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Using graphic organisers in teaching and learning

The document describes various graphic organizers that can be used in teaching and learning. It discusses how graphic organizers help structure information, facilitate the learning process, and benefit different types of learners. Some key graphic organizers described include ranking ladders for prioritizing information, stair steps for step-by-step processes, sequence charts for ordering events, and Venn diagrams for comparing and contrasting items. The document provides examples and suggestions for how different organizers can be applied across various school subjects.

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Using Graphic Organisers in Teaching and Learning S ECOND L EVEL SUPPORT SERVICE SEIRBHÍS TACAÍOCHTA DARA LEIBHÉAL The SLSS is funded by the Department of Education and Science under the National Development Plan
Acknowledgements This resource has been made possible by the generosity of practising teachers working at CPD days facilitated by the SLSS. It is an admirable example of the generosity of teachers willing to share their expertise and ideas with colleagues across the teaching community. This resource was produced by members of the Second Level Support Service (SLSS) Team - Project Leader: Maria Garvey - Design: Gabrielle Moran Printed by Costello Print, Navan - 046 9028775 2 © SLSS 2008
Table of Contents Introduction … … … … … … … … … … … … … … … … … … … … 4 Ranking Ladder … … … … … … … … … … … … … … … … … … … 5 Stair Steps … … … … … … … … … … … … … … … … … … … … … 8 Chain of Events… … … … … … … … … … … … … … … … … … … 11 Sequence Charts … … … … … … … … … … … … … … … … … … 14 Funnel … … … … … … … … … … … … … … … … … … … … … 17 Fishbone … … … … … … … … … … … … … … … … … … … … … 21 Brain Droplets (Wisdom Pearls) … … … … … … … … … … … … … 24 Cross Classification Chart … … … … … … … … … … … … … … … 27 Double Venn Diagram … … … … … … … … … … … … … … … … 30 Triple Venn Diagram … … … … … … … … … … … … … … … … … 33 Four Corner Organiser … … … … … … … … … … … … … … … … 36 Tri Pie … … … … … … … … … … … … … … … … … … … … … 39 Starburst … … … … … … … … … … … … … … … … … … … … … 42 Research Grid … … … … … … … … … … … … … … … … … … … 45 Blanks for use in classroom … … … … … … … … … … … … … … … 49 © SLSS 2008 3
Introduction Graphic Organisers provide a visual method of developing, organising and summarising students learning. They help to structure disjointed information. They facilitate the learning process by providing a scaffold for the development of ideas and the construction of knowledge. Visual, auditory and kinaesthetic learners all benefit from using the organisers. High quality teaching in mixed ability classrooms is also facilitated. Highest quality results are achieved when one organiser is shared by a small group of (2/3) students with diverse abilities and learning styles. Leadership is distributed in the group with each student having a leadership role to fulfil. Roles of Recorder, Timekeeper, Turn-taker, Summariser, Reporter, Clarifier, Checker, Scout etc are distributed among the group. The resource needs only pen and paper to use. Some organisers are more applicable to the different aspects of the learning process than others, for example: collecting information, comparing and contrasting, developing ideas, sequencing information, summarising and extending thinking and learning. Some are also more relevant to different subjects and topics than others. They can all be used at the various stages of the learning process: • Pre - teaching • Introducing a topic • Teaching a topic • Independent Learning • Study and revision • Preparing answers to examination questions They scaffold learning and help to build student confidence. They also facilitate formative assessment as students can clearly see how much they understand. Detailed explanations on how to use each organiser are provided throughout the pack. Contents of Pack: Section 1 1. Guidelines on how to use each Graphic organiser 2. A list of suggestions for possible uses of each organiser that teachers have shared at CPD days 3. Completed and in some cases adapted organisers shared by practicing teachers Section 2 A set of blank Graphic organisers (which may be photocopied) for use in the classroom 4 © SLSS 2008
Ranking Ladder This ladder can be used to prioritise or rank ideas and/or information. It can also be used for topics with a series of stages or steps. It is suitable for subject matter with a definite beginning and end. At the pre-teaching stage the teacher can have pairs/triads of students fill in any information they know about the topic on the correct step. The teacher can monitor the results and then focus the teaching more accurately on the needs of the class. Active learning can be facilitated if the teacher provides the information in jumbled form and students work together to rank the information correctly. Suggestions from teachers History Business Home Economics Music • Becoming a Knight • Writing a letter • Digestion of proteins • Answering an • Cortés and the Aztecs • A business transaction • Production of cheese examination question • Life of George • Making a complaint • Milling flour on harmony Washington • Recruitment • 10 steps of HACCP • Writing a melody • Rise and Fall of Third • New product • Making a Christmas • Scales Reich development wreath • Musical Eras • Work of an • Calculate net pay • Design Brief • Composers archaeologist • Household Budget • Yoghurt making • Bank Reconciliations Mathematics Geography English Religion • Order of operations • Cloud formation • Descent of a tragic • Stages from slavery to • Solving a triangle • Formation of an ox- hero into calamity, Passover • Proving a theorem bow lake e.g. Macbeth’s descent • The development of • Difference Equations • Volcanic eruption into evil Islam • Differentiation from • Formation of a • Trace the theme of a • From the Passion to first principles waterfall poem — thread of Pentecost • Water cycle thought, main idea • Stages of a Novel © SLSS 2008 5
Approach to Harmony Question Double check bass notes, match chord selected above Fill in the bass notes in the style of the given opening Fill in the chord progressions Examine the melody – each note and each bar. Plot possible chord choices over each box Identify the Cadence points – write out good progressions Establish the Key signature, fill in the grid appropriately 6 © SLSS 2008
Pizarro and the Incas The desire for gold led Francisco Pizarro to explore and conquer the Inca empire of South America. However, his conquest of the Incas was a bloody one, filled with violence and double-crossing treachery. After years of intense fighting and explorations, Pizarro was murdered over the land he had conquered. June 1541 1540 August 1533 April 1531 © SLSS 2008 Jan 1531 1470 7
Stair Steps Stair steps can be used when a topic involves a step by step process or for plotting a course of action. It can sometimes be used interchangeably with the step ladder. Pupils can show preferences for particular models depending on their learning style. Learning is most effective when pupils work in small groups. They share and bounce ideas off each other. They can clarify and extend each others learning and they gain in confidence. Pupils practice the interpersonal skills of listening and explaining, summarising, questioning, clarifying and extending each others ideas. They can be taught to praise each others ideas and to work together. Work completed on a shared Graphic Organiser can be reproduced at home for study/revision. Suggestions from teachers Gaeilge Music Science Modern Language/ • Struchtúr a léiriú e.g. • Development of • Steps in the scientific Geography Struchtúr abairte Western Classical method • Telling the time • Codarsnachtaí idir Music • Levels of organisation • Oral Project work aidiachtaí a léiriú • Triads - backing • Steps in digestion chords • Costal erosion features • Céimeanna sa litir • Steps in separation of • Atmosphere readings • Aistí • Tonic solfa notation rock salt Business/Accounting PE/History Mathematics Art • Formation of Private Company • Free throw in • Linear Programming • Movements in Art • Resource management basketball • Differentiate from • Life of Monet • Business transaction • Making a complaint • Forward roll first principles • Taking out insurance • Renaissance - artists, • Decision making in sculptors, writers the EU • Steps in Financial Accounts 8 © SLSS 2008
Preparer le Document Oral © SLSS 2008 EXAMEN BLANC Entraînement avec un autre élève Vérification pour le professuer Préparer des réponses possibles Établir une liste de questions avec vos amis; votre famille Choisir un document 9
10 e } Resolving a Trade Dispute iv sl at External gi Arbitration e L Labour Court or External Employment Appeals Conciliation Tribunal Labour Relations Explanation Commission or Rights Commissioner or The dispute is referred Equality Officer to the Labour Court if it External has not been resolved at Negotiation an earlier stage. The } Internal Negotiation Workers and Supervisor Explanation Negotiation if possible with ones immediate supervisor whether it is a dispute involving all workers or an N on L eg is la tiv Internal Negotiation e Shop Steward and Supervisor Explanation Workers approach the shop steward to resolve a dispute if they have been unsuccessful in attempts to negotiate a solution with their immediate supervisor Internal Negotiation Shop Steward and Manager Explanation Shop steward negotiates with management in an attempt to resolve a dispute Union Officials and Senior Management Explanation Senior Management negotiate with Union Head Office to find a resolution to a dispute Explanation The dispute is referred to the Labour Relations Commission if it involves all workers or a large group of workers. It is referrred to a Labour Court decision is binding. If an individual feels that their statutory employment rights have been infringed they may take their case to the Employment Appeals Rights Commissioner if Tribunal. Its decision is it involves one worker or binding a small group of workers. It is referred to an Equality Officer if it involves equality issues © SLSS 2008 individual worker
