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Graphic Organisers
in
Teaching and
Learning
S ECOND L EVEL
SUPPORT SERVICE
SEIRBHÍS TACAÍOCHTA
DARA LEIBHÉAL
This resource has been made possible by the generosity of practising teachers working at CPD days
facilitated by the SLSS. It is an admirable example of the generosity of teachers willing to share their
expertise and ideas with colleagues across the teaching community.
2 © SLSS 2008
Table of Contents
Introduction … … … … … … … … … … … … … … … … … … … … 4
Ranking Ladder … … … … … … … … … … … … … … … … … … … 5
Stair Steps … … … … … … … … … … … … … … … … … … … … … 8
Chain of Events… … … … … … … … … … … … … … … … … … … 11
Sequence Charts … … … … … … … … … … … … … … … … … … 14
Funnel … … … … … … … … … … … … … … … … … … … … … 17
Fishbone … … … … … … … … … … … … … … … … … … … … … 21
Brain Droplets (Wisdom Pearls) … … … … … … … … … … … … … 24
Cross Classification Chart … … … … … … … … … … … … … … … 27
Double Venn Diagram … … … … … … … … … … … … … … … … 30
Tri Pie … … … … … … … … … … … … … … … … … … … … … 39
Starburst … … … … … … … … … … … … … … … … … … … … … 42
Research Grid … … … … … … … … … … … … … … … … … … … 45
© SLSS 2008 3
Introduction
Graphic Organisers provide a visual method of developing, organising and summarising
students learning. They help to structure disjointed information. They facilitate the learning
process by providing a scaffold for the development of ideas and the construction of
knowledge. Visual, auditory and kinaesthetic learners all benefit from using the organisers.
High quality teaching in mixed ability classrooms is also facilitated.
Highest quality results are achieved when one organiser is shared by a small group of (2/3)
students with diverse abilities and learning styles. Leadership is distributed in the group with
each student having a leadership role to fulfil. Roles of Recorder, Timekeeper, Turn-taker,
Summariser, Reporter, Clarifier, Checker, Scout etc are distributed among the group.
Some organisers are more applicable to the different aspects of the learning process than
others, for example: collecting information, comparing and contrasting, developing ideas,
sequencing information, summarising and extending thinking and learning. Some are also
more relevant to different subjects and topics than others. They can all be used at the various
stages of the learning process:
• Pre - teaching
• Introducing a topic
• Teaching a topic
• Independent Learning
• Study and revision
• Preparing answers to examination questions
They scaffold learning and help to build student confidence. They also facilitate formative
assessment as students can clearly see how much they understand.
Detailed explanations on how to use each organiser are provided throughout the pack.
Contents of Pack:
Section 1
1. Guidelines on how to use each Graphic organiser
2. A list of suggestions for possible uses of each organiser that teachers have shared at CPD
days
3. Completed and in some cases adapted organisers shared by practicing teachers
Section 2
A set of blank Graphic organisers (which may be photocopied) for use in the classroom
4 © SLSS 2008
Ranking Ladder
© SLSS 2008 5
Approach to Harmony Question
6 © SLSS 2008
Pizarro and the Incas
The desire for gold led Francisco Pizarro to explore and conquer
the Inca empire of South America. However, his conquest of the
Incas was a bloody one, filled with violence and double-crossing
treachery. After years of intense fighting and explorations, Pizarro
was murdered over the land he had conquered.
June 1541
1540
August 1533
April 1531
© SLSS 2008
Jan 1531
1470
7
Stair Steps
8 © SLSS 2008
Preparer le Document Oral
© SLSS 2008
EXAMEN
BLANC
Entraînement avec un
autre élève
Choisir un document
9
10
e
}
Resolving a Trade Dispute tiv
la External
g is Arbitration
e
L
Labour Court or
External Employment Appeals
Conciliation Tribunal
} Internal
Negotiation
Workers and
Supervisor
Explanation
Internal
iv
Negotiation
e
Explanation
Workers approach
the shop steward to
resolve a dispute if
they have been
unsuccessful in
attempts to negotiate
a solution with their
immediate supervisor
Internal
Negotiation
Explanation
Shop steward
negotiates with
management in an
attempt to resolve a
dispute
Union Officials and
Senior Management
Explanation
Senior Management
negotiate with Union
Head Office to find a
resolution to a dispute
Explanation
Commissioner if it
Labour Court decision
is binding.
If an individual feels
that their statutory
employment rights have
been infringed they may
take their case to the
It is referred to a Rights Employment Appeals
Tribunal. Its decision is
involves one worker or a binding
small group of workers.
