How to use graphic organizers to maximize productive student learning and why graphic organizers are important

1. 7 Secrets of Graphic Organizers  James Lerman Coordinator NJ Consortium for Middle Schools Kean University :: Union, NJ [email_address]

2. This presentation is available online at http://tinyurl.com/5fqqxo

3. “ This is all just my personal view”

4. This presentation is like an iceberg Source: http://aawn1.tripod.com/iceberg.jpg

7. Why Are Graphic Organizers Important?

8. Do you know these 3 things about America’s students?

9. #1

10. Sometime size does matter

11. Current Population China - 1.3 billion India - 1.1 billion USA - 300 million

12. If you’re one in a million in China…

13. There are 1,300 people just like you

14. In India, there are 1,100 people just like you

15. The 25% of the population in China with the highest IQs …

16. Is greater than the total population of North America

17. In India, it’s the top 28%

18. Translation for teachers: They have more honors kids than we have kids Source: “Shift Happens” Karl Fisch <http://thefischbowl.blogspot.com>

19. #2

21. #3

22. Not to scale, for trend analysis only Source: J. Lerman from state and national test data

25. Do you know how to make a peanut butter sandwich?

26. 1. If you needed to save money in making the sandwich, what are some ways you could do it? 2. If you needed to save time in making the sandwich, what are some ways you could do it? 3. What if you were having a party and had to make 50 peanut butter sandwiches. Would you follow the same process? Why? 4. What if you were in a contest to make the best tasting peanut butter sandwich. Would you follow the same process? Why? 5. Suppose you were running a restaurant and had to decide how much to charge a customer for a peanut butter sandwich. What’s the most effective way to figure this out? 6. What’s the best way to make a peanut butter sandwich?

28. Flow Map http://www.nhcs.k12.nc.us/htree/Curriculum/ThinkingMaps.html

29. Double Bubble Map Crutch Hammer

30. Graphic Organizers A tool Not a crutch

32. The goal of using graphic organizers is to develop independent use by students. Unless mastery of independent use is achieved, graphic organizers can become a crutch for the student, rather than a tool. The Goal of Graphic Organizers

33. Graphic Organizers A tool Not a crutch

34. “ Please don’t give him any ideas.” (And now for a humorous interlude…) Source: The New Yorker

38. Brace Map :: for identifying part-whole relationships Source: http://www.mapthemind.com/thinkingmaps/themaps/brace/index.html

40. Relating Factor ? Bridge Map :: for seeing analogies Presentation Graphic Organizers Tip Iceberg as as

41. Remember to identify (name) the Relating Factor Bridge Map :: for seeing analogies Source: http://www.nhcs.k12.nc.us/htree/Curriculum/ThinkingMaps.html

43. Bubble Map :: for describing and analyzing http://www.learnnc.org/media/lessons/CarolMccrary5232002884/map2.jpg

47. Comparison Matrix :: for comparing multiple items across multiple criteria

49. Double Bubble Map :: for comparing and contrasting Impact of European Colonization in America Source: http://www.mrcorral.com/content_pages/colonization/index.html

51. Flow Map :: for sequencing and ordering http://www.nhcs.k12.nc.us/htree/Curriculum/ThinkingMaps.html

53. Multi-Flow Map :: for analyzing cause and effect Source: http://tinyurl.com/4e9msj

55. Tree Map :: for classifying and grouping Source: http://www.nhcs.k12.nc.us/htree/Curriculum/ThinkingMaps.html#BriM

57. Three-Circle Venn Diagram :: for analyzing multiple interactions

58. Three-Circle Venn Diagram :: for analyzing multiple interactions The 3 spaces where 2 circles overlap tell the real story (another example)

60. “ Have some respect for my learning style.” Source: The New Yorker (Another interlude)

66. GOs lead to more self-managed learning Copyright © James Lerman 2008

71. Copyright © James Lerman 2008 Bride Map, Bubble Map, Flow Map, Multi-Flow Map, 3-Circle Venn assemble, construct, create, design, develop, invent, formulate, make, plan, produce, write Creating Comparison Matrix, Double-Bubble Map appraise, argue, check, critique, defend, detect, experiment, evaluate, hypothesize, judge, monitor, select, support, tell, value Evaluating Brace Map, Double-Bubble Map, Flow Map, Multi-Flow Map, Tree Map compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, integrate, organize, question, structure, test Analyzing Flow Map, Multi-Flow Map carry out, choose, demonstrate, dramatize, employ, execute, illustrate, implement, interpret, operate, schedule, sketch, solve, use, write Applying Brace Map, Bubble Map, Circle Map, Flow Map, Tree Map classify, describe, discuss, explain, identify, interpret, locate, recognize, report, select, summarize, translate Understanding Brace Map, Flow Map, Tree Map define, duplicate, find, list, locate, memorize, name, recall, recognize, repeat, reproduce, state Remembering Types of Graphic Organizers Sample Actions-Tasks Bloom Level

72. Optimal sequence of instruction for using GOs

73. Copyright © James Lerman 2008 D evelop D escribe M odel S upport U se A ssess R eflect Teacher provides instruction in the background or prerequisite content knowledge needed to use the graphic organizer strategy successfully Teacher describes and discusses the graphic organizer strategy, its purpose, and benefits Teacher demonstrates how to use the strategy correctly Teacher supports, or scaffolds, student mastery of the strategy, with guided practice Student implements the strategy, independently or in groups, with few or no supports Teacher provides clear, prompt feedback on mastery of content and use of the graphic organizer Student articulates what s/he has learned in terms of both content and use of the graphic organizer

74. We’re done! Let’s just do a quick summary…

75. Translation for teachers: They have more honors kids than we have kids Source: “Shift Happens” Karl Fisch <http://thefischbowl.blogspot.com>

76. Graphic Organizers A tool Not a crutch

77. GOs lead to more self-managed learning Copyright © James Lerman 2008

78. A final few words of affirmation…

79. “ Our deepest fear is not that we are inadequate. Our deepest fear is that we are powerful beyond measure. It is our light, not our darkness that most frightens us. We ask ourselves, Who am I to be brilliant, gorgeous, talented, fabulous? Actually, who are you not to be? You are a child of God. Your playing small does not serve the world. There's nothing enlightened about shrinking so that other people won't feel insecure around you. We are all meant to shine, as children do. We were born to make manifest the glory of God that is within us. It's not just in some of us; it's in everyone. And as we let our own light shine, we unconsciously give other people permission to do the same. As we're liberated from our own fear, our presence automatically liberates others.” --Marianne Williamson, A Return to Love, 1996 http://tinyurl.com/6p2snc

80. Till we meet again… http://tinyurl.com/6kggpd