Chain of Linked Events When a teacher wishes to build links between events or when the topic involves a series of interlinked events, this model can be used. This visual method assists students who find it difficult to memorise from notes. It can help to bring coherence to a large quantity of information and to establish or clarify the links in the pupil’s mind. As with previous organisers it can be used for pre- teaching i.e. identify what pupils know about the topic so teaching can be accurately focused at the level of students knowledge. It can be used for teaching a topic where information is provided in disjointed form and pupils have to link it correctly. It works best when a small group (2/3) students work together. One records agreed information on the model, one researches, one ensures that all contribute ideas and reach consensus or checks that all understand the material. Suggestions from teachers Gaeilge History Science Technology • Scéal a chumadh má • Plantations • Microscopic study of • Trees — seeds to thugtar an chéad abairt • Formation of new plant cells recycling • Aiste a scríobh – na State • History of the atom tuairimí a bhailiú le • War of Independence chéile in altanna • Irish Civil War • Aiste don Árdteist — • 1916 Rising Sláinte Art/Music Geography Home Economics Business • Art movements early • Economic/Social • Making cheese • Introducing new 20th Century effects of natural • Digestion of proteins product to the market • Composition disasters • Development of • Solving a Trade • Cord Progressions/ • Features of costal family in Ireland Dispute cadences erosion • Product Life Cycle © SLSS 2008 11
12 King Lear’s decision to divide his kingdom Dea Dé th no cen s of tr uemen tral agic t cha her rac o a hter nd s Le b Sto rm ar ette ee and “s r s” po mad desce G w Lea du nes nt in rs’ s to de ra er an on pende al d s t two nce lo a of Ke D au for daug ss tus sh ht Co nt ght e sus elter aers dec rs’ for rd Ban tena nd eli i and lara ced nce nd Cor tion K a a shed deli of lo D i a’s refuve ivi ngdo s al no f sio m impLear ’s ulsi ras ve n h atu re © SLSS 2008
Digestion (Mitch*) Mouth Physical and chemical digestion begin Peristalsis begins Oesophagus Physical and Chemical Digestion Stomach continue Digestion completed and Absorption Small Intestine for assimilation of food begins Absorption of H2O Large Intestine Egestion Rectum and Anus * Mitch was designed and named by an imaginative colleague! © SLSS 2008 13
Sequence Chart When a topic involves a sequence of events this organiser can be helpful. It is particularly useful when multiple or sequential factors need to be put in order and remembered. It is effective for pre-teaching and teaching the ! ! causes of an event. Pupils work together to correctly sequence disordered information. ! They are actively engaged in constructing the learning. They need to discuss and agree on the correct answer(s). ! ! A group can consult with another group if they ! are unsure about their answers. The teacher may have a rule that s/he only be asked for clarification if another group has been unable ! ! to help. For some students the teacher may provide information in jumbled form to be correctly sequenced. Suggestions from teachers Gaeilge/Modern Language English History Art • Scéal a chumadh má thugtar an chéad abairt • Trace sequence of • Rise of Hitler • Lino Printing Process • Aiste a scríobh – na events in plot of a text • Downfall of Parnell • Irish Art Time Line tuairimí a bhailiú le (novel, play, film, etc.) • Renaissance-Astronomy • Colour Wheel chéile in altanna • Outline progress of • Magellan’s Journey • Any craft at Junior • Aiste don Árdteist – • Life on Medieval Manor Certificate Sláinte thought in a poem • Feudal System • Project Design • Teicnicí Fileata • Voyage of Columbas • Writing a postcard or • Impressionist message influences Home Economics Geography Music Technical Subjects • Procedure for cookery • Rock Cycle • Any Symphony • Design Brief class • Water Cycle • Melody Writing • Drilling • Design & craftwork • Formation of a river • Writing 16 bar melody brief feature • Composition • Any recipe • Weathering - Freeze, • Set Works (form and Thaw action structure) • Plotting a Journey 14 © SLSS 2008
Causes of Second World War © SLSS 2008 Economic WW1 Guilt Clause Conditions ! ! (post-war depression) Wall Street Ideologies Taking Weimar Germany ! Crash ! Root ! Hitler’s Aggressive Appeasement Invasion of Poland ! ! Foreign Policy 15
16 Modh Cóinniolach ! ! Glan Glanf– Ghlanf– ! Ghlanfadh sé ! Ghlanfá ! Ghlanfainn ! ! Ghlanfaimis Ghlanfadh sibh Ghlanfaidís © SLSS 2008
Funnel When synthesising ideas, drawing conclusions, reducing a body of information to it’s core e.g. creating a definition, this model is useful. All details, components or parts of the information or picture are placed inside the funnel. They emerge as a conclusion, definition or synthesis. It can also be used to challenge or test pupils e.g. find the elements that are missing from the funnel. Like other models it can prove a very potent tool for visual and kinaesthetic learners. It facilitates active experiential learning. Roles of researcher, recorder and tester may be assigned to students. The tester ensures that all will be able to answer questions posed by the teacher. Suggestions from teachers Science History Geography Home Economics/ • Rates of reaction • Causes of 1916 Rising • Traffic Management Technical Subjects • Prep oxygen gas • Source of US • The Burren • Planning a craft • 7 characteristics of economic Boom • Improving the project living things 1945-69 environment • Healthy lifestyle • Photosynthesis • Causes of any major • Volcanos • Design brief • Magnetic force event e.g. French • Earthquakes • Conics • Urine Revolution, American Civil War of Independence Business/Maths Gaeilge Music/Art English/RE • Wage Negotiation • Foclóir a bhailiú faoi • Jazz • Essay preparation • Sale of Goods and topaic ar bith. • Dance • Persuasive writing Supply of Services • Tuairimí a bhailiú • Instruments of the • My favourite place Act 1980 d’aiste. orchestra • Components of Islam • Sets • Melody • Impressionist and Post Impressionist painters © SLSS 2008 17
Components of fitness cardiovascular muscular endurance endurance flexibility / suppleness dynamic strength static strength power speed Fitness 18 © SLSS 2008
Elements of The Burren 250,000,000 years old Limestone Shale Swallow Hole Fossils Stalactite Stalagmite Flora Tourism Goats Fauna Cave Limestone Pavement The Burren © SLSS 2008 19
Influences on the Development of Cubism Ar Characteristics tis of Cubism ts y db In vo ce lv en n ed di flu un In Fo Photography Geometric Pi ge ca r, shapes Lé ss Li o, pc e Br hi ur ct aq yz ru ue Sculpture St , and Painting CUBISM 20 © SLSS 2008
Fish Bone A whole topic may be summarised in one coherent space. Many students find that information summarised in this way is easier to remember than pages of text. It helps to organise and structure the information in a comprehensible form. It can help to collate factors associated with a complex topic and show how they interrelate. Each fishbone is built by a small team (2/3). The teacher can supply the headings and pupils fill in the details. It is suitable for use in mixed ability groups and students can contribute according to their ability, perception and interest. Intergroup cooperation is encouraged— one member may become the scout and seek out ideas from other groups. Students may repeat the exercise for homework/revision and then use the organiser for self assessment when they return to class. Suggestions from teachers Maths Modern Language History/Geography Art • Statistics • The Family • Ancient Ireland • Poster Design • Revision of formulae • La Journée Scolaire • Reformation • What is needed to • Sets - Key • La maison • Summary of learn to draw words/concepts • Topics for oral plantations • Painting Curriculum • Aspects of life in • Graphic Design 1950s • Modern Painting • Mass movements Schools • Volcanos Science Business Home Economics/ PE/Music Technical Subjects • Organic chemicals • Forms of taxation • Physical fitness • Human systems • Marketing Mix • Balanced diet • Dance • Ecology • Law of Contract • Fats • PE variety of activities • Radioactivity • Consumer Law • Proteins • Family of instruments • 7 characteristics of • Marketing • Classify foods • General study Junior living things • Insurance • Meat Certificate Music • Systems & organs of • National Budget • Welding the human • Financial Accounts • Water treatment © SLSS 2008 21
22 PE - Dance Contemporary step Solo dance types Sean nós dance dance Jig 6/8 Loose posture Upright posture Reel 4/4 Hand movement Hands rigid Slip Jig 9/8 Flat of feet Ball of foot Hornpipe 4/4 Casual Competitive Irish Connemara Costume Dance Walls of Limerick Half set Polka 2/4 Kerry Siege of Ennis Slide 2/4 Group dances Set dances Céilí dances © SLSS 2008
