This document discusses graphic organizers and their effective use in writing. It defines a graphic organizer as a visual tool that allows students to see patterns and relationships in information. It recommends that graphic organizers be used consistently, coherently with clear labels, and creatively at all stages of lessons. Examples of different types of graphic organizers are provided, like clustering, fishbone mapping, problem/solution, and storyboarding. Keys to using graphic organizers effectively in the classroom are also outlined.
Using Graphic Organizers To Differentiate Instructionulamb
Using RAFT (Role, Audience, Format, Topic) to differentiate instruction and provide students with choices to guide learning outcomes. Excellent cross-curricular strategy.
Using Graphic Organizers To Differentiate Instructionulamb
Using RAFT (Role, Audience, Format, Topic) to differentiate instruction and provide students with choices to guide learning outcomes. Excellent cross-curricular strategy.
Generative Research — InVision DesignTalkMisael Leon
ustomer-centric, the importance of understanding your users’ motivations is increasing. As designers, it’s our job to gather and synthesize customer input and turn it into actionable design strategy.
User interviews are a great way understand your users’ motivations, but some ideas are hard to verbalize. Plus, traditional 1-on-1 interviews lack flexibility and don’t get to the core of human emotions.
In this DesignTalk, we’ll learn how to use generative research tools—or hands-on exercises—to understand your users' motivations. You’ll learn how to uncover unspoken desires, expectations, and lifestyle habits. By the end of the webinar, you’ll have a variety of activities to use to take the speculation out of product decisions and surface new customer opportunities.
Generative Research Workshop by Nearsoft — Amsterdam MaterialMisael Leon
Determine what your users want or whether they will like your new feature. Generative user research is a powerful tool that can help you understand your target users' desires, expectations and lifestyle habits, taking the speculation out of product decisions and surfacing new customer opportunities.
This activity is designed to help you develop a lesson that teaches .docxhowardh5
This activity is designed to help you develop a lesson that teaches character through the curriculum and encourages ethical reflection. Part of your project may be in the form of a webpage, videography (no longer than 10 minutes), poster, brochure, song, poem, or any other instructor-approved medium to teach character education.
Select one of the following content areas you already teach (CCSS or state standards): >> I teach Math_ Algebra 2 & Geometry<<
Math
Language Arts
Social Studies
Science
Art
Physical Sciences
Physical Education
Sports
Music
Modern Language
Using your selected content area, design a lesson plan presentation for Character Education through the Curriculum. This lesson is designed for use in your classroom to help students develop the cognitive side of character (performance, civic, and/or moral) by (include all the following):
Raising ethical awareness
Creating an understanding of virtues of your chosen character type (vocabulary) and how to apply them in concrete situations
What materials are you planning to use to support the concept
Plan for reflection opportunities
Helping students to take the perspective of others
Helping students to reason morally (Why are some things right and others wrong?)
Helping students make thoughtful decisions (the virtue of prudence)
Helping students create self-knowledge, including the capacity for self-criticism (the virtue of humility)
Formative assessment – How will you informally measure the students’ understanding of the lesson? What activity will they do to demonstrate their learning?
You are still learning and will continually develop. To finalize your project, look to the future: What’s next? Now that you know more about character, what skills might remain to still be refined or added? What might you want to explore further in the arena of moral leadership?
Support your statements with evidence from the required studies and your research. Cite and reference your sources in APA style.
Peer Responses (Due Thursday)
Read your classmates’ responses. Reflect and substantively comment on at least three of your peers’ submissions.
Share your overall impressions of the lesson/project.
What areas are done well and why?
What is one suggestion can you offer to the author that may support growth opportunities for future lessons?
Share any expertise you may have to support an area the author would like to develop.
Support your statements with evidence from the required studies, other research, and experiences. You are required to respond to comments or questions about your posts
>> Classmates’ posts<<
post #1
Character in the Curriculum: “What if Everybody Did That?”
