how to construct a concept organizer
TRANSCRIPT
CONCEPT
ORGANIZERS
A S S E S S I N G C O N C E P T U A L U N D E R S T A N D I N G I N T H E C L A S S R O O M
WHAT IS
IT?
WHAT IS IT?
A type of diagram that shows various relationships and patterns between concepts
WHY USE
IT?
WHY USE IT? Research shows concept organizers effectively
communicate student understanding and can be used as a means of formative assessment
WHY USE IT? Research shows concept organizers effectively
communicate student understanding and can be used as a means of formative assessment
Help to build conceptual understanding of a topic
Three key factors are needed to build conceptual understanding:
WHY USE IT? Research shows concept organizers effectively
communicate student understanding and can be used as a means of formative assessment
Help to build conceptual understanding of a topic
Three key factors are needed to build conceptual understanding:
Inquiry
WHY USE IT? Research shows concept organizers effectively
communicate student understanding and can be used as a means of formative assessment
Help to build conceptual understanding of a topic
Three key factors are needed to build conceptual understanding:
Inquiry Discourse
WHY USE IT? Research shows concept organizers effectively
communicate student understanding and can be used as a means of formative assessment
Help to build conceptual understanding of a topic
Three key factors are needed to build conceptual understanding:
Inquiry Discourse Symbols & Tools
HOW DO I USE
IT?
HOW DO I USE IT?Use only AFTER students been
introduced to content
HOW DO I USE IT?Use only AFTER students been
introduced to content Use key terms and essential learning so
students use familiar language
HOW DO I USE IT?Use only AFTER students been
introduced to content Use key terms and essential learning so
students use familiar languageWork in cooperative groups
HOW DO I USE IT?Use only AFTER students been
introduced to content Use key terms and essential learning so
students use familiar languageWork in cooperative groupsTeach students both social and technical
skills
HOW DO I USE IT?Use only AFTER students been
introduced to content Use key terms and essential learning so
students use familiar languageWork in cooperative groupsTeach students both social and technical
skillsProvide scaffolds based on student
knowledge and skills
HOW DO I USE IT? Use only AFTER students been introduced to content Use key terms and essential learning so students
use familiar language Work in cooperative groups Teach students both social and technical skills Provide scaffolds based on student knowledge and
skills• Size of group, composition of group• Number of words• Supply some information
HOW DO I USE IT? Use only AFTER students been introduced to
content Use key terms and essential learning so
students use familiar language Work in cooperative groups Teach students both social and technical skills Provide scaffolds based on student knowledge
and skills• Size of group, composition of group• Number of words• Supply some information
Provide for self and peer assessment
HOW DO I MAKE IT?
HOW DO I MAKE IT? Begin with no more than 10 words that relate to one main
topic
HOW DO I MAKE IT?Our topic for today will be
Photosynthesis
HOW DO I MAKE IT? I have chosen the following words from the Key Terms and Essential
Learnings from our Green Factories laboratory investigation :Chlorophyll Chloroplasts Producers
Nutrition CO2 and H2O Sun
C6H12O6 and O2 Water and gasesEnvironment
Stomata & guard cells Cut these words out from the grid you have been given.
HOW DO I MAKE IT?
SORT
HOW DO I MAKE IT?My words were sorted into three (3) categories:
Chemical process: Life process: Cellular process:C6H12O6 & O2 producers SunCO2 & H2O nutrition Water & gases
chloroplastschlorophyllstomata & guard cellsenvironment
HOW DO I MAKE IT?
Order
HOW DO I MAKE IT?
Order the words in each group (general to specific, high to low, inside to outside, large to small, etc.)
HOW DO I MAKE IT?
Chemical process: OrderCO2 & H2O reactant
productC6H12O6 & O2
HOW DO I MAKE IT?
Life process: OrderNutrition General
specificproducers
HOW DO I MAKE IT?Cellular process: OrderSunchlorophyllchloroplasts General specific
environmentwater and gasesstomata & guard cells
HOW DO I MAKE IT?
Arrange
HOW DO I MAKE IT?Arrange the concepts (nodes) on the newsprint.
The topic should form the header in the center of the paper.
Words in separate groups are arranged horizontally
HOW DO I MAKE IT?
HOW DO I MAKE IT?
Add arrows pointing from the topic to each of the nodes.
HOW DO I MAKE IT?
Add arrows pointing from the topic to each of the nodes.
HOW DO I MAKE IT?
Arrange the ordered words within a group vertically under each concept.
HOW DO I MAKE IT?
Draw an arrow to link the nodes under each concept.
HOW DO I MAKE IT?
Link
HOW DO I MAKE IT?
Link the concepts using words or phrases (these should start with a verb) to briefly explain the relationship between the connected nodes.
HOW DO I MAKE IT?
uses
HOW DO I MAKE IT?
Summarize
HOW DO I MAKE IT?Write a paragraph about the organizer. It should
include the following features:• Topic• Major concepts (branches)• Detail (explain the order of words in the
branches)• Connections (Connects organizer to class
learning)• Conclusion (tells how making the organizer
helped understand topic)
GRAPHIC ORGANIZERSWhat is the best use of a:• mind map
• graphic organizer
• concept organizer
GRAPHIC ORGANIZERSWhat is the best use of a:• mind map – at the beginning of a unit of
study to determine what students already know; or to brainstorm about information about a new topic of study
• graphic organizer
• concept organizer
GRAPHIC ORGANIZERSWhat is the best use of a:• mind map – at the beginning of a unit of
study to determine what students already know; or to brainstorm about information about a new topic of study
• graphic organizer – to help process material being learned
• concept organizer
GRAPHIC ORGANIZERSWhat is the best use of a:• mind map – at the beginning of a unit of study
to determine what students already know; or to brainstorm about information about a new topic of study
• graphic organizer – to help process material being learned
• concept organizer – to help evaluate what a student has learned about a topic being studied
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