Eggs © SLSS 2008 Nutrition Dietetic Structure HBV Protein Shell 13% sat. fat Easy to digest Yolk 74% water Growth & repair White Iron, Sulphur Omega 3 Membrane No Ca, No CHO Cholesterol Air Cell Few Vitamins Suit convalescents Chalazae Eggs Emulsifying agent Kill Bacteria Grading Coagulation Registration Enriching Change of colour Class & size Glazing Quantity Binding White and yolk set Storage Hot/Cold Provider Uses Cooking Labelling 23
Brain Droplets (Wisdom Pearls) This can be used for thought showering in any context or for generation of ideas — for essays, exam questions, compositions in any subject. Teachers frequently seek ideas when introducing a new topic. Usually this is done in a whole class context. When pupils Ideas thought shower in small groups using an organiser to give focus to the work, the quality and quantity of ideas increase significantly. The dynamic of the small group means that everyone is motivated to contribute to the group goal. It feels safer to contribute ideas in a small group rather than in front of the whole class. Ideas may be shared with other groups so the entire class benefits from all ideas generated. Suggestions from teachers Gaeilge English Music Religion • Foclóir a bhailiú. • Brainstorming ideas • Listening to set work • Signs and symbols • Tuairimí a bhailiú for compositions • Essay on traditional • Kingdom of God d’aiste. • Pre-teaching - Irish Dance • Moral Issues • Tuairimí a lorg faoi drawing out ideas at • Characteristics of • Christianity ghné ar bith den start of a topic musical eras litríocht. • Poetic terminology Mathematics/Business History Geography Science • Complex numbers • Stalins Domestic • Pollution • Human hormones • Line geometry Policy • Core Regions • Using the microscope • Functions of a bank • Renaissance – main • Earthquakes • Learning light points and characters • Weathering • Human defence • Introduction to any system topic • Civil War 24 © SLSS 2008
Characteristics of an Entrepreneur © SLSS 2008 Risk Decision Taker Maker Reality Perception Self belief Hardworking Innovative and creative Motivated 25
26 Earthquakes Tremors Seismologist Richter Scale Seismograph Aftershock Destruction Epicentre Focus © SLSS 2008
Cross Classification Chart Criteria Topic When condensing and organising comparative data according to various criteria, this chart helps. The data is gathered together in a coherent form. The chart provides a structure in which to build the information. It can be used to summarise information in an easy to remember way and has a wide variety of applications in language, science, technology, social and business subjects. Students build up the information. Criteria are provided by the teacher and placed across the top of the chart. Students may be encouraged to contribute relevant criteria themselves. This organiser provides an excellent revision tool and a framework for study. Suggestions from teachers Gaeilge History/RE Home Economics/ Art/English • Stages in development Mathematics • Comparáid a • Early Irish Artifacts dhéanamh idir na of modern Ireland • Food additives • Paintings dánta atá á ndéanamh • World Religions • Cooking methods • Art in various ages don T.S. faoi • Milk • Poets/poems cheannteidil éagsúla. • Line, circle, • Themes/concepts • Comparáid ar bith trigonometry, transformations • Cone, cylinder, hemisphere, sphere Geography Business Music Technical Subjects/ • Regions • Set Works for L. Cert Science • Business Ownership • Growing crops • Production Methods • Set and choice songs • Woods: types of • Various climates • Sources of Finance finishes • Methods of • Insulation locations Communication • Soil types and crop • Forms of Transport growth © SLSS 2008 27
28 Manufactured Boards Criteria Board Raw Characteristics Uses Thickness Material External plywood available for Boats and flat roofs. Hardwood and softwood Grain visible. Available in Furniture, walls and Plywood 3mm to 25mm veneers. large sheets. Strong ceilings. Thin plywood needs to be framed. Grain visible. Available in Furniture panels, doors. Strip-core board Strips of wood and veneers large sheets. Strong. Does 12mm to 25mm Framing not necessary not warp or split. No grain unless veneered. Furniture manufacture, wall panels, edges require Chipboard Wood chips and sawdust Available in large sheets. covering. Framing not 9mm to 25mm Easy to decorate. necessary No grain unless veneered. Furniture backs, drawer Wood chips which have Does not split. Available in bottoms, partitions and Hardboard 3mm to 9m been reduced to a pulp large sheets. Hard, Durable, ceilings. Tough. Can be painted Framing necessary Distinct wood grain. Very Ornamental surfaces for Veneers Thin sheets of wood thin. Weak until bonded to artificial boards or solid 1mm a base wood. Marquetry © SLSS 2008
Early Irish Metalwork Artifacts Criteria © SLSS 2008 Era Shape Function Nature of Methods of Materials Decoration Decoration Used Bronze Age Abstract Incision Decorative badge or Sun Disc Mostly flattened gold button Geometric 2000 -500BC Repousse Semi Abstract Iron Age Decorative horse Organic Incision and Petrie Crown Bronze trapping Repousse 500BC – 500AD Based on plant imagery Incision Repousse Celtic fret work Early Christian Gold filigree Silver Tara Brooch Pseudo pennicular Gold filigree Brooch Enamelling 500AD – C7th Enamelling Enamelling Soldering Gold Incision Celtic fret work Engraving Gold Late Christian Repousse St Patrick’s Bell Shrine House St Patrick’s Bell Gold filigree Silver Gold filigree C7th – C12th Enamelling Enamelling Enamelling Soldering 29
Double Venn Diagram The double Venn is a simple and highly effective model for examining the similarities and differences between two items. Students work in small groups to compare and contrast. One student records the agreed information in the organiser on behalf of the group. Students of all abilities and learning styles can work together and contribute according to their interest, learning style and ability. No student is held back and the class does not move too fast for any student. Students are actively involved in the learning. They learn to agree, disagree, listen, explain and help each other. They orally process the learning. These soft skills need to be encouraged and actively taught in the classroom. Suggestions from teachers English Gaeilge Religion/Mathematics Home Economics • Two poems • Comparáid idir • Two religions e.g. • Comparing ovens • Relationships in texts dhánta/scéalta./charachtéir Judaism and • Mould reproduction • Essay planning • Comparáid idir téamaí e.g. Christianity • Accommodation • Tabloids/Broadsheets An saol mar atá is mar a bhí • Decimals • Nuclear/extended • Capulets/Montagues • Faoiseamh a Gheobhadsa (percentages) family Comparáid idir saol na Fractions • Commercial/ tuaithe agus saol na Homemade food cathrach • Accusative/Dative case Music/Art Technical Subjects History/Geography Science • RNA v DNA • Baroque music vs. art • Metals and alloys • Luther and Calvin • O2 v CO2 • (Hallelujah vs. St • Ferrous/Non-ferrous • Munster and Leinster • Photosynthesis v respiration George and the metals Plantations • Plant cell v animal cell Dragon) • Hard/Soft woods • Italian renaissance artists • Male v female endocrine • Set vs. Choice songs • War of Independence/ system • Mitosis v meiosis • Musical eras Civil War • Endocrine v nervous • Romanesque/Gothic • Mesolithic/Neolithic control ages • Circulatory/Lymphatic • Photograph/OS Map system 30 © SLSS 2008
Preparing an essay on holidays © SLSS 2008 Verbs are common to both holidays—nouns are different for each Winter Summer Nouns Verbs Nouns 31
32 Vein and Artery Vein Artery towards heart away from heart carry blood in less muscular lumen thick muscle wider lumen cylindrical shape narrow lumen less pressure – muscle layer pulse valves present blood under elastic layer pressure de-oxygenated except for lining epithelium oxygenated pulmonary except for pulmonary © SLSS 2008
Triple Venn Diagram This is a very powerful tool for answering higher level questions that require three items (books, texts, characters, regions, phenomena) to be compared and contrasted. Exam questions prepared in class as a group can be attempted alone for homework. The purpose of the team is to build stronger individuals — “What we can do together today we can do alone tomorrow”. Formative assessment is facilitated as students can clearly see how much they know about a topic by the time they have finished the work. It may be used to develop the ability - ‘attack skills’ - to tackle questions that students find challenging. Suggestions from teachers English Religion/Maths Home Economics Technical Subjects • Food types • The comparative • Main religions • Effects of alcohol abuse • Technical drawing - question ( comparing • Forms of Christianity • Compare dairy, meat and types of projections / three texts) for higher • Volume of cone, vegetable views level Leaving cylinder, sphere • Compare protein, fats, • Joining different Certificate carbohydrates materials • Main concerns of a • Special diets • Types of energy body of a poet’s work • Effects of unemployment • Wood, plastic, metal (Higher Level) on family, society, individual History Art/Music Science Gaeilge/Modern • Organs of excretion Language • Three leaders e.g. • Colour Mixing • 1st year science pre- Hitler, Stalin & • Comparing songs in learning • Comparáid idir Mussolini general study • Compare protons, scéalta/danta/ electrons, neutrons carachtéir. • Conduction, • Past, present, future convection and tense radiation • Water in physics, chemistry, biology © SLSS 2008 33
