Power point on Graphic organiser

1. Graphic
Organisers

2. Graphical organisers are instruments of
representation, illustration and modelling of
information in visual or graphical forms that are used
to achieve a meaningful learning.
They are set of learning strategies which involves
translating words expressed in linear forms into visual
structures.

3. It helps students to organise structure the
information and relate concept with other concept.
Graphical organisers are pictorical way of
constructing knowledge and organising
information.
They help to convert seemingly disjoint
information into a structured simple to read graphic
display.
The resulting visual display conveys complex
information in a simple to understand manner.

4. In general, the Graphic organisers function
as a means for
Clarifying and organising knowledge
and reasoning
Identify the conceptual errors
Strengthening the learning process
Integrating the new knowledge in the
prior knowledge system, leading to a
superior learning process

5. Graphic organisers are of different types.
They are,
Cyclic
Eg:- cycle diagram
Hierarchical
Eg:- step by step, tree chart
Sequential
Eg:- flow chart, series of events
Conceptual
Eg:- fish bone, concept map, mind map

6. Concept map

7. A concept map or conceptual diagram is
a diagram that depicts suggested relationships
between concepts. It is a graphical tool that instructional
designers, engineers, technical writers, and others use to
organize and structure knowledge.

8. A concept map typically represents ideas and
information as boxes or circles, which it connects with
labeled arrows in a downward-branching hierarchical
structure. The relationship between concepts can be
articulated in linking phrases such as causes, requires,
or contributes to.
The technique for visualizing these relationships
among different concepts is called concept mapping.
Concept maps define the ontology of computer
systems, for example with the object-role
modeling or Unified Modeling Language formalism.

9. A concept map is a way of representing
relationships between ideas, images, or words in the
same way that asentence diagram represents the
grammar of a sentence, a road map represents the
locations of highways and towns, and a circuit
diagram represents the workings of an electrical
appliance.
In a concept map, each word or phrase
connects to another, and links back to the original idea,
word, or phrase. Concept maps are a way to develop
logical thinking and study skills by revealing
connections and helping students see how individual
ideas form a larger whole. An example of the use of
concept maps is provided in the context of learning
about types of fuel.

10. Concept maps were developed to enhance
meaningful learning in the sciences. A well-made
concept map grows within a context frame defined by an
explicit "focus question", while a mind map often has
only branches radiating out from a central picture. Some
research evidence suggests that the brain stores
knowledge as productions (situation-response
conditionals) that act on declarative memory content,
which is also referred to as chunks or
propositions. Because concept maps are constructed to
reflect organization of the declarative memory system,
they facilitate sense-making and meaningful learning on
the part of individuals who make concept maps and
those who use them.

13. The technique of concept mapping was developed by Joseph
D. Novak and his research team at Cornell University in the 1970s as a
means of representing the emerging science knowledge of students. It has
subsequently been used as a tool to increase meaningful learning in the
sciences and other subjects as well as to represent the expert knowledge
of individuals and teams in education, government and business. Concept
maps have their origin in the learning movement called constructivism. In
particular, constructivists hold that learners actively construct knowledge.
Novak's work is based on the cognitive theories of David Ausubel, who
stressed the importance of prior knowledge in being able to learn
(or assimilate) new concepts: "The most important single factor influencing
learning is what the learner already knows. Ascertain this and teach
accordingly."

14. Novak taught students as young as six years old to make concept maps to
represent their response to focus questions such as "What is water?" "What
causes the seasons?" In his book Learning How to Learn, Novak states that a
"meaningful learning involves the assimilation of new concepts and
propositions into existing cognitive structures."
Various attempts have been made to conceptualize the process of creating
concept maps. Ray McAleese, in a series of articles, has suggested that
mapping is a process of off-loading. In this 1998 paper, McAleese draws on
the work of Sowa and a paper by Sweller & Chandler. In essence, McAleese
suggests that the process of making knowledge explicit,
using nodes and relationships, allows the individual to become aware of what
they know and as a result to be able to modify what they know. Maria Birbili
applies that same idea to helping young children learn to think about what
they know. The concept of the knowledge arena is suggestive of a virtual
space where learners may explore what they know and what they do not
know.

