, green eyes, or brown eyes.
Vocabulary Map: Graphic organizers can be useful in helping a student
learn new vocabulary words, having them list the word, its part of speech
7. (noun, verb, adjective, adverb, etc.), a synonym, an antonym, a drawing that
represents the word, and a sentence using the word.
Paragraph Structure: These graphic organizers help you organize the
structure of a paragraph, including a topic sentence, sentences with support
details, and a conclusion sentence.
5 W's Diagram: If the task involves analyzing the Five W's (Who, When,
Where, What, and Why) of a story or event. Example: Fill out a 5 W's
Chart to help evaluate and understand the major points of a newspaper story.
Story Map: Story maps can help a student summarize, analyze and
understand a story or event.
Character Traits: Graphic organizers help the student identify the traits of
fictional characters by looking at events surrounding the character in the
text.
Biography Diagrams Graphic organizers are useful to help prepare for
writing a biography. Before writing, the graphic organizer prompts the
student to think about and list the major events in the person's life.
Animal Report Diagrams: Many graphic organizers are useful to help
prepare for writing a report on animals. Before writing, the student should
think about and list the major topics that will be researched and covered in the
report.
Geography Report Diagrams: These graphic organizers are useful to for
doings a short report on a country or other area. The student draws a map
and flag, and looks up basic information on the area.
Math Diagrams: Many graphic organizers are useful to learn and do math,
include Venn diagrams, star diagrams, charts, flowcharts, trees, etc.
Scientific Method Diagrams: Graphic organizers used to prepare and
organize a scientific experiment.