34 Solids, Liquids, Gasses GAS LIQUID particles can particles can move far evaporation and move or flow condensation are away from the changes of a little; each other to state for these take the fill every shape of available all contain their space atoms or container molecules; going straight all are from solid matter melting and to gas is solidifying called are the sublimation changes of ‘dry ice’ state for these particles can’t be seen moving; keeps the same shape SOLID © SLSS 2008
Comparative Question Silas Mariner Of Mice and Men © SLSS 2008 Fairy tale story Race A lot of unlikely Bullying coincidences Rural Life American Setting English Setting Isolation Unsettled Nomadic Life Remote society Depression Superstition Working People Poverty Violence Tragedy Desire for wealth (will Realism and gold) Escape from Role of reality women Working Class Betrayal Life Violence Alcohol Urban Life Civil War Irish Setting Juno and the Paycock Nationalism 35
Four Corner Organiser When characteristics of four related concepts/topics/people are being explored, the four are placed in the centre of the organiser and two criteria are placed on the outside. Examples of criteria are route and accomplishments of explorers, rights and responsibilities of stakeholders, formulae for and examples of how to solve equations, sources and uses of vitamins, examples and evidence for physics laws, characteristics and actions of characters. This is a very powerful tool when used by small groups to actively construct and organise knowledge. It promotes higher © 2004 Corwin Press Press. Permission to reproduce granted by kind permission of Copyrght Clearance Centre. level thinking. © 2004 Corwin Press Press. Permission to reproduce granted by kind permission of Copyrght Clearance Centre. Suggestions from teachers Maths Science Home Economics Art • Factorising • Trends in the periodic table • Nutrients • Analysing a painting • Differentiation by rule • Genetics • Food constituents • Art Movements • Coordinate geometry • History of the atom • Food types of the line • Food tests • Area and Volume • Le Chatelier’s principle • Numbers • Separation techniques • Number sets • Four physics laws — examples and evidence • Blood composition Geography Music Business Technical Subjects • Erosion/Deposition • Periods - Composers - • Community • Production of steel (2 corner organiser) Works Development Partners from Iron Ore • Irish Dances • Stakeholders in Business • Financial Institutions • Marketing Mix • Statistics Charts 36 © SLSS 2008
Embroidery Stitches Use Use to form a border or to form an © SLSS 2008 fill in an area i.e. outline centre of a flower French Stem Knots Stitch Satin Lazy Stitch Daisy Use Use to for fill in hand-stitched an area flowers outline 37
38 Equations Example Example How to solve it - How to solve it - Describe the process Describe the process Linear Quadratic Equation Equation Simultaneous Cubic How to solve it - Equation Equation How to solve it - Describe the process Describe the process Example Example © SLSS 2008
Tri Pie This organiser is suitable for Leaving Certificate higher level questions/topics. It requires very high level thinking to hold Pro Con two opposing viewpoints in one’s mind at the same time. To hold two opposing viewpoints and consider areas of uncertainty requires particularly high levels of maturity in thinking. Students sometimes tend to be black or white in their views and indeed often only see one point of view. This model helps students expand their thinking to examine all aspects of a problem / issue. Students are required to place some information in each section. Small groups are particularly effective in providing the breadth of viewpoints needed to give high quality answers in this context. Grey Area Suggestions from teachers Gaeilge English Science Technical Subjects • Díospóireacht a • Debate style • Should all cars run on • CNC Lathe Machine ullmhú. compositions biofuel? • Tuairimí a bhailiú faoi • Discuss a statement on • Should genetic théama/carachtar i a literary text/or a engineering be scéal character banned? • Advantages/ disadvantages type questions Religion History Business Geography • Moral Dilemmas • Was the ratification of • Social and Ethical • Planning issues the Anglo-Irish Treaty responsibilities of a the only cause of the business Irish Civil War? © SLSS 2008 39
40 Is Macbeth responsible for Duncan’s death? Yes No Had dark desire Lady M. taunts him already – emotional He followed the blackmail witches and actively Supernatural sought their influences predictions Easily persuaded by Suffers from his witches and wife own vaulting Does the deed ambition Disregards his own Scorpions in his conscience mind Immediate regret Follows the airborne dagger – is this supernatural influence © SLSS 2008 Maybe So!
Should the death penalty be imposed? © SLSS 2008 Yes No Victim gets justice Innocent people put to death An eye for an eye All life is sacred Deterrant to crime Minority groups over represented Nature of the crime Depends on response of convicted person Effect on society in general 41 Maybe So!
Starburst (all points covered) Many examination questions require 5 points in the answer. This organiser helps the visual learner to remember the points more easily. Agreeing the points in a small group aids long term memory retention. Note to teachers:- Approximately 10 to 15% of students prefer to learn from lists of notes in text form and they can memorise text more easily. Suggestions for use in some subjects Gaeilge/Modern Maths Business Science Language • Principles of insurance • Order of operations • Forming a company • Particle physics • Céimeanna i scríobh • Coordinate geometry • TQM • Bacteria of Line • Marketing Mix • Periodic table litreach/nóta. • Light • Solving equations • Elements of Business • Achoimre ar dhán e.g. Letter • Ag. Science— téama, mothúcháin, (JC, OL) • Sale of Goods and Supply coniferous trees íomhanna etc of Services Act 1980 • Learning vocabulary • Budgeting associated with a topic • Sole trader Music Home Economics History Art/English • Characteristics of Irish • Food types • Parnell and the Land • Impressionism Music • Cheese League • Modern periods • Sean Nós Singing • Energy requirements • Any key person in • Aspects of a character • Leaving Certificate set history • Aspects of poems works 42 © SLSS 2008
Music Style © SLSS 2008 Nasal tone Mellismatic style of singing Originally a Solo Art Form Sean Nós singing Words –the most important feature Ornamentation No dynamics, 43 No expression
44 Nóta a Scríobh Cád? Céard? a dhéanfaidh tú? a chonaic tú? a cheannóidh tú? a léigh tú? a fheicfidh tú? a bhí ann? a íosfaidh tú? Conas? Cathain? a rachaidh tú ann? a thiocfaidh tú abhaile? a bheidh sé ar siúl? a rachaidh tú ann? Ábhar a bhuailfidh sibh le chéile? a thosóidh sé? a bheidh ann? a fheicfidh tú? mbeidh sé a siúl? © SLSS 2008 Cé? Cá? mbuailfidh sibh le chéile?
Research Grid Q1 Q2 This is a question and answer learning Answer Answer methodology. It is particularly suitable for independent learning in small groups. Questions are written by the teacher and students research the answers and write them in. Q3 Q4 Students take responsibility for their own Answer Answer learning. They can consult within the group to reach the best answer to a particular question. They help each other to build high quality answers. A wide variety of topics in many subject Q5 Q6 areas can be taught using this method. Answer Answer One organiser is shared by a small group. Students can fill their own organiser for homework and keep it for study and revision. Suggestions from teachers Gaeilge Modern Language English History • Suibhé ranga a • Se Présenter • Analysing a poem • Northern Ireland dhéanamh. • Recapping a text 1920-49 • Ceisteanna a thabhairt • Themes of the ar mhír scannáin/ alt Holocaust léamhthuisceana Science/Maths Home Economics Business Music • Functions of skeleton • Marriage • Marketing • Cadances • Plant reproduction • EU Institutions • Works/songs • Stages in solving LC • Legislation • Key signatures HL problems • Notation • Irish music • Aural skills © SLSS 2008 45
46 Character Analysis: - Write brief informative notes on the following Describe the character’s physical Describe the character’s Describe the setting in which the The way the character behaves appearance background character lives The way the character speaks Why I would/would not like to be What motivates the character What others say about the the character character How others behave around the Important relationships for the The playwight’s depiction of the The playwright’s style of character character character characterisation © SLSS 2008
Investigating a Third Level Course © SLSS 2008 When can I apply? Closing Date? Answer Answer Entry Requirement? What subjects needed? Answer Answer What does course involve? What alternative courses? Answer Answer 47
48 © SLSS 2008
Section 2 Graphic Organisers for use in the classroom © SLSS 2008 49
© 2008
© 2008
© 2008
! ! ! ! ! ! ! ! © 2008
© 2008
© 2008
© 2008
© 2008
© 2008
© 2004 Corwin Press Press. Permission to reproduce granted by kind permission of Copyrght Clearance Centre.
Pro Con © 2008 Grey Area
© 2008
Q1 Q2 Answer Answer Q3 Q4 Answer Answer Q5 Q6 Answer Answer © 2008
Tri Pie Pro Con Ranking Ladder Four Corner Organiser Grey Area © 2004 Corwin Press Press. Permission to reproduce granted by kind permission of Copyrght Clearance Centre. Funnel Brain Droplets Cross Classification Chart Sequence Chart Stair Steps ! ! ! Double Venn ! ! ! ! ! Chain of linked events Fish Triple Bone Venn Research Grid Star Q1 Q2 Burst Answer Answer Q3 Q4 Answer Answer Q5 Q6 Answer Answer S ECOND L EVEL SUPPORT SERVICE © SLSS 2008 SEIRBHÍS TACAÍOCHTA DARA LEIBHÉAL

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Using graphic organisers in teaching and learning

  • 1.
