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Mindful Mapping:A Presentation on Graphic Organizers
Trudy GrossDirector of Educational and Special Services
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What’s In Use Now
What• 31 responses • 5 no use• 21 paper/pencil• 5 digital
How• Self and google
created• Building the linkages
of words to build better writing
• Speech prep• Unit reviews
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Objectives
At the conclusion of this presentation, participants will have• background knowledge on research and
implementation,• information about a variety of multimedia graphic
organizers across platforms and activities,• and ideas for graphic organizers beyond
worksheets including scaffolding the process for students unfamiliar with the strategy.
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Evolution of Graphic Organizers
Traditional Multimedia• Students are digital
natives• Availability and
variety of GO software is expanding
• Efficiency, effectiveness, engagement
Web
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5
Working Memory
• Central Executive Functions
• Temporary storage and manipulation of material
• Visuospatial sketchpad
• Phonological loop• Episodic memory
Alloway, Gathercole, & Elliott (2010).
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Working Memory Challenges
Students with learning disabilities, ADHD, and others experience• Weakness in Executive
Functioning & Working Memory
• Can increase poor student outcomes
• Need to find ways to “off load” EF and WM
Biederman et al. (2004).
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Cognitive Load Theory• Goal: retention and
transfer
• Thinking “Weights”
• Intrinsic load: complexity
of information (cannot
change)
Sweller (2010)
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Cognitive Load Theory
• Goal: retention and transfer
• Thinking “Weights”
• Intrinsic load: difficulty
and details of concept
(cannot change)• Extraneous load: amount
of processing imposed by
lesson design (can decrease)
Sweller (2010)
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Cognitive Load Theory
• Intrinsic load: difficulty and details
of concept (cannot change)• Extraneous load: amount
of processing imposed by
lesson design (can decrease)• Germane load: interest
generated by design of lesson
(can increase)
Sweller (2010)
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Application: MindMaple
Purpose and type of graphic organizers implemented in the FUHSD.
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Application: Popplet
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Application: MindNode
Robinson et al. (2006)
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Pedagogical Implications
To increase comprehension of information from text and lectures, teachers should consider
• experimenting with graphic organizer formats such as charts, webs
and iDevice applications or software,
• providing a graphic structure for note taking,
• incorporating a graphic organizer when summarizing a lecture to
reinforce the relationship between facts, events and information,
• and modeling the use of graphic organizers when beginning the
writing process.
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References
Alloway, T. P., Gathercole, S. E., & Elliott, J. (2010). Examining the link between working memory behavior and academic attainment in children with ADHD. Developmental Medicine & Child Neurology, 52(7), 632-636. doi:10.1111/j.1469-8749.2009.03603.x
Baxendell, B. (2003). Consistent, coherent, creative: The 3 c’s of graphic organizers. Teaching Exceptional Children, 35(3), 46-53.
Biederman, J., Monuteaux, M. C., Doyle, A. E., Seidman, L. J., Wilens, T. E., Ferrero, F., Morgan, C. L., & Faraone, S. V. (2004). Impact of executive function deficits and attention-deficit/hyperactivity disorder (ADHD) on academic outcomes in children. Journal of Consulting and Clinical Psychology, 72(5), 757-766. doi:10.1037/0022-006X.72.5.757
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References, continued
Boon, R.T., Fore, C., III., Ayres, K., & Spencer, V.G. (2005). The effects of cognitive organizers to facilitate content-area learning for students with mild disabilities: A pilot study. Journal of Instructional Psychology, 32(2), 101-117.
Ives, B. (2007). Graphic organizers applied to secondary algebra instruction for students with learning disorders. Learning Disabilities Research & Practice (Blackwell Publishing Limited), 22(2), 110–118.
Lee, C.C., & Tan, S.C. (2010). Scaffolding writing using feedback in students’ graphic organizers – novice writers’ relevance of ideas and cognitive loads. Educational Media International, 47(2), 135-152.
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References, continued
Lorenz, B., Green, T., & Brown, A. (2009). Using multimedia graphic organizer software in the prewriting activities of primary school students: What are the benefits? Computers in the Schools, 26, 115-129.
McKnight, K. S. (2010). The teacher’s big book of graphic organizers. San Francisco, CA: Jossey-Bass.
Plass, J.L., Moreno, R., & Brunken, R. (2010). Cognitive load theory. New York, NY: Cambridge University Press.
Robinson, D. H., Katayama, A. D., Beth, A., Odom, S., Hsieh, Y. P., & Vanderveen, A. (2006). Increasing text comprehension and graphic note taking using a partial graphic organizer. The Journal of Educational Research, 100(2), 103-110.
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References, continued
Stull, A., & Mayer, R. (2007). Learning by doing versus learning by viewing: Three experimental comparisons of learner-generated versus author-provided graphic organizers. Journal of Educational Psychology, 99(4), 808-820. doi: 10.1037/0022-0663.99.4.808
Sweller, J. (2010). Element interactivity and intrinsic, extraneous, and germane cognitive load. Educational Psychology Review, 22(2), 123-138.