graphic intelligence: playing with possibilities

Graphic Intelligence:

Playing with Possibilities

Objective for this session…

Extend our understanding of and ability to apply graphic organizers: Ranking Ladders, Venn

Diagrams, Fish Bone Diagrams, Mind Mapping and Concept Mapping. In addition, to sense how

to integrate multiple graphic organizers

Agenda Sequence

• Instructional Intelligence

• Thinking

• Concept Formation

• Questioning – a practice

• Graphic Organizers

Overview of Instructional Intelligence

• Instructional intelligence involves:Instructional intelligence involves:– Knowledge of the learnerKnowledge of the learner– Knowledge of curriculumKnowledge of curriculum– Knowledge of assessmentKnowledge of assessment– Knowledge of instructionKnowledge of instruction– Knowledge of changeKnowledge of change– Knowledge of systemic changeKnowledge of systemic change

Instruction Classified

• Instructional Concepts (can’t do, guide decisions)

• Instructional Skills (simplest, least powerful)

• Instructional Tactics (mid power)

• Instructional Strategies (most powerful)

• Instructional Organizers (can’t do – guide thinking)

Instructional Concepts (only)

• Safety

• Interest

• Novelty

• Challenging

• Accountability

• Variety

• Success

• Authentic

Instructional Skills – Minimum Power

• Sharing the Objective and Purpose

• Framing Questions

• Wait Time

• Suspending Judgment

• Probing for Clarification

• Attentive Listening

Instructional Tactics – Medium Power

• Venn Diagram

• Think Pair Share

• Place Mat

• Word Web

• Ranking Ladders

• Flow Charts

• Four Corners

• PMI

Instructional Strategies – Maximum Power

• Mind Map

• Jigsaw

• Concept Attainment

• Academic Controversy

• Concept Maps

• Teams Games Tournaments

• PWIM

Instructional Organizers

• Multiple Intelligence

• Learning Styles

• Gender

• Autism

• Brain Research

• Child Development

• Emotional Intelligence

Graphic Organizers Classified

• Instructional Tactics Venn Diagrams, Flow Charts, Word Webs, Fish Bone Diagrams, Ranking Ladder

• Instructional Strategies Mind Maps, Concept Maps

Key here is to integrate/layer them.

Control Group Mean

Prerequisite

A deep understanding of all aspects of thinking.

This includes

• Understanding LEVELS of thinking

• Understanding TYPES of thinking

• Understanding Inductive/Deductive thinking

• Understanding Inference and Prediction

You need to understand ‘types’ of thinking and ‘levels’ of thinking

• Types of ThinkingTypes of Thinking– Inductive– Deductive– Ranking– Predicting– Sequence– Inquiry– Prioritizing– Identify

• Levels of ThinkingLevels of Thinking

– Synthesis– Evaluation– Analysis– Application– Comprehension

• Recall

Levels of Thinking – Bloom’s

• Synthesis

• Evaluation

• Analysis

• Application

• Comprehension

• Recall

Inductive & Deductive Thinking

Inductive• Putting clothes away• Putting dishes away• Your closet• Periodic Table• Mind Mapping• Venn Diagram• Concept Mapping• Fish Bone Diagrams

Deductive• Who took the cookie

when you asked them not to touch them

• CSI • Forensic Science• Science Experiments• I am thinking of

something that is white.

Graphic Organizers that are Inductive

• Venn Diagrams

• Fish Bone Diagrams

• Cluster Maps

• Thematic Maps

• Mind Maps

• Concept Maps

Concept Attainment

Prediction/Inference

Elementary School

Directions

• Focus on a type of thinking; the EVEN numbered examples represent one type of thinking; the ODD numbers represent another type of thinking. Don’t focus on the topic or the answer, that is not important.

Data Set1. The snow is melting so kids will be

jumping in puddles at recess.

2. Those people must be poor because their house is so run-down.

3. I did not finish my work so I think the teacher will make me finish it at recess.

4. My friend has an IPOD and an I Phone so her family must be rich.

Data Set

5. He stayed up all night studying for a test so he must be tired right now.

6. It’s been raining all weekend. I bet I will have to wear boots to school on Monday.

7. He hides his glasses before every Math class so he does not have to do the math test. I think he does not like math.

8. It will probably rain today because there are a lot of dark clouds.

TestersA. John runs 3 kilometres every day; he must really like running.B. Our volleyball team won the last 5

games, they must be pretty good volleyball players.

C. I never finished my reading. I’ll probably have to stay after school.

D. Maria studies hard for spelling tests; I bet she gets 100 percent again on the next text.

So in terms of Curriculum So in terms of Curriculum the teacher must…the teacher must…

• Understand objectives• Understand what level of thinking is

explicit - the level the student will be assessed at

• Understand what level of thinking is implicit - the level you have to teach at

• Understand what type of thinking is required

• Match that knowledge to instructional methods

• Assess meaningfully

One component of One component of ““Knowledge of Knowledge of InstructionInstruction”” is … is …

Graphic OrganizersGraphic Organizers

What do you already know?What do you already know?

With a partner, take about two minutes and identify all the graphic

organizers you have seen and hopefully experienced.

Compare your list with this list - and Compare your list with this list - and there are many more.there are many more.

Fish Bone, Concept Map, Mind Map, Flow Chart, Time Line, Word Web,

Venn Diagram, Ranking Ladder etc.

LET’S PLAY WITH ONELET’S PLAY WITH ONE

Ranking Ladder

• identify your top 3 places to visit

• rank them from first to last to visit

• identify what is missing from your ranking ladder

• how do you get students to develop the skills to identify criteria for ranking?

