Using Graphic Organizers To Differentiate Instruction


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Using RAFT (Role, Audience, Format, Topic) to differentiate instruction and provide students with choices to guide learning outcomes. Excellent cross-curricular strategy.

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Using Graphic Organizers To Differentiate Instruction

  1. 1. Easy Ways to Differentiate With Graphic Organizers
  2. 2. Why use graphic organizers? <ul><li>Graphic organizers (GOs) help students to gather, sift through, organize, and share information. </li></ul> 
  3. 3. <ul><li>These types of activities help students retain information they’ve learned for a longer period of time. </li></ul>
  4. 4. <ul><li>Students with low literacy skills, limited English fluency, and diverse learning styles can often process information in a GO more easily than from traditional text. </li></ul>
  5. 5. <ul><li>GOs help students to focus their thoughts for planning, decision making and writing. </li></ul>
  6. 6. <ul><li>They allow the mind to see connections, patterns, and relationships (the big picture). </li></ul>
  7. 7. <ul><li>They almost always incorporate higher-level thought. </li></ul>
  8. 8. And best of all…… <ul><li>They are easy to modify for all types of learners! </li></ul>
  9. 9. How can I keep students working in their “challenge zones” with GOs?
  10. 10. <ul><li>Based on students’ </li></ul><ul><li>Readiness </li></ul><ul><ul><li>skill levels </li></ul></ul><ul><ul><li>background knowledge </li></ul></ul><ul><li>Learning Profile </li></ul><ul><ul><li>learning style (visual, auditory, kinesthetic) </li></ul></ul><ul><ul><li>grouping/environmental preferences </li></ul></ul><ul><li>Intelligences/Interests </li></ul><ul><ul><li>thinking style (creative, practical, analytic or musical, interpersonal, linguistic, etc.) </li></ul></ul><ul><ul><li>What topics motivate the students? </li></ul></ul><ul><li>you can… </li></ul>
  11. 11. Vary the resources used to fill out the GO <ul><ul><li>For some students, provide information in cut and paste format or with a ‘bank’ of words or pictures. </li></ul></ul>
  12. 12. <ul><ul><li>For others, provide information on the GO or in a handout. </li></ul></ul>Ancient Egypt arose on the Nile River. It was surrounded by deserts. The Egyptians built Pyramids which served as tombs for their pharaohs. Egyptian worshipped many gods. Ra was the god of the sun…………... Students have to process the information to put it in the GO.
  13. 13. <ul><ul><li>Direct some students to their notes to find information </li></ul></ul>
  14. 14. <ul><ul><li>Direct others to book(s), magazines, or internet sites to find information (some students may require page or paragraph numbers) </li></ul></ul>See page 48 for help! Use the links I posted on our Fusion page! Don’t just Google it!
  15. 15. <ul><ul><li>Some students could complete the GO without referring to any outside resources </li></ul></ul>
  16. 16. Modify the organizer <ul><ul><li>Students can be given a blank organizer, or copy the GO onto their own paper. </li></ul></ul>
  17. 17. Offer a choice <ul><ul><li>Allow students a choice of organizers to display the same information. </li></ul></ul>
  18. 18. <ul><ul><li>Students can use software programs like Inspiration, or download organizers off the internet and type or paste pictures onto them. </li></ul></ul>Life Cycle Chart Type here Type here Type here Type here Type here name
  19. 19. Casualties Damage to Places Long Term Damage to Society Vietnam World War I World War II pgs.90-91 pgs.32-35 pgs.54-59 <ul><ul><li>Parts of the organizer (categories, examples) can be filled out for some and not others . </li></ul></ul>Example answer Example answer Example answer Which was the worst war in history?                                  
  20. 20. <ul><ul><li>The amount of information or detail to be included in the graphic organizer can be varied. </li></ul></ul>
  21. 21. <ul><ul><li>You can incorporate higher-level thinking skills, prior knowledge, and real world applications for students who are ready to accept the challenge. </li></ul></ul>
  22. 22. <ul><ul><li>Students can be grouped (similar ability or mixed ability) to work collaboratively on graphic organizers. They will be discussing, doing, and teaching! </li></ul></ul>
  23. 23. <ul><ul><li>Provide examples of graphic organizers for some (filled-out or blank) </li></ul></ul>Some students can create their own graphic organizers
  24. 24. <ul><ul><li>Optimize creativity for others by minimizing the amount of direction given </li></ul></ul>
  25. 25. GOs are not always right for everyone <ul><li>Students can be given a ‘menu’ of options to demonstrate understanding of a concept – and one of them could be a GO. </li></ul>
  26. 26. <ul><li>Some students can be given a graphic organizer to help them complete a specific task, while others complete the task more independently. </li></ul>
  27. 27. <ul><li>Managing Learning - Secondary - Differentiation (video) </li></ul> (1 st half of video only)
  28. 28. <ul><ul><li> </li></ul></ul><ul><ul><li> </li></ul></ul><ul><ul><li> </li></ul></ul><ul><ul><li> </li></ul></ul><ul><ul><li> </li></ul></ul><ul><ul><li> </li></ul></ul>Resources