I created a lesson that focuses on Language Arts while also helping students to develop his/her own character. With the recent rise in COVID cases in my area, our schools are moving into hybrid or completely remote learning. Knowing this, I created my lesson using Ne.
Instructional Strategies: Indirect Instruction in your lessonsCaryn Chang
As there are many categories of instructional strategies, this e-book focuses on indirect instruction. Indirect instruction is mainly student- centred and emphasizes on allowing students to get involved throughout a lesson by observing thus seeking their own meaning of the lesson.
In this e-book, the methods of indirect instruction that can be used in class will be discussed and explored.
Powerful Techniques to Understand Customer MotivationsNearsoft
Understand your target users' desires, expectations and lifestyle habits, taking the speculation out of product decisions and surfacing new customer pain points and opportunities.
Sample of Designs of Technology-Inspired Instructional PlanEricksonBaylon
This PowerPoint Presentation is about the "Sample of Designs of Technology-Inspired Instructional Plan." It will teach the students/learners what web quest is and how to design one.
2. What is a graphic
organizer?
• A powerful visual picture of
information that allows the mind to
see undiscovered patterns and
relationships.
• A tool that allows organization of
these patterns and relationships in
writing.
3. Keys to effective use of graphic
organizers
1. Consistent
• Create a standard set of graphic organizers.
• Establish a routine for implementing them in the
classroom.
2. Coherent
• Provide clear labels for the relationship between
concepts in graphic organizers.
• Limit the number of ideas covered.
Minimize distractions.
3. Creative
Use during all stages of lesson design.
• Incorporate during homework and test review.
• Add illustrations.
• Implement with cooperative groups and pairs.
4. Watch this video to see how you
can use graphic organizers in your
prewriting.
5. Types of Graphic Organizers
Chain of
Events
Clustering Continuum Cycle
Family
Tree
Fishbone
Mapping
Interaction
Outline
KWLH
Technique
Matrix Problem/
Solution
Spider
Map
Story
Board
Venn
Diagram
6. Chain of Events
• Used to describe the stages of an event, the
actions of a character or the steps in a
procedure.
Beginning
First event
Second event
Final event
7. Clustering
A nonlinear activity that generates ideas, images
and feelings around a stimulus word. As students
cluster, their thoughts tumble out, enlarging
their word bank for writing and enabling them to
see patterns in their ideas.
animals
nocturnal
desert
reptiles
Rainforest
lizards
snakes tortoise
Owls
Click Here to Create Your Own
8. Fishbone Mapping
Used to show causal interaction of a complex
event (an election, a nuclear explosion) or
complex phenomenon (juvenile delinquency,
learning disabilities).
result Cause
1
Detail
Cause
2
Detail
Cause
3
Cause
4
Detail Detail
9. Interaction Outline
Used to show the nature of an interaction
between persons or groups, such as the
interaction between European settlers and
American Indians.
Person 1
Group 1
Person 2
Group 2
Interaction
Action Reaction
Action Reaction 1 & 2
Person 1
Group 1
Person 2
Group 2
Outcomes Outcomes
10. Problem/Solution
Requires students to identify a problem and
consider multiple solutions and possible results
Who
What
Why
Problem
Attempted
Solutions
Results
1. 1.
2. 2.
End Results
11. Spider Map
Used to describe a central idea; a thing, a
process, a concept, a proposition. The map may
be used to organize ideas or brainstorm ideas
for a writing project.
Topic
Concept
Theme
M
ain
idea
DetailsDetails
12. Storyboard
A graphic and sequential depiction of a
narrative. Students recall major events of the
story then illustrate the events in the squares
provided.
Little Red Riding Hood
Little Red Riding Hood
takes basket to
Grandmas house
Her mom tells her
not to wander off
path
She meets wolf in
forest
Wolf gets to
grandmas house
before her
She gets eaten
by wolf
Hunter comes and
kills wolf and cuts
her out of his belly