RANKING LADDER

PMI

• What are the PLUSES, MINUSES and IMPORTANT things to consider about Supply Teaching.

• How does PMI assist students to more precisely/thoughtfully rank ideas.

Ranking Graphic Organizers Ranking Graphic Organizers According to their ComplexityAccording to their Complexity

• Please rank the graphic organizers below using a Ranking Ladder.

Fish Bone, Concept Map, Mind Map, Fish Bone, Concept Map, Mind Map, Flow Chart, Time Line, Word Web, Flow Chart, Time Line, Word Web, Venn Diagram, Ranking LadderVenn Diagram, Ranking Ladder

RANKING LADDER

One PerspectiveOne Perspective

• Concept Map

• Mind Map

• Fish Bone

• Venn Diagram

• Ranking Ladder

• Time Line

• Flow Chart

• Word Web

What type of thinking and level of What type of thinking and level of thinking do Mind Maps and Concept thinking do Mind Maps and Concept

Maps Invoke?Maps Invoke?

‘TYPES’ of thinking and ‘LEVELS’ of thinking

Types of ThinkingTypes of Thinking– Inductive– Deductive– Ranking– Predicting– Sequence– Inquiry– Prioritizing

Levels of ThinkingLevels of Thinking

• Synthesis

– Evaluation

– Analysis

– Application

– Comprehension

– Recall

GIVEN

• Concept Maps and Mind Maps (if done properly) ask students to first identify what they know and then classify that knowledge into categories -- therefore -- it must be analysis re levels of thinking and inductive thinking regarding types of thinking.

So what is the Type and Level of Thinking?

• Venn Diagram

• Fish Bone Diagram

• Ranking Ladder

Mind Map/Concept MapsDIRECTIONS:• Clear off tables• Analyze Mind Maps or Concept Maps• Identify the critical attributes of MM or

CM• Create Venn Diagram• Compare with another table• Share with larger group• Listen to mini-lecture/group discussion

Venn Diagram

Mind Map Concept Map

2 Dimensional and 3 Dimensional Shapes: What do they have in common?

2 Dimensional 3 Dimensional

Venn Diagram

Mind Map Concept Map

Start in centre

Radiate out

Colour

Pictures

Start at top

Linking words on line

Hierarchical

Cross Links

Mind Maps and Concept MapsMind Maps and Concept Maps

Mind Maps Concept Maps

Mind MapsMind Maps•Start in the centre•Radiate out hierarchically•Key words (concepts)•Images•Colour•Cross Links

(no words on any lines that show relationships)

Concept MapsConcept Maps•Usually start at the top•Radiates down/out hierarchically•Key words (concepts)•Linking words•Cross links with words that show relationships (usually a verb or verb phrase)

How are the linking words on the left different from those on the right?

has contains

includes such as

for example

may have found in

are part of are

transforms

enhances destroys

digests activates

needs controls

magnifies increases

transports reflects

breaks down

made up of

TESTERS

Linking Words … how are the blue linking words different from the red?

Trees need Roots

Mirrors reflect Light

Forks and Spoons

Protagonist however Did Not

Muscles act like Levers

Triangles have 3 angles

Rocks in the Soil

Bears as well as Raccoons

Linking Word TestersBlue or Red?

plants require water

magnets attract most metals

planets including the moon

cars have engines

poetry such as haiku

verbs can be conjugated

explorers are courageous

friction causes heat

food on the table

Linking Word TestersBlue or Red?

plants require water

magnets attract most metals

planets including the moon

cars have engines

poetry such as haiku

verbs can be conjugated

explorers are courageous

friction causes heat

food on the table

Two Types of Linking Words

• Descriptive or Passive: they illustrate the students ability to recall and comprehend relationships between two concepts

• Cause and Effect or Dynamic: they illustrate the students ability to analyze, synthesize or evaluate relationships between two concepts

Assessment

• For learning (formative)• Of learning (summative)• Matching our instruction with our

assessment• Applying instruction in

assessment– Where do graphic organizers fit?

a sample provincial outcome

• By the end of grade six students will demonstrate their understanding of the four types of motion: oscillating, linear, reciprocating, and rotational.

• This has explicit and implicit implications.

Explicit Level of Thinking re assessment

• This outcome tells kids they will be assessed at the comprehension level of Bloom’s Taxonomy -- they will have to explain each in their own words and be able to generate examples of each type of motion

Implicit level at which the teacher will have to teach

• This outcome also informs teachers that they will most likely have to teach it at the analysis level of thinking re Bloom’s Taxonomy as the students will have to understand the similarities and differences between the four types of motion. SO…

What type of thinking does this outcome encourage?

• Inductive thinking -- the students will have to classify the different types of motion -- so, give them some pictures, say 4 or 5 of each, put the pictures in an envelop, have the students work in pairs to classify them -- then do a Jigsaw on each of the four -- then do a Venn Diagram or Fish Bone or Mind Map on the 4 types of motion

What instructional methods do you have that push analysis?

• Venn Diagrams

• Fish Bone Diagrams

• Mind Maps

• Concept Maps

• Concept Attainment

• Concept Formation

UnconsciousSeamless

IntentionalConscious

CBAM (Concerns Based Adoption Model)

• Levels of Use• Non-User• Orientation• Preparation• Mechanical• Routine• Refined• Integrative• Refocusing

• Levels of Concern• No Concerns• Awareness• Information• Personal• Impact on Students• Collaborative