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Graphic Intelligence:
Playing with Possibilities
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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
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Agenda Sequence
• Instructional Intelligence
• Thinking
• Concept Formation
• Questioning – a practice
• Graphic Organizers
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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
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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)
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Instructional Concepts (only)
• Safety
• Interest
• Novelty
• Challenging
• Accountability
• Variety
• Success
• Authentic
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Instructional Skills – Minimum Power
• Sharing the Objective and Purpose
• Framing Questions
• Wait Time
• Suspending Judgment
• Probing for Clarification
• Attentive Listening
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Instructional Tactics – Medium Power
• Venn Diagram
• Think Pair Share
• Place Mat
• Word Web
• Ranking Ladders
• Flow Charts
• Four Corners
• PMI
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Instructional Strategies – Maximum Power
• Mind Map
• Jigsaw
• Concept Attainment
• Academic Controversy
• Concept Maps
• Teams Games Tournaments
• PWIM
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Instructional Organizers
• Multiple Intelligence
• Learning Styles
• Gender
• Autism
• Brain Research
• Child Development
• Emotional Intelligence
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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.
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Control Group Mean
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Prerequisite
A deep understanding of all aspects of thinking.
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This includes
• Understanding LEVELS of thinking
• Understanding TYPES of thinking
• Understanding Inductive/Deductive thinking
• Understanding Inference and Prediction
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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
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Levels of Thinking – Bloom’s
• Synthesis
• Evaluation
• Analysis
• Application
• Comprehension
• Recall
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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.
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Graphic Organizers that are Inductive
• Venn Diagrams
• Fish Bone Diagrams
• Cluster Maps
• Thematic Maps
• Mind Maps
• Concept Maps
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Concept Attainment
Prediction/Inference
Elementary School
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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.
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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.
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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.
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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.
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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
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One component of One component of ““Knowledge of Knowledge of InstructionInstruction”” is … is …
Graphic OrganizersGraphic Organizers
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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.
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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.
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LET’S PLAY WITH ONELET’S PLAY WITH ONE
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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?
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RANKING LADDER
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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.
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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
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RANKING LADDER
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One PerspectiveOne Perspective
• Concept Map
• Mind Map
• Fish Bone
• Venn Diagram
• Ranking Ladder
• Time Line
• Flow Chart
• Word Web
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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?
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‘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
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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.
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So what is the Type and Level of Thinking?
• Venn Diagram
• Fish Bone Diagram
• Ranking Ladder
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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
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Venn Diagram
Mind Map Concept Map
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2 Dimensional and 3 Dimensional Shapes: What do they have in common?
2 Dimensional 3 Dimensional
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Venn Diagram
Mind Map Concept Map
Start in centre
Radiate out
Colour
Pictures
Start at top
Linking words on line
Hierarchical
Cross Links
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Mind Maps and Concept MapsMind Maps and Concept Maps
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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)
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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
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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
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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
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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
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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
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Assessment
• For learning (formative)• Of learning (summative)• Matching our instruction with our
assessment• Applying instruction in
assessment– Where do graphic organizers fit?
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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.
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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
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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…
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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
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What instructional methods do you have that push analysis?
• Venn Diagrams
• Fish Bone Diagrams
• Mind Maps
• Concept Maps
• Concept Attainment
• Concept Formation
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UnconsciousSeamless
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IntentionalConscious
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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
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