Anthony's Portfolio Page
Main Page- Anthony Traina
Project Page- Utilizing Graphic Organizers
My Project Proposal
Graphic Organizers
Graphic organizers are valuable instructional tools. Unlike many tools that just have one purpose, graphic organizers are flexible and endless in application. One common trait found among graphic organizers is that they show the order and completeness of a student's thought process - strengths and weaknesses of understanding become clearly evident. Many graphic organizers show different aspects of an issue/problem - in close and also the big picture. Since many graphic organizers use short words or phrases, they are ideal for many types of learners, including English Language Learners with intermediate proficiency.
- Problem: Due to poor reading skills, the process of abstracting important information from content text is difficult. Text is overburdened with tedious amounts of information. Students are not retaining information being taught. They lack the ability to break down the information into comprehensible components.
- Solution: Research shows significantly better results from teacher directed graphic organizers, Graphic Organizer's, rather than self study. Utilizing graphic organizers in my classroom will yield better understanding thus resulting in increased comprehension and retention.
- Goal: Instructors will learn, what a graphic organizer is, how to create a graphic organizer and how they can utilize a graphic organizer in their classroom.
- A professional development course for instructors of all levels and subjects on creating and utilizing graphic organizers in the classroom.
- Topics to be addressed:
- What are graphic organizers?
- How to create a graphic organizer?
- How to utilize a graphic organizer in the classroom.
Needs Assessment
Instructional Problem: The task of comprehending is made even more difficult by academic textbooks, which are overburdened with tedious amounts of information and sometimes poorly organized.
The nature of what is to be learned: Instructors will learn, what a graphic organizer is, how to create a graphic organizer and how they can utilize a graphic organizer in their classroom.
About the learners: This course will provide teachers of all levels a better understanding of what a graphic organizer is and how to utilize them in the classroom.
Task Analysis
COURSE PURPOSE
As a result of participating in this course teachers will have a better understanding of the effectiveness of graphic organizers.
Learning Outcomes Upon completion of this course, participants will be able to:
- understand what a graphic organizer is.
- understand the different types of graphic organizers.
- create various types of graphic organizers.
Prerequisite Skills Essential prerequisites:
- Solid understanding of subject being taught
- Component Skills: computer proficiency, basic understanding of Inspiration software, use other educational technologies (TBD).
Supporting prerequisites:
- Willingness to learn and keep an open mind about graphic organizers
Curriculum Map
Curriculum Map: Utilizing Graphic Organizers
ORGANIZE & SEQUENCE CONTENT
Unit 1: Understanding Graphic Organizers
Performance objectives for this unit:
- 1. What is a graphic organizer?
- 2. What does the research say about graphic organizers?
- 3. Types of graphic organizers.
Prerequisites for this unit
- Comprehension of teaching subject/area.
Unit 2: Creating Graphic Organizers
Performance objectives for this unit:
- 1. How to create a graphic orgainzer.
- 2. Using Inpiration to create a graphic organizer.
Prerequisites for this unit
- Basic computer knowledge.
Unit 3: Utilizing Graphic Organizers in the classroom
Performance objectives for this unit:
- 1. Early Childhood Uses
- 2. Elementary Uses
- 3. Middle School Uses
- 4. High School Uses
Prerequisites for this unit
- Comprehension of teaching subject/area.
- Basic computer knowledge.
Resources
Bergerud, D. Horton S., Lovitt, T. (2001). The effectiveness of graphic organizers for three classifications of secondary students on content area classes. Journal of Learning Disabilities, 23 (1), 12-29.
Chang, K. Sung, Y., Chen, I. (2002). The effect of concept mapping to enhance text comprehension and summarization. The Journal of Experimental Education, 71(1), 5-23
Culbert, E., Flood, M., Windler, R., Work, D. (1998). A qualitative investigation of the use of graphic organizers. Literacy Research Symposium, 43, 1-28.
DiCecco, V., & Gleason, M. (2002). Using graphic organizers to attain relational knowledge from expository text. Journal of Learning Disabilities, 35 (4). 306-329.
Dye, G. (2000).Helping students link and remember information. Teaching Exceptional children. 32, 72-76.
Ellis, Edwin (2004). Q&A: What. Retrieved 02/15/08, from http://www.graphicorganizers.com
Horton, S., Lovitt, T., & Bergerud, D. (2001). The effectiveness of graphic organizers for three classifications of secondary students in content area classes. Journal of Learning Disabilities. 23, 12-29.
Katayama, A.D., & Robinson, D.H. (2000) Getting students ‘partially’ involved in note-taking using graphic organizers. The Journal of Experimental Education, 68 (2), 119-132.