    Using Graphic Organisers in Teaching and Learning S ECOND L EVEL SUPPORT SERVICE SEIRBHÍS TACAÍOCHTA DARA LEIBHÉAL The SLSS is funded by the Department of Education and Science under the National Development Plan
  • 2.
    Acknowledgements This resource hasbeen made possible by the generosity of practising teachers working at CPD days facilitated by the SLSS. It is an admirable example of the generosity of teachers willing to share their expertise and ideas with colleagues across the teaching community. This resource was produced by members of the Second Level Support Service (SLSS) Team - Project Leader: Maria Garvey - Design: Gabrielle Moran Printed by Costello Print, Navan - 046 9028775 2 © SLSS 2008
  • 3.
    Table of Contents Introduction… … … … … … … … … … … … … … … … … … … … 4 Ranking Ladder … … … … … … … … … … … … … … … … … … … 5 Stair Steps … … … … … … … … … … … … … … … … … … … … … 8 Chain of Events… … … … … … … … … … … … … … … … … … … 11 Sequence Charts … … … … … … … … … … … … … … … … … … 14 Funnel … … … … … … … … … … … … … … … … … … … … … 17 Fishbone … … … … … … … … … … … … … … … … … … … … … 21 Brain Droplets (Wisdom Pearls) … … … … … … … … … … … … … 24 Cross Classification Chart … … … … … … … … … … … … … … … 27 Double Venn Diagram … … … … … … … … … … … … … … … … 30 Triple Venn Diagram … … … … … … … … … … … … … … … … … 33 Four Corner Organiser … … … … … … … … … … … … … … … … 36 Tri Pie … … … … … … … … … … … … … … … … … … … … … 39 Starburst … … … … … … … … … … … … … … … … … … … … … 42 Research Grid … … … … … … … … … … … … … … … … … … … 45 Blanks for use in classroom … … … … … … … … … … … … … … … 49 © SLSS 2008 3
  • 4.
    Introduction Graphic Organisers providea visual method of developing, organising and summarising students learning. They help to structure disjointed information. They facilitate the learning process by providing a scaffold for the development of ideas and the construction of knowledge. Visual, auditory and kinaesthetic learners all benefit from using the organisers. High quality teaching in mixed ability classrooms is also facilitated. Highest quality results are achieved when one organiser is shared by a small group of (2/3) students with diverse abilities and learning styles. Leadership is distributed in the group with each student having a leadership role to fulfil. Roles of Recorder, Timekeeper, Turn-taker, Summariser, Reporter, Clarifier, Checker, Scout etc are distributed among the group. The resource needs only pen and paper to use. Some organisers are more applicable to the different aspects of the learning process than others, for example: collecting information, comparing and contrasting, developing ideas, sequencing information, summarising and extending thinking and learning. Some are also more relevant to different subjects and topics than others. They can all be used at the various stages of the learning process: • Pre - teaching • Introducing a topic • Teaching a topic • Independent Learning • Study and revision • Preparing answers to examination questions They scaffold learning and help to build student confidence. They also facilitate formative assessment as students can clearly see how much they understand. Detailed explanations on how to use each organiser are provided throughout the pack. Contents of Pack: Section 1 1. Guidelines on how to use each Graphic organiser 2. A list of suggestions for possible uses of each organiser that teachers have shared at CPD days 3. Completed and in some cases adapted organisers shared by practicing teachers Section 2 A set of blank Graphic organisers (which may be photocopied) for use in the classroom 4 © SLSS 2008
  • 5.
    Ranking Ladder This ladder can be used to prioritise or rank ideas and/or information. It can also be used for topics with a series of stages or steps. It is suitable for subject matter with a definite beginning and end. At the pre-teaching stage the teacher can have pairs/triads of students fill in any information they know about the topic on the correct step. The teacher can monitor the results and then focus the teaching more accurately on the needs of the class. Active learning can be facilitated if the teacher provides the information in jumbled form and students work together to rank the information correctly. Suggestions from teachers History Business Home Economics Music • Becoming a Knight • Writing a letter • Digestion of proteins • Answering an • Cortés and the Aztecs • A business transaction • Production of cheese examination question • Life of George • Making a complaint • Milling flour on harmony Washington • Recruitment • 10 steps of HACCP • Writing a melody • Rise and Fall of Third • New product • Making a Christmas • Scales Reich development wreath • Musical Eras • Work of an • Calculate net pay • Design Brief • Composers archaeologist • Household Budget • Yoghurt making • Bank Reconciliations Mathematics Geography English Religion • Order of operations • Cloud formation • Descent of a tragic • Stages from slavery to • Solving a triangle • Formation of an ox- hero into calamity, Passover • Proving a theorem bow lake e.g. Macbeth’s descent • The development of • Difference Equations • Volcanic eruption into evil Islam • Differentiation from • Formation of a • Trace the theme of a • From the Passion to first principles waterfall poem — thread of Pentecost • Water cycle thought, main idea • Stages of a Novel © SLSS 2008 5
  • 6.
    Approach to HarmonyQuestion Double check bass notes, match chord selected above Fill in the bass notes in the style of the given opening Fill in the chord progressions Examine the melody – each note and each bar. Plot possible chord choices over each box Identify the Cadence points – write out good progressions Establish the Key signature, fill in the grid appropriately 6 © SLSS 2008
  • 7.
    Pizarro and theIncas The desire for gold led Francisco Pizarro to explore and conquer the Inca empire of South America. However, his conquest of the Incas was a bloody one, filled with violence and double-crossing treachery. After years of intense fighting and explorations, Pizarro was murdered over the land he had conquered. June 1541 1540 August 1533 April 1531 © SLSS 2008 Jan 1531 1470 7
  • 8.
    Stair Steps Stair steps can be used when a topic involves a step by step process or for plotting a course of action. It can sometimes be used interchangeably with the step ladder. Pupils can show preferences for particular models depending on their learning style. Learning is most effective when pupils work in small groups. They share and bounce ideas off each other. They can clarify and extend each others learning and they gain in confidence. Pupils practice the interpersonal skills of listening and explaining, summarising, questioning, clarifying and extending each others ideas. They can be taught to praise each others ideas and to work together. Work completed on a shared Graphic Organiser can be reproduced at home for study/revision. Suggestions from teachers Gaeilge Music Science Modern Language/ • Struchtúr a léiriú e.g. • Development of • Steps in the scientific Geography Struchtúr abairte Western Classical method • Telling the time • Codarsnachtaí idir Music • Levels of organisation • Oral Project work aidiachtaí a léiriú • Triads - backing • Steps in digestion chords • Costal erosion features • Céimeanna sa litir • Steps in separation of • Atmosphere readings • Aistí • Tonic solfa notation rock salt Business/Accounting PE/History Mathematics Art • Formation of Private Company • Free throw in • Linear Programming • Movements in Art • Resource management basketball • Differentiate from • Life of Monet • Business transaction • Making a complaint • Forward roll first principles • Taking out insurance • Renaissance - artists, • Decision making in sculptors, writers the EU • Steps in Financial Accounts 8 © SLSS 2008
  • 9.
    Preparer le DocumentOral © SLSS 2008 EXAMEN BLANC Entraînement avec un autre élève Vérification pour le professuer Préparer des réponses possibles Établir une liste de questions avec vos amis; votre famille Choisir un document 9
  • 10.
    10 e } Resolving a Trade Dispute iv sl at External gi Arbitration e L Labour Court or External Employment Appeals Conciliation Tribunal Labour Relations Explanation Commission or Rights Commissioner or The dispute is referred Equality Officer to the Labour Court if it External has not been resolved at Negotiation an earlier stage. The } Internal Negotiation Workers and Supervisor Explanation Negotiation if possible with ones immediate supervisor whether it is a dispute involving all workers or an N on L eg is la tiv Internal Negotiation e Shop Steward and Supervisor Explanation Workers approach the shop steward to resolve a dispute if they have been unsuccessful in attempts to negotiate a solution with their immediate supervisor Internal Negotiation Shop Steward and Manager Explanation Shop steward negotiates with management in an attempt to resolve a dispute Union Officials and Senior Management Explanation Senior Management negotiate with Union Head Office to find a resolution to a dispute Explanation The dispute is referred to the Labour Relations Commission if it involves all workers or a large group of workers. It is referrred to a Labour Court decision is binding. If an individual feels that their statutory employment rights have been infringed they may take their case to the Employment Appeals Rights Commissioner if Tribunal. Its decision is it involves one worker or binding a small group of workers. It is referred to an Equality Officer if it involves equality issues © SLSS 2008 individual worker
  • 11.