15. Uses
Concept maps are used to stimulate the generation of ideas,
and are believed to aid creativity. Concept mapping is also
sometimes used for brain-storming. Although they are often
personalized and idiosyncratic, concept maps can be used to
communicate complex ideas.
Formalized concept maps are used in software design, where a
common usage isUnified Modeling Language diagramming
amongst similar conventions and development methodologies.
Concept mapping can also be seen as a first step in ontology-
building, and can also be used flexibly to represent formal
argument.
Concept maps are widely used in education and business.

16. Uses include:
Note taking and summarizing gleaning key concepts, their relationships and
hierarchy from documents and source materials
New knowledge creation: e.g., transforming tacit knowledge into an
organizational resource, mapping team knowledge
Institutional knowledge preservation (retention), e.g., eliciting and mapping
expert knowledge of employees prior to retirement
Collaborative knowledge modeling and the transfer of expert knowledge
Facilitating the creation of shared vision and shared understanding within a
team or organization

17. Instructional design: concept maps used as Ausubelian "advance organizers"
that provide an initial conceptual frame for subsequent information and learning.
Training: concept maps used as Ausubelian "advanced organizers" to represent
the training context and its relationship to their jobs, to the organization's strategic
objectives, to training goals.
Communicating complex ideas and arguments
Examining the symmetry of complex ideas and arguments and associated
terminology
Detailing the entire structure of an idea, train of thought, or line of argument
(with the specific goal of exposing faults, errors, or gaps in one's own reasoning)
for the scrutiny of others.
Enhancing metacognition (learning to learn, and thinking about knowledge)
Improving language ability
Assessing learner understanding of learning objectives, concepts, and the
relationship among those concepts
Lexicon development.

18. Mind map

19. A mind map is a diagram used to visually organize
information. A mind map is hierarchical and shows relationships
among pieces of the whole. It is often created around a single
concept, drawn as an image in the center of a blank page, to which
associated representations of ideas such as images, words and
parts of words are added. Major ideas are connected directly to the
central concept, and other ideas branch out from those.
Mind maps can be drawn by hand, either as "rough notes" during a
lecture, meeting or planning session, for example, or as higher
quality pictures when more time is available. Mind maps are
considered to be a type of spider diagram. A similar concept in the
1970s was "idea sun bursting"

20. Origins
Although the term "mind map" was first popularized by British popular
psychology author and television personality Tony Buzan, the use of diagrams
that visually "map" information using branching and radial maps traces back
centuries. These pictorial methods record knowledge and model systems, and
have a long history in learning, brainstorming, memory, visual thinking,
and problem solving by educators, engineers, psychologists, and others. Some
of the earliest examples of such graphical records were developed by Porphyry
of Tyros, a noted thinker of the 3rd century, as he graphically visualized the
conceptcategories of Aristotle. Philosopher Ramon Llull (1235–1315) also used
such techniques.
The semantic network was developed in the late 1950s as a theory to
understand human learning and developed further by Allan M. Collins and M.
Ross Quillian during the early 1960s. Mind maps are similar in radial structure
to concept maps, developed by learning experts in the 1970s, but differ in that
the former are simplified by focusing around a single central key concept.

21. Mind map guidelines
Buzan suggests the following guidelines for creating mind maps:
•Start in the center with an image of the topic, using at least 3 colors.
•Use images, symbols, codes, and dimensions throughout your mind map.
•Select key words and print using upper or lower case letters.
•Each word/image is best alone and sitting on its own line.
•The lines should be connected, starting from the central image. The lines
become thinner as they radiate out from the center.
•Make the lines the same length as the word/image they support.
•Use multiple colors throughout the mind map, for visual stimulation and
also for encoding or grouping.
•Develop your own personal style of mind mapping.
•Use emphasis and show associations in your mind map.
•Keep the mind map clear by using radial hierarchy or outlines to embrace
your branches.