It is referred to an
Equality Officer if it
involves equality issues
© SLSS 2008
individual worker
Chain of Linked Events
© SLSS 2008 11
12
King Lear’s decision to divide his kingdom
Dea Dé
ths no
cen of trauemen
tral gic t
cha her
rac o an
a
ters d
Sto
Le be
s
rm
ee
and
r “ tter
r
s”
po
mad desce
Lea
G we
nes nt in
s to
a
rs’
de
ad r an
u d
ss
on pende
two nce
l lo stat
u
Ke
D au for daug of s
d
sh ht
e
ght
e
Co nt B
a
r a
dec rs’ for sus elter aers
and lara ced tena nd
nce
d
li nish
i
Cor tion
an ed
K
deli of lo
a’s
D in
refuve
n
vis gdo
s al
of
io m
impLear ’s
ulsi ras
ve n h
atu
re
© SLSS 2008
Digestion (Mitch*)
Mouth
Physical and chemical
digestion begin
Peristalsis begins
Oesophagus
continue
Absorption of H2O
Large Intestine
Egestion
Rectum and Anus
© SLSS 2008 13
Sequence Chart
When a topic involves a sequence of events
this organiser can be helpful. It is particularly
useful when multiple or sequential factors
need to be put in order and remembered.
!
causes of an event. Pupils work together to
correctly sequence disordered information.
!
They are actively engaged in constructing the
learning. They need to discuss and agree on
the correct answer(s).
!
!
A group can consult with another group if they
!
are unsure about their answers. The teacher
may have a rule that s/he only be asked for
clarification if another group has been unable
!
to help.
14 © SLSS 2008
Causes of Second World War
© SLSS 2008
Economic
WW1 Guilt Clause Conditions
!
!
(post-war
depression)
!
Wall Street Ideologies Taking
Weimar Germany
!
!
Crash Root
!
Hitler’s Aggressive
Appeasement Invasion of Poland
!
!
Foreign Policy
15
16
Modh Cóinniolach
!
!
Glan Glanf– Ghlanf–
!
Ghlanfadh sé Ghlanfá Ghlanfainn
!
!
!
!
!
Ghlanfaimis Ghlanfadh sibh Ghlanfaidís
© SLSS 2008
Funnel
© SLSS 2008 17
Components of fitness
flexibility / suppleness
dynamic strength
static
strength
power
speed
Fitness
18 © SLSS 2008
Elements of The Burren
The Burren
© SLSS 2008 19
Influences on the Development of Cubism
Ar
Characteristics
tis
of Cubism
ts
y
db
In
vo
ce
lv
en
n
ed
di
flu
un
In
Fo
Photography
Geometric
Pi ge
ca r,
shapes
Lé
ss Li
o, pc
e
Br hi
ur
ct
aq yz
ru
ue
Sculpture
St
,
and
Painting
CUBISM
20 © SLSS 2008
Fish Bone
A whole topic may be summarised in one
coherent space. Many students find that
information summarised in this way is easier
to remember than pages of text. It helps to
organise and structure the information in a
comprehensible form. It can help to collate
factors associated with a complex topic and
show how they interrelate.
© SLSS 2008 21
22
PE - Dance
Contemporary step
Solo dance types Sean nós dance
dance
Half set
Slide 2/4
© SLSS 2008
Eggs
© SLSS 2008
Nutrition Dietetic Structure
Coagulation Registration
Glazing Quantity
Hot/Cold Provider
23
Brain Droplets (Wisdom Pearls)
24 © SLSS 2008
Characteristics of an Entrepreneur
© SLSS 2008
Risk Decision
Taker Maker
Reality
Perception
Motivated
25
26
Earthquakes
Tremors
Seismologist
Richter Scale
Seismograph Aftershock
Destruction Epicentre
Focus
© SLSS 2008
Cross Classification Chart
Criteria
Topic
When condensing and organising
comparative data according to various
criteria, this chart helps. The data is gathered
together in a coherent form. The chart
provides a structure in which to build the
information.