    Chain of LinkedEvents When a teacher wishes to build links between events or when the topic involves a series of interlinked events, this model can be used. This visual method assists students who find it difficult to memorise from notes. It can help to bring coherence to a large quantity of information and to establish or clarify the links in the pupil’s mind. As with previous organisers it can be used for pre- teaching i.e. identify what pupils know about the topic so teaching can be accurately focused at the level of students knowledge. It can be used for teaching a topic where information is provided in disjointed form and pupils have to link it correctly. It works best when a small group (2/3) students work together. One records agreed information on the model, one researches, one ensures that all contribute ideas and reach consensus or checks that all understand the material. Suggestions from teachers Gaeilge History Science Technology • Scéal a chumadh má • Plantations • Microscopic study of • Trees — seeds to thugtar an chéad abairt • Formation of new plant cells recycling • Aiste a scríobh – na State • History of the atom tuairimí a bhailiú le • War of Independence chéile in altanna • Irish Civil War • Aiste don Árdteist — • 1916 Rising Sláinte Art/Music Geography Home Economics Business • Art movements early • Economic/Social • Making cheese • Introducing new 20th Century effects of natural • Digestion of proteins product to the market • Composition disasters • Development of • Solving a Trade • Cord Progressions/ • Features of costal family in Ireland Dispute cadences erosion • Product Life Cycle © SLSS 2008 11
  • 12.
    12 King Lear’s decision to divide his kingdom Dea Dé th no cen s of tr uemen tral agic t cha her rac o a hter nd s Le b Sto rm ar ette ee and “s r s” po mad desce G w Lea du nes nt in rs’ s to de ra er an on pende al d s t two nce lo a of Ke D au for daug ss tus sh ht Co nt ght e sus elter aers dec rs’ for rd Ban tena nd eli i and lara ced nce nd Cor tion K a a shed deli of lo D i a’s refuve ivi ngdo s al no f sio m impLear ’s ulsi ras ve n h atu re © SLSS 2008
  • 13.
    Digestion (Mitch*) Mouth Physical and chemical digestion begin Peristalsis begins Oesophagus Physical and Chemical Digestion Stomach continue Digestion completed and Absorption Small Intestine for assimilation of food begins Absorption of H2O Large Intestine Egestion Rectum and Anus * Mitch was designed and named by an imaginative colleague! © SLSS 2008 13
  • 14.
    Sequence Chart When a topic involves a sequence of events this organiser can be helpful. It is particularly useful when multiple or sequential factors need to be put in order and remembered. It is effective for pre-teaching and teaching the ! ! causes of an event. Pupils work together to correctly sequence disordered information. ! They are actively engaged in constructing the learning. They need to discuss and agree on the correct answer(s). ! ! A group can consult with another group if they ! are unsure about their answers. The teacher may have a rule that s/he only be asked for clarification if another group has been unable ! ! to help. For some students the teacher may provide information in jumbled form to be correctly sequenced. Suggestions from teachers Gaeilge/Modern Language English History Art • Scéal a chumadh má thugtar an chéad abairt • Trace sequence of • Rise of Hitler • Lino Printing Process • Aiste a scríobh – na events in plot of a text • Downfall of Parnell • Irish Art Time Line tuairimí a bhailiú le (novel, play, film, etc.) • Renaissance-Astronomy • Colour Wheel chéile in altanna • Outline progress of • Magellan’s Journey • Any craft at Junior • Aiste don Árdteist – • Life on Medieval Manor Certificate Sláinte thought in a poem • Feudal System • Project Design • Teicnicí Fileata • Voyage of Columbas • Writing a postcard or • Impressionist message influences Home Economics Geography Music Technical Subjects • Procedure for cookery • Rock Cycle • Any Symphony • Design Brief class • Water Cycle • Melody Writing • Drilling • Design & craftwork • Formation of a river • Writing 16 bar melody brief feature • Composition • Any recipe • Weathering - Freeze, • Set Works (form and Thaw action structure) • Plotting a Journey 14 © SLSS 2008
  • 15.
    Causes of SecondWorld War © SLSS 2008 Economic WW1 Guilt Clause Conditions ! ! (post-war depression) Wall Street Ideologies Taking Weimar Germany ! Crash ! Root ! Hitler’s Aggressive Appeasement Invasion of Poland ! ! Foreign Policy 15
  • 16.
    16 Modh Cóinniolach ! ! Glan Glanf– Ghlanf– ! Ghlanfadh sé ! Ghlanfá ! Ghlanfainn ! ! Ghlanfaimis Ghlanfadh sibh Ghlanfaidís © SLSS 2008
  • 17.
    Funnel When synthesising ideas, drawing conclusions, reducing a body of information to it’s core e.g. creating a definition, this model is useful. All details, components or parts of the information or picture are placed inside the funnel. They emerge as a conclusion, definition or synthesis. It can also be used to challenge or test pupils e.g. find the elements that are missing from the funnel. Like other models it can prove a very potent tool for visual and kinaesthetic learners. It facilitates active experiential learning. Roles of researcher, recorder and tester may be assigned to students. The tester ensures that all will be able to answer questions posed by the teacher. Suggestions from teachers Science History Geography Home Economics/ • Rates of reaction • Causes of 1916 Rising • Traffic Management Technical Subjects • Prep oxygen gas • Source of US • The Burren • Planning a craft • 7 characteristics of economic Boom • Improving the project living things 1945-69 environment • Healthy lifestyle • Photosynthesis • Causes of any major • Volcanos • Design brief • Magnetic force event e.g. French • Earthquakes • Conics • Urine Revolution, American Civil War of Independence Business/Maths Gaeilge Music/Art English/RE • Wage Negotiation • Foclóir a bhailiú faoi • Jazz • Essay preparation • Sale of Goods and topaic ar bith. • Dance • Persuasive writing Supply of Services • Tuairimí a bhailiú • Instruments of the • My favourite place Act 1980 d’aiste. orchestra • Components of Islam • Sets • Melody • Impressionist and Post Impressionist painters © SLSS 2008 17
  • 18.
    Components of fitness cardiovascular muscular endurance endurance flexibility / suppleness dynamic strength static strength power speed Fitness 18 © SLSS 2008
  • 19.
    Elements of TheBurren 250,000,000 years old Limestone Shale Swallow Hole Fossils Stalactite Stalagmite Flora Tourism Goats Fauna Cave Limestone Pavement The Burren © SLSS 2008 19
  • 20.
    Influences on theDevelopment of Cubism Ar Characteristics tis of Cubism ts y db In vo ce lv en n ed di flu un In Fo Photography Geometric Pi ge ca r, shapes Lé ss Li o, pc e Br hi ur ct aq yz ru ue Sculpture St , and Painting CUBISM 20 © SLSS 2008
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    Fish Bone A whole topic may be summarised in one coherent space. Many students find that information summarised in this way is easier to remember than pages of text. It helps to organise and structure the information in a comprehensible form. It can help to collate factors associated with a complex topic and show how they interrelate. Each fishbone is built by a small team (2/3). The teacher can supply the headings and pupils fill in the details. It is suitable for use in mixed ability groups and students can contribute according to their ability, perception and interest. Intergroup cooperation is encouraged— one member may become the scout and seek out ideas from other groups. Students may repeat the exercise for homework/revision and then use the organiser for self assessment when they return to class. Suggestions from teachers Maths Modern Language History/Geography Art • Statistics • The Family • Ancient Ireland • Poster Design • Revision of formulae • La Journée Scolaire • Reformation • What is needed to • Sets - Key • La maison • Summary of learn to draw words/concepts • Topics for oral plantations • Painting Curriculum • Aspects of life in • Graphic Design 1950s • Modern Painting • Mass movements Schools • Volcanos Science Business Home Economics/ PE/Music Technical Subjects • Organic chemicals • Forms of taxation • Physical fitness • Human systems • Marketing Mix • Balanced diet • Dance • Ecology • Law of Contract • Fats • PE variety of activities • Radioactivity • Consumer Law • Proteins • Family of instruments • 7 characteristics of • Marketing • Classify foods • General study Junior living things • Insurance • Meat Certificate Music • Systems & organs of • National Budget • Welding the human • Financial Accounts • Water treatment © SLSS 2008 21
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    22 PE - Dance Contemporary step Solo dance types Sean nós dance dance Jig 6/8 Loose posture Upright posture Reel 4/4 Hand movement Hands rigid Slip Jig 9/8 Flat of feet Ball of foot Hornpipe 4/4 Casual Competitive Irish Connemara Costume Dance Walls of Limerick Half set Polka 2/4 Kerry Siege of Ennis Slide 2/4 Group dances Set dances Céilí dances © SLSS 2008
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    Eggs © SLSS 2008 Nutrition Dietetic Structure HBV Protein Shell 13% sat. fat Easy to digest Yolk 74% water Growth & repair White Iron, Sulphur Omega 3 Membrane No Ca, No CHO Cholesterol Air Cell Few Vitamins Suit convalescents Chalazae Eggs Emulsifying agent Kill Bacteria Grading Coagulation Registration Enriching Change of colour Class & size Glazing Quantity Binding White and yolk set Storage Hot/Cold Provider Uses Cooking Labelling 23