22. Uses
As with other diagramming tools, mind maps can be used
to generate, visualize, structure, and classify ideas, and as an aid
to studying and organizing information, solving problems, making decisions,
and writing.
Mind maps have many applications in personal, family, educational,
and business situations, including notetaking, brainstorming (wherein ideas are
inserted into the map radially around the center node, without the implicit
prioritization that comes from hierarchy or sequential arrangements, and
wherein grouping and organizing is reserved for later stages), summarizing, as
a mnemonic technique, or to sort out a complicated idea. Mind maps are also
promoted as a way to collaborate in color pen creativity sessions.
In addition to these direct use cases, data retrieved from mind maps can be
used to enhance several other applications; for instance expert search
systems, search engines and search and tag query recommender. To do so,
mind maps can be analysed with classic methods of information retrieval to
classify a mind map's author or documents that are linked from within the mind
map.

25. Flow chart

26. A flowchart is a type of diagram that uses
an algorithm, workflow or process, showing the
steps as boxes of various kinds, and their order
by connecting them with arrows. This
diagrammatic representation illustrates a solution
model to a given problem. Flowcharts are used in
analyzing, designing, documenting or managing a
process or program in various fields.

27. Flowcharts are used in designing and documenting simple processes or
programs. Like other types of diagrams, they help visualize what is going on and
thereby help understand a process, and perhaps also find flaws, bottlenecks, and
other less-obvious features within it. There are many different types of flowcharts,
and each type has its own repertoire of boxes and notational conventions. The two
most common types of boxes in a flowchart are:
•a processing step, usually called activity, and denoted as a rectangular box
•a decision, usually denoted as a diamond.
A flowchart is described as "cross-functional" when the page is divided into
different swimlanes describing the control of different organizational units. A
symbol appearing in a particular "lane" is within the control of that organizational
unit. This technique allows the author to locate the responsibility for performing an
action or making a decision correctly, showing the responsibility of each
organizational unit for different parts of a single process.

28. Flowcharts depict certain aspects of processes and they are usually
complemented by other types of diagram. For instance, Kaoru
Ishikawa defined the flowchart as one of the seven basic tools of quality
control, next to the histogram,Pareto chart, check sheet, control chart, cause-
and-effect diagram, and the scatter diagram. Similarly, in UML, a standard
concept-modeling notation used in software development, the activity
diagram, which is a type of flowchart, is just one of many different diagram
types.
Nassi-Shneiderman diagrams and Drakon-charts are an alternative notation
for process flow.
Common alternative names include: flowchart, process flowchart, functional
flowchart, process map, process chart, functional process chart, business
process model, process model, process flow diagram, work flow diagram,
business flow diagram. The terms "flowchart" and "flow chart" are used
interchangeably.
The underlying graph structure of a flow chart is a flow graph, which abstracts
away node types, their contents and other ancillary information.

29. Types
Sterneckert (2074703) suggested that flowcharts can be modeled
from the perspective of different user groups (such as managers,
system analysts and clerks) and that there are four general types:
•Document flowcharts, showing controls over a document-flow
through a system
•Data flowcharts, showing controls over a data-flow in a system
•System flowcharts, showing controls at a physical or resource level
•Program flowchart, showing the controls in a program within a
system

30. Notice that every type of flowchart focuses on some kind of control,
rather than on the particular flow itself.
However, there are several of these classifications. For example,
Andrew Veronis (1978) named three basic types of flowcharts:
the system flowchart, thegeneral flowchart, and the detailed
flowchart. That same year Marilyn Bohl (1978) stated "in practice, two
kinds of flowcharts are used in solution planning:system
flowcharts and program flowcharts...". More recently Mark A. Fryman
(2001) stated that there are more differences: "Decision flowcharts, logic
flowcharts, systems flowcharts, product flowcharts, and process
flowcharts are just a few of the different types of flowcharts that are used
in business and government".
In addition, many diagram techniques exist that are similar to flowcharts
but carry a different name, such as UML activity diagrams.

31. Building blocks
Common Shapes
The following are some of the commonly used shapes used in
flowcharts. Generally, flowcharts flow from top to bottom and left to
right.

34. Shape Name Description
Flow Line
An arrow coming from one symbol and ending at
another symbol represents that control passes to the
symbol the arrow points to. The line for the arrow can
be solid or dashed. The meaning of the arrow with
dashed line may differ from one flowchart to another
and can be defined in the legend.
Terminal
Represented as circles, ovals, stadiums or rounded
(fillet) rectangles. They usually contain the word "Start"
or "End", or another phrase signaling the start or end of
a process, such as "submit inquiry" or "receive
product".
Process
Represented as rectangles. This shape is used to
show that something is performed. Examples: "Add 1
to X", "replace identified part", "save changes", etc....

