7 Secrets of Graphic Organizers

James Lerman

CoordinatorNJ Consortium for Middle Schools

Kean University :: Union, NJjlerman@kean.edu

Getting to the point

How do you make a peanut butter

sandwich?

1. If you needed to save money in making the sandwich, what are some ways you could do it?

2. If you needed to save time in making the sandwich, what are some ways you could do it?

3. What if you were having a party and had to make 50 peanut butter sandwiches. Would you follow the same process? Why?

4. What if you were in a contest to make the best tasting peanut butter sandwich. Would you follow the same process? Why?

5. Suppose you were running a restaurant and had to decide how much to charge a customer for a peanut butter sandwich. What’s the most effective way to figure this out?

6. What’s the best way to make a peanut butter sandwich?

Flow Chart

Why Are Graphic Organizers

Important?

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

GOs lead toward more self-managed learning

GOs lead toward more self-managed learning

GOs lead toward more self-managed learning

GOs lead toward more self-managed learning

Double Bubble Diagram

Crutch

Hammer

Graphic Organizers

A tool

Not a crutch

Here comes the point!

The goal of using graphic

organizers is to develop

independent use by students.

Unless mastery of independent use

is achieved, graphic organizers

can become a crutch for the

student, rather than a tool.

The Goal of Graphic Organizers

Graphic Organizers

A tool

Not a crutch

“Please don’t give him any ideas.”

(And now for a humorous interlude…)

Source: The New Yorker

This is theheavy lifting…

The Top TenGraphic Organizers

The Top Ten GOs1. Brace Map2. Bridge Map3. Bubble Map4. Circle Map5. Comparison Matrix*6. Double Bubble Map7. Flow Map8. Multi-Flow Map9. Tree Map10. Three-Circle Venn Diagram*

*Not part of David Hyerle’s Thinking Maps

The Top Ten GOs1. Brace Map

Brace Map :: for identifying part-whole relationships

The Top Ten GOs1. Brace Map2. Bridge Map

Remember to identify (name) the Relating Factor

Bridge Map :: for seeing analogies

The Top Ten GOs1. Brace Map2. Bridge Map3. Bubble Map

Bubble Map :: for describing and analyzing

The Top Ten GOs1. Brace Map2. Bridge Map3. Bubble Map4. Circle Map

1. Your topic… in the center

2. What you know… in the doughnut

3. How you came to know it … in the box

Circle Map :: for defining in context

The Top Ten GOs1. Brace Map2. Bridge Map3. Bubble Map4. Circle Map5. Comparison Matrix

Comparison Matrix :: for comparing multiple items across multiple criteria

The Top Ten GOs1. Brace Map2. Bridge Map3. Bubble Map4. Circle Map5. Comparison Matrix6. Double Bubble Map

Double Bubble Map :: for comparing and contrasting

Similarities

Differe

ncesDifferences

The Top Ten GOs1. Brace Map2. Bridge Map3. Bubble Map4. Circle Map5. Comparison Matrix6. Double Bubble Map7. Flow Map

Flow Map :: for sequencing and ordering

The Top Ten GOs1. Brace Map2. Bridge Map3. Bubble Map4. Circle Map5. Comparison Matrix6. Double Bubble Map7. Flow Map8. Multi-Flow Map

Multi-Flow Map :: for analyzing cause and effect

The Top Ten GOs1. Brace Map2. Bridge Map3. Bubble Map4. Circle Map5. Comparison Matrix6. Double Bubble Map7. Flow Map8. Multi-Flow Map9. Tree Map

Tree Map :: for classifying and grouping

The Top Ten GOs1. Brace Map2. Bridge Map3. Bubble Map4. Circle Map5. Comparison Matrix6. Double Bubble Map7. Flow Map8. Multi-Flow Map9. Tree Map10. Three-Circle Venn Diagram

Three-Circle Venn Diagram :: for analyzing multiple interactions

The Top Ten GOs1. Brace Map2. Bridge Map3. Bubble Map4. Circle Map5. Comparison Matrix*6. Double Bubble Map7. Flow Map8. Multi-Flow Map9. Tree Map10. Three-Circle Venn Diagram*

*Not part of David Hyerle’s Thinking Maps

“Have some respect for my learning style.”