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    Brain Droplets (WisdomPearls) This can be used for thought showering in any context or for generation of ideas — for essays, exam questions, compositions in any subject. Teachers frequently seek ideas when introducing a new topic. Usually this is done in a whole class context. When pupils Ideas thought shower in small groups using an organiser to give focus to the work, the quality and quantity of ideas increase significantly. The dynamic of the small group means that everyone is motivated to contribute to the group goal. It feels safer to contribute ideas in a small group rather than in front of the whole class. Ideas may be shared with other groups so the entire class benefits from all ideas generated. Suggestions from teachers Gaeilge English Music Religion • Foclóir a bhailiú. • Brainstorming ideas • Listening to set work • Signs and symbols • Tuairimí a bhailiú for compositions • Essay on traditional • Kingdom of God d’aiste. • Pre-teaching - Irish Dance • Moral Issues • Tuairimí a lorg faoi drawing out ideas at • Characteristics of • Christianity ghné ar bith den start of a topic musical eras litríocht. • Poetic terminology Mathematics/Business History Geography Science • Complex numbers • Stalins Domestic • Pollution • Human hormones • Line geometry Policy • Core Regions • Using the microscope • Functions of a bank • Renaissance – main • Earthquakes • Learning light points and characters • Weathering • Human defence • Introduction to any system topic • Civil War 24 © SLSS 2008
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    Characteristics of anEntrepreneur © SLSS 2008 Risk Decision Taker Maker Reality Perception Self belief Hardworking Innovative and creative Motivated 25
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    26 Earthquakes Tremors Seismologist Richter Scale Seismograph Aftershock Destruction Epicentre Focus © SLSS 2008
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    Cross Classification Chart Criteria Topic When condensing and organising comparative data according to various criteria, this chart helps. The data is gathered together in a coherent form. The chart provides a structure in which to build the information. It can be used to summarise information in an easy to remember way and has a wide variety of applications in language, science, technology, social and business subjects. Students build up the information. Criteria are provided by the teacher and placed across the top of the chart. Students may be encouraged to contribute relevant criteria themselves. This organiser provides an excellent revision tool and a framework for study. Suggestions from teachers Gaeilge History/RE Home Economics/ Art/English • Stages in development Mathematics • Comparáid a • Early Irish Artifacts dhéanamh idir na of modern Ireland • Food additives • Paintings dánta atá á ndéanamh • World Religions • Cooking methods • Art in various ages don T.S. faoi • Milk • Poets/poems cheannteidil éagsúla. • Line, circle, • Themes/concepts • Comparáid ar bith trigonometry, transformations • Cone, cylinder, hemisphere, sphere Geography Business Music Technical Subjects/ • Regions • Set Works for L. Cert Science • Business Ownership • Growing crops • Production Methods • Set and choice songs • Woods: types of • Various climates • Sources of Finance finishes • Methods of • Insulation locations Communication • Soil types and crop • Forms of Transport growth © SLSS 2008 27
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    28 Manufactured Boards Criteria Board Raw Characteristics Uses Thickness Material External plywood available for Boats and flat roofs. Hardwood and softwood Grain visible. Available in Furniture, walls and Plywood 3mm to 25mm veneers. large sheets. Strong ceilings. Thin plywood needs to be framed. Grain visible. Available in Furniture panels, doors. Strip-core board Strips of wood and veneers large sheets. Strong. Does 12mm to 25mm Framing not necessary not warp or split. No grain unless veneered. Furniture manufacture, wall panels, edges require Chipboard Wood chips and sawdust Available in large sheets. covering. Framing not 9mm to 25mm Easy to decorate. necessary No grain unless veneered. Furniture backs, drawer Wood chips which have Does not split. Available in bottoms, partitions and Hardboard 3mm to 9m been reduced to a pulp large sheets. Hard, Durable, ceilings. Tough. Can be painted Framing necessary Distinct wood grain. Very Ornamental surfaces for Veneers Thin sheets of wood thin. Weak until bonded to artificial boards or solid 1mm a base wood. Marquetry © SLSS 2008
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    Early Irish MetalworkArtifacts Criteria © SLSS 2008 Era Shape Function Nature of Methods of Materials Decoration Decoration Used Bronze Age Abstract Incision Decorative badge or Sun Disc Mostly flattened gold button Geometric 2000 -500BC Repousse Semi Abstract Iron Age Decorative horse Organic Incision and Petrie Crown Bronze trapping Repousse 500BC – 500AD Based on plant imagery Incision Repousse Celtic fret work Early Christian Gold filigree Silver Tara Brooch Pseudo pennicular Gold filigree Brooch Enamelling 500AD – C7th Enamelling Enamelling Soldering Gold Incision Celtic fret work Engraving Gold Late Christian Repousse St Patrick’s Bell Shrine House St Patrick’s Bell Gold filigree Silver Gold filigree C7th – C12th Enamelling Enamelling Enamelling Soldering 29
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    Double Venn Diagram The double Venn is a simple and highly effective model for examining the similarities and differences between two items. Students work in small groups to compare and contrast. One student records the agreed information in the organiser on behalf of the group. Students of all abilities and learning styles can work together and contribute according to their interest, learning style and ability. No student is held back and the class does not move too fast for any student. Students are actively involved in the learning. They learn to agree, disagree, listen, explain and help each other. They orally process the learning. These soft skills need to be encouraged and actively taught in the classroom. Suggestions from teachers English Gaeilge Religion/Mathematics Home Economics • Two poems • Comparáid idir • Two religions e.g. • Comparing ovens • Relationships in texts dhánta/scéalta./charachtéir Judaism and • Mould reproduction • Essay planning • Comparáid idir téamaí e.g. Christianity • Accommodation • Tabloids/Broadsheets An saol mar atá is mar a bhí • Decimals • Nuclear/extended • Capulets/Montagues • Faoiseamh a Gheobhadsa (percentages) family Comparáid idir saol na Fractions • Commercial/ tuaithe agus saol na Homemade food cathrach • Accusative/Dative case Music/Art Technical Subjects History/Geography Science • RNA v DNA • Baroque music vs. art • Metals and alloys • Luther and Calvin • O2 v CO2 • (Hallelujah vs. St • Ferrous/Non-ferrous • Munster and Leinster • Photosynthesis v respiration George and the metals Plantations • Plant cell v animal cell Dragon) • Hard/Soft woods • Italian renaissance artists • Male v female endocrine • Set vs. Choice songs • War of Independence/ system • Mitosis v meiosis • Musical eras Civil War • Endocrine v nervous • Romanesque/Gothic • Mesolithic/Neolithic control ages • Circulatory/Lymphatic • Photograph/OS Map system 30 © SLSS 2008
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    Preparing an essayon holidays © SLSS 2008 Verbs are common to both holidays—nouns are different for each Winter Summer Nouns Verbs Nouns 31
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    32 Vein and Artery Vein Artery towards heart away from heart carry blood in less muscular lumen thick muscle wider lumen cylindrical shape narrow lumen less pressure – muscle layer pulse valves present blood under elastic layer pressure de-oxygenated except for lining epithelium oxygenated pulmonary except for pulmonary © SLSS 2008
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    Triple Venn Diagram This is a very powerful tool for answering higher level questions that require three items (books, texts, characters, regions, phenomena) to be compared and contrasted. Exam questions prepared in class as a group can be attempted alone for homework. The purpose of the team is to build stronger individuals — “What we can do together today we can do alone tomorrow”. Formative assessment is facilitated as students can clearly see how much they know about a topic by the time they have finished the work. It may be used to develop the ability - ‘attack skills’ - to tackle questions that students find challenging. Suggestions from teachers English Religion/Maths Home Economics Technical Subjects • Food types • The comparative • Main religions • Effects of alcohol abuse • Technical drawing - question ( comparing • Forms of Christianity • Compare dairy, meat and types of projections / three texts) for higher • Volume of cone, vegetable views level Leaving cylinder, sphere • Compare protein, fats, • Joining different Certificate carbohydrates materials • Main concerns of a • Special diets • Types of energy body of a poet’s work • Effects of unemployment • Wood, plastic, metal (Higher Level) on family, society, individual History Art/Music Science Gaeilge/Modern • Organs of excretion Language • Three leaders e.g. • Colour Mixing • 1st year science pre- Hitler, Stalin & • Comparing songs in learning • Comparáid idir Mussolini general study • Compare protons, scéalta/danta/ electrons, neutrons carachtéir. • Conduction, • Past, present, future convection and tense radiation • Water in physics, chemistry, biology © SLSS 2008 33
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    34 Solids, Liquids, Gasses GAS LIQUID particles can particles can move far evaporation and move or flow condensation are away from the changes of a little; each other to state for these take the fill every shape of available all contain their space atoms or container molecules; going straight all are from solid matter melting and to gas is solidifying called are the sublimation changes of ‘dry ice’ state for these particles can’t be seen moving; keeps the same shape SOLID © SLSS 2008