© SLSS 2008 27
28
Manufactured Boards
Criteria
Board Raw Characteristics Uses Thickness
Material
manufacture, wall
No grain unless veneered. Furniture
panels, edges require
Chipboard Wood chips and sawdust Available in large sheets. covering. Framing not 9mm to 25mm
Easy to decorate. necessary
© SLSS 2008
Early Irish Metalwork Artifacts
Criteria
© SLSS 2008
Era Shape Function Nature of Methods of Materials
Decoration Decoration Used
Semi Abstract
Iron Age
Decorative horse Organic Incision and
Petrie Crown Bronze
trapping Repousse
500BC – 500AD Based on plant
imagery
Incision Repousse
Celtic fret work
Early Christian Gold filigree Silver
Tara Brooch Pseudo pennicular
Gold filigree
Brooch Enamelling
500AD – C7th Enamelling
Enamelling
Soldering Gold
Incision
Celtic fret work Engraving Gold
Late Christian Repousse
St Patrick’s Bell Shrine House St Patrick’s Bell Gold filigree Silver
Gold filigree
C7th – C12th
Enamelling Enamelling Enamelling
Soldering
29
Double Venn Diagram
30 © SLSS 2008
Preparing an essay on holidays
© SLSS 2008
Verbs are common to both holidays—nouns are different for each
Winter Summer
31
32
Vein and Artery
Vein Artery
© SLSS 2008
Triple Venn Diagram
© SLSS 2008 33
34
Solids, Liquids, Gases
GAS LIQUID
particles can’t
be seen
moving; keeps
the same shape SOLID
© SLSS 2008
Comparative Question
Silas Mariner Of Mice and Men
© SLSS 2008
Fairy tale story Race
A lot of unlikely Bullying
coincidences Rural Life American Setting
English Setting Isolation Unsettled Nomadic Life
Remote society Depression
Superstition
Working People
Poverty
Violence
Tragedy
Desire for
wealth (will Realism
and gold) Escape from
Role of reality
women Working Class
Betrayal Life
Violence
Alcohol
Urban Life
Civil War
Irish Setting
Juno and the Paycock Nationalism
35
Four Corner Organiser
36 © SLSS 2008
Embroidery Stitches
Use Use
to form a border or to form an
© SLSS 2008
fill in an area i.e. outline
centre of a flower
French Stem
Knots Stitch
Satin Lazy
Stitch Daisy
Use Use
to for
fill in hand-stitched
an area flowers
outline
37
38
Equations
Example Example
Simultaneous Cubic
How to solve it - Equation Equation How to solve it -
Describe the process Describe the process
Example Example
© SLSS 2008
Tri Pie
This organiser is suitable for Leaving
Certificate higher level questions/topics. It
requires very high level thinking to hold
Pro Con two opposing viewpoints in one’s mind at
the same time. To hold two opposing
viewpoints and consider areas of
uncertainty requires particularly high
levels of maturity in thinking.
© SLSS 2008 39
40
Is Macbeth responsible for Duncan’s death?
Yes No
Had dark desire Lady M. taunts him
already – emotional
He followed the blackmail
witches and actively Supernatural
sought their influences
predictions
Easily persuaded by
Suffers from his
witches and wife own vaulting
Does the deed ambition
Disregards his own Scorpions in his
conscience mind
Immediate regret
Follows the airborne dagger – is
this supernatural influence
© SLSS 2008
Maybe So!
Should the death penalty be imposed?
© SLSS 2008
Yes No
41
Maybe So!
Starburst (all points covered)
Note to teachers:-
Approximately 10 to 15% of
students prefer to learn from
lists of notes in text form and
they can memorise text more
easily.
42 © SLSS 2008
Music Style
© SLSS 2008
Nasal tone
Mellismatic style
of singing Originally a Solo
Art Form
Sean Nós
singing
43
No expression
44
Nóta a Scríobh
Cád? Céard?
Conas? Cathain?
a rachaidh tú ann?
a thiocfaidh tú abhaile? a bheidh sé ar siúl?
a rachaidh tú ann?
Ábhar a bhuailfidh sibh le
chéile?
a thosóidh sé?
a bheidh ann?
a fheicfidh tú?
mbeidh sé a siúl?
© SLSS 2008
Cé? Cá? mbuailfidh sibh le chéile?
Research Grid
Q1 Q2
This is a question and answer learning
Answer Answer methodology. It is particularly suitable for
independent learning in small groups.
Questions are written by the teacher and
students research the answers and write
them in.
Q3 Q4
Students take responsibility for their own
Answer Answer learning. They can consult within the
group to reach the best answer to a
particular question. They help each other
to build high quality answers.
© SLSS 2008 45
46
Character Analysis: - Write brief informative notes on the following
Describe the character’s physical Describe the character’s Describe the setting in which the The way the character behaves
appearance background character lives
The way the character speaks Why I would/would not like to be What motivates the character What others say about the
the character character
How others behave around the Important relationships for the The playwight’s depiction of the The playwright’s style of
character character character characterisation
© SLSS 2008
Investigating a Third Level Course
© SLSS 2008
When can I apply? Closing Date?
Answer Answer
Answer Answer
Answer Answer
47
48 © SLSS 2008
Section 2
Graphic Organisers
for use in the classroom
© SLSS 2008 49
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© 2004 Corwin Press Press. Permission to reproduce granted by kind permission of copyright Clearance Centre.
Pro Con
© 2008
Grey Area
© 2008
Q1 Q2
Answer Answer
Q3 Q4
Answer Answer
Q5 Q6
Answer Answer
© 2008
Tri Pie Pro Con
Ranking
Ladder
Four Corner Organiser
Grey Area
© 2004 Corwin Press Press. Permission to reproduce granted by kind permission of Copyrght Clearance Centre.
Funnel
Brain Droplets
Cross Classification
Chart
Sequence Chart
Stair Steps
!
Double Venn
!
!
!
Chain of
linked events
Fish Triple
Bone Venn
Research Grid
Star
Q1 Q2
Burst
Answer Answer
Q3 Q4
Answer Answer
Q5 Q6
Answer Answer
S ECOND L EVEL
SUPPORT SERVICE
© SLSS 2008 SEIRBHÍS TACAÍOCHTA
DARA LEIBHÉAL