Source: The New Yorker

(Another humorous interlude)

Now for a little moreheavy lifting…

The 9 Marzano Strategies

The 9 Marzano Strategies

1. Identifying similarities and differences

The 9 Marzano Strategies

1. Identifying similarities and differences

2. Summarizing and taking notes

The 9 Marzano Strategies

1. Identifying similarities and differences

2. Summarizing and taking notes

3. Reinforcing effort & giving recognition

The 9 Marzano Strategies

1. Identifying similarities and differences

2. Summarizing and taking notes

3. Reinforcing effort & giving recognition

4. Homework and practice

The 9 Marzano Strategies

1. Identifying similarities and differences

2. Summarizing and taking notes

3. Reinforcing effort & giving recognition

4. Homework and practice

5. Nonlinguistic representations

The 9 Marzano Strategies

6. Cooperative learning

The 9 Marzano Strategies

6. Cooperative learning

7. Setting objectives & providing feedback

The 9 Marzano Strategies

6. Cooperative learning

7. Setting objectives & providing feedback

8. Generating & testing hypotheses

The 9 Marzano Strategies

6. Cooperative learning

7. Setting objectives & providing feedback

8. Generating & testing hypotheses

9. Cues, questions, & advance organizers

Let’s take another rest for a second…

Marzano Strategy GOs

Identifying similarities and differences (including

analogies)

Bridge Map, Double-Bubble Map

Summarizing and note taking

Bubble Map, Tree Map

Reinforcing effort and giving recognition

Flow Map, Multi-Flow Map

Homework and practiceCircle Map, Flow Map for

planningAll maps for doing

Nonliguistic representations

Use illustrations with, or instead of, words

Cooperative learning All maps well-suited

Setting objectives and giving feedback

Tree Map

Generating and testing hypotheses

Multi-Flow Map, Tree Map

Cues, questions, and advance organizers

Brace Map, Bubble Map,Flow Map, Tree Map

Matchin

g

GOs to

the

Marzano

Strategi

es

That’s all very nice…But how does it help

ME?

This is what GOs help learners to do…

1. Plan approaches to a task

1. Plan approaches to a task

2. Organize a sequence of actions or series of data points

1. Plan approaches to a task

2. Organize a sequence of actions or series of data points

3. Hold action sequences in mind until executed

1. Plan approaches to a task

2. Organize a sequence of actions or series of data points

3. Hold action sequences in mind until executed

4. Inhibit actions irrelevant to the task at hand

5. Decide what to attend to and what to do

5. Decide what to attend to and what to do

6. Make shifts when needed

5. Decide what to attend to and what to do

6. Make shifts when needed

7. Monitor and evaluate their own actions

5. Decide what to attend to and what to do

6. Make shifts when needed

7. Monitor and evaluate their own actions

8. Adjust emotions in response to perceived success or failure

And to summarize…

Let’s try it out…

(What kind of GO is this?)

  Is Did Can Would Will Might

Who           

What           

Where           

When           

How           

Why           

Question Creation Chart (Q-Chart)

How can GOs help teachers?

GOs lead toward more self-managed learning

We’re done!

Let’s just do a quick summary…

Graphic Organizers

A tool

Not a crutch

The goal of using graphic

organizers is to develop

independent use by students.

Unless mastery of independent use

is achieved, graphic organizers

can become a crutch for the

student, rather than a tool.

The Goal of Graphic Organizers

Marzano Strategy GOs

Identifying similarities and differences (including

analogies)

Bridge Map, Double-Bubble Map

Summarizing and note taking

Bubble Map, Tree Map

Reinforcing effort and giving recognition

Flow Map, Multi-Flow Map

Homework and practiceCircle Map, Flow Map for

planningAll maps for doing

Nonliguistic representations

Use illustrations with, or instead of, words

Cooperative learning All maps well-suited

Setting objectives and giving feedback

Tree Map

Generating and testing hypotheses

Multi-Flow Map, Tree Map

Cues, questions, and advance organizers

Brace Map, Bubble Map,Flow Map, Tree Map

Matchin

g

GOs to

the

Marzano

Strategi

es