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    Comparative Question Silas Mariner Of Mice and Men © SLSS 2008 Fairy tale story Race A lot of unlikely Bullying coincidences Rural Life American Setting English Setting Isolation Unsettled Nomadic Life Remote society Depression Superstition Working People Poverty Violence Tragedy Desire for wealth (will Realism and gold) Escape from Role of reality women Working Class Betrayal Life Violence Alcohol Urban Life Civil War Irish Setting Juno and the Paycock Nationalism 35
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    Four Corner Organiser When characteristics of four related concepts/topics/people are being explored, the four are placed in the centre of the organiser and two criteria are placed on the outside. Examples of criteria are route and accomplishments of explorers, rights and responsibilities of stakeholders, formulae for and examples of how to solve equations, sources and uses of vitamins, examples and evidence for physics laws, characteristics and actions of characters. This is a very powerful tool when used by small groups to actively construct and organise knowledge. It promotes higher © 2004 Corwin Press Press. Permission to reproduce granted by kind permission of Copyrght Clearance Centre. level thinking. © 2004 Corwin Press Press. Permission to reproduce granted by kind permission of Copyrght Clearance Centre. Suggestions from teachers Maths Science Home Economics Art • Factorising • Trends in the periodic table • Nutrients • Analysing a painting • Differentiation by rule • Genetics • Food constituents • Art Movements • Coordinate geometry • History of the atom • Food types of the line • Food tests • Area and Volume • Le Chatelier’s principle • Numbers • Separation techniques • Number sets • Four physics laws — examples and evidence • Blood composition Geography Music Business Technical Subjects • Erosion/Deposition • Periods - Composers - • Community • Production of steel (2 corner organiser) Works Development Partners from Iron Ore • Irish Dances • Stakeholders in Business • Financial Institutions • Marketing Mix • Statistics Charts 36 © SLSS 2008
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    Embroidery Stitches Use Use to form a border or to form an © SLSS 2008 fill in an area i.e. outline centre of a flower French Stem Knots Stitch Satin Lazy Stitch Daisy Use Use to for fill in hand-stitched an area flowers outline 37
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    38 Equations Example Example How to solve it - How to solve it - Describe the process Describe the process Linear Quadratic Equation Equation Simultaneous Cubic How to solve it - Equation Equation How to solve it - Describe the process Describe the process Example Example © SLSS 2008
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    Tri Pie This organiser is suitable for Leaving Certificate higher level questions/topics. It requires very high level thinking to hold Pro Con two opposing viewpoints in one’s mind at the same time. To hold two opposing viewpoints and consider areas of uncertainty requires particularly high levels of maturity in thinking. Students sometimes tend to be black or white in their views and indeed often only see one point of view. This model helps students expand their thinking to examine all aspects of a problem / issue. Students are required to place some information in each section. Small groups are particularly effective in providing the breadth of viewpoints needed to give high quality answers in this context. Grey Area Suggestions from teachers Gaeilge English Science Technical Subjects • Díospóireacht a • Debate style • Should all cars run on • CNC Lathe Machine ullmhú. compositions biofuel? • Tuairimí a bhailiú faoi • Discuss a statement on • Should genetic théama/carachtar i a literary text/or a engineering be scéal character banned? • Advantages/ disadvantages type questions Religion History Business Geography • Moral Dilemmas • Was the ratification of • Social and Ethical • Planning issues the Anglo-Irish Treaty responsibilities of a the only cause of the business Irish Civil War? © SLSS 2008 39
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    40 Is Macbeth responsible for Duncan’s death? Yes No Had dark desire Lady M. taunts him already – emotional He followed the blackmail witches and actively Supernatural sought their influences predictions Easily persuaded by Suffers from his witches and wife own vaulting Does the deed ambition Disregards his own Scorpions in his conscience mind Immediate regret Follows the airborne dagger – is this supernatural influence © SLSS 2008 Maybe So!
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    Should the deathpenalty be imposed? © SLSS 2008 Yes No Victim gets justice Innocent people put to death An eye for an eye All life is sacred Deterrant to crime Minority groups over represented Nature of the crime Depends on response of convicted person Effect on society in general 41 Maybe So!
  • 42.
    Starburst (all pointscovered) Many examination questions require 5 points in the answer. This organiser helps the visual learner to remember the points more easily. Agreeing the points in a small group aids long term memory retention. Note to teachers:- Approximately 10 to 15% of students prefer to learn from lists of notes in text form and they can memorise text more easily. Suggestions for use in some subjects Gaeilge/Modern Maths Business Science Language • Principles of insurance • Order of operations • Forming a company • Particle physics • Céimeanna i scríobh • Coordinate geometry • TQM • Bacteria of Line • Marketing Mix • Periodic table litreach/nóta. • Light • Solving equations • Elements of Business • Achoimre ar dhán e.g. Letter • Ag. Science— téama, mothúcháin, (JC, OL) • Sale of Goods and Supply coniferous trees íomhanna etc of Services Act 1980 • Learning vocabulary • Budgeting associated with a topic • Sole trader Music Home Economics History Art/English • Characteristics of Irish • Food types • Parnell and the Land • Impressionism Music • Cheese League • Modern periods • Sean Nós Singing • Energy requirements • Any key person in • Aspects of a character • Leaving Certificate set history • Aspects of poems works 42 © SLSS 2008
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    Music Style © SLSS2008 Nasal tone Mellismatic style of singing Originally a Solo Art Form Sean Nós singing Words –the most important feature Ornamentation No dynamics, 43 No expression
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    44 Nóta a Scríobh Cád? Céard? a dhéanfaidh tú? a chonaic tú? a cheannóidh tú? a léigh tú? a fheicfidh tú? a bhí ann? a íosfaidh tú? Conas? Cathain? a rachaidh tú ann? a thiocfaidh tú abhaile? a bheidh sé ar siúl? a rachaidh tú ann? Ábhar a bhuailfidh sibh le chéile? a thosóidh sé? a bheidh ann? a fheicfidh tú? mbeidh sé a siúl? © SLSS 2008 Cé? Cá? mbuailfidh sibh le chéile?
  • 45.
    Research Grid Q1 Q2 This is a question and answer learning Answer Answer methodology. It is particularly suitable for independent learning in small groups. Questions are written by the teacher and students research the answers and write them in. Q3 Q4 Students take responsibility for their own Answer Answer learning. They can consult within the group to reach the best answer to a particular question. They help each other to build high quality answers. A wide variety of topics in many subject Q5 Q6 areas can be taught using this method. Answer Answer One organiser is shared by a small group. Students can fill their own organiser for homework and keep it for study and revision. Suggestions from teachers Gaeilge Modern Language English History • Suibhé ranga a • Se Présenter • Analysing a poem • Northern Ireland dhéanamh. • Recapping a text 1920-49 • Ceisteanna a thabhairt • Themes of the ar mhír scannáin/ alt Holocaust léamhthuisceana Science/Maths Home Economics Business Music • Functions of skeleton • Marriage • Marketing • Cadances • Plant reproduction • EU Institutions • Works/songs • Stages in solving LC • Legislation • Key signatures HL problems • Notation • Irish music • Aural skills © SLSS 2008 45
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    46 Character Analysis: - Write brief informative notes on the following Describe the character’s physical Describe the character’s Describe the setting in which the The way the character behaves appearance background character lives The way the character speaks Why I would/would not like to be What motivates the character What others say about the the character character How others behave around the Important relationships for the The playwight’s depiction of the The playwright’s style of character character character characterisation © SLSS 2008
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    Investigating a ThirdLevel Course © SLSS 2008 When can I apply? Closing Date? Answer Answer Entry Requirement? What subjects needed? Answer Answer What does course involve? What alternative courses? Answer Answer 47
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    48 © SLSS 2008
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    Section 2 Graphic Organisers for use in the classroom © SLSS 2008 49
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    © 2004 CorwinPress Press. Permission to reproduce granted by kind permission of Copyrght Clearance Centre.
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    Pro Con © 2008 Grey Area
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    Q1 Q2 Answer Answer Q3 Q4 Answer Answer Q5 Q6 Answer Answer © 2008
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    Tri Pie Pro Con Ranking Ladder Four Corner Organiser Grey Area © 2004 Corwin Press Press. Permission to reproduce granted by kind permission of Copyrght Clearance Centre. Funnel Brain Droplets Cross Classification Chart Sequence Chart Stair Steps ! ! ! Double Venn ! ! ! ! ! Chain of linked events Fish Triple Bone Venn Research Grid Star Q1 Q2 Burst Answer Answer Q3 Q4 Answer Answer Q5 Q6 Answer Answer S ECOND L EVEL SUPPORT SERVICE © SLSS 2008 SEIRBHÍS TACAÍOCHTA DARA LEIBHÉAL