35. Decision
Represented as a diamond (rhombus) showing where a
decision is necessary, commonly a Yes/No question or
True/False test. The conditional symbol is peculiar in that
it has two arrows coming out of it, usually from the bottom
point and right point, one corresponding to Yes or True,
and one corresponding to No or False. (The arrows
should always be labeled.) More than two arrows can be
used, but this is normally a clear indicator that a complex
decision is being taken, in which case it may need to be
broken-down further or replaced with the "predefined
process" symbol. Decision can also help in the filtering of
data.
Input/Output
Represented as a parallelogram. Involves receiving data
and displaying processed data. Can only move from input
to output and not vice versa. Examples: Get X from the
user; display X.

36. Annotation
Annotations represent comments or remarks about
the flowchart. Like comments found in high-level
programming languages, they have no effect on the
interpretation or behavior of the flowchart.
Sometimes, the shape consists of a box with
dashed (or dotted) lines.
Predefined Process
Represented as rectangles with double-struck
vertical edges; these are used to show complex
processing steps which may be detailed in a
separate flowchart. Example: PROCESS-FILES. One
subroutine may have multiple distinct entry points
or exit flows (see coroutine). If so, these are shown
as labeled 'wells' in the rectangle, and control
arrows connect to these 'wells'.

37. Preparation
Represented as a hexagon. May also be called
initialization. Shows operations which have no effect
other than preparing a value for a subsequent
conditional or decision step. Alternatively, this shape
is used to replace the Decision Shape in the case of
conditional looping.

38. On-Page
Connector
Generally represented with a circle, showing where
multiple control flows converge in a single exit flow. It will
have more than one arrow coming into it, but only one
going out. In simple cases, one may simply have an arrow
point to another arrow instead. These are useful to
represent an iterative process (what in Computer Science
is called a loop). A loop may, for example, consist of a
connector where control first enters, processing steps, a
conditional with one arrow exiting the loop, and one going
back to the connector. For additional clarity, wherever two
lines accidentally cross in the drawing, one of them may
be drawn with a small semicircle over the other, showing
that no connection is intended.
Off-Page
Connector
Represented as a home plate-shaped pentagon. Similar to
the on-page connector except allows for placing a
connector that connects to another page.

39. Other Shapes
A typical flowchart from older basic computer science textbooks
may have the following kinds of symbols:
Labeled connectors
Represented by an identifying label inside a circle. Labeled
connectors are used in complex or multi-sheet diagrams to substitute
for arrows. For each label, the "outflow" connector must always be
unique, but there may be any number of "inflow" connectors. In this
case, a junction in control flow is implied.
Concurrency symbol
Represented by a double transverse line with any number of
entry and exit arrows. These symbols are used whenever two or
more control flows must operate simultaneously. The exit flows are
activated concurrently, when all of the entry flows have reached the
concurrency symbol. A concurrency symbol with a single entry flow is
a fork; one with a single exit flow is a join.

40. Grid

41. Storyboard That has a few different layouts available for
your storyboards. The grid layout is a format option that
compares items across two axes. Grids are often the best
choice for storyboards with lots of information, because
grids are organized in a matrix. For simpler comparisons, we
suggest you use a T-Chart.

42. Grids Help You:
•Organize Information
•Compare Multiple Characteristics of a Topic
or Topics
•Create Graphic Organizers for Reading
•Make Visual Tables

43. Left-Hand Column with Row Titles
The grid layout distinguishes itself from the traditional layout by
having separate boxes for titles in addition to the cells. All grid layouts
have a column on the left-hand side that cannot be removed. Subjects,
topics, or major important criteria should be named in the title bars of this
column. The size and the position of the title bar cannot be changed, but
you are free to choose the font and color. Leave the white space below the
title bar blank, or use it to show an example or description of the word in
the title bar.
While you can configure your grid however you choose, the grid was
designed so that the main subjects occupy the row title bars, and the
criteria or examples fill in the columns. For more advanced or more
detailed storyboards, use the description boxes to explain the images in
the cell.

46. THANK YOU- Sarath K C
- intradesigners4321@gmail.com