I agree with the text that graphic organizers are very helpful to students. While teaching elective classes, I tend to use flow diagrams and concept maps the most often. But I must say, I really liked the compare/contrast graphic organizer that the book used for the math application. I've never used that one before but I definitely see how that type will be very useful once I begin teaching math.
As a parent and a teacher I have developed a bit of skepticism over the use of graphic organizers in the classroom. Far too often they are simply used as worksheets that get filled out for homework or to fill class time. They also run the risk of becoming the default lesson plan. That being said, when used as the author suggests as tools to build an understanding of concepts and their relationship, they can be powerful.
I agree that graphic organizers can aid in students’ comprehension, especially those with disabilities. But I also think that depending on student need, it will depend which graphic organizer should be used. I don’t think the same one works best for all. That’s where the teacher needs to pay particular attention to individual student needs. Depending on the arrangement, certain ideas may flow differently for some.
I agree Kelsie! The social studies teacher on the other 7th grade team does a great job modeling various graphic organizers for different purposes. At that point, the students are able to choose which organizer makes the most sense to them or works best for them. She has a whole bulletin board of labeled graphic organizers for compare/contrast, cause/effect, main idea & details, etc., with a variety for each purpose; giving students choice.
I totally agree with both of you guys! I think graphic organizers are beneficial to help students really the different components of a topic and comprehend whats being taught. I view it as more of a tool than an actual activity in a lesson. I also agree with Kelsie, that the same one will not work best for all students. It's a great tool to show students a variety of graphic organizers that way they can choose which works best for them, and use it while studying or in other classes.
Graphic organizers are a great tool. I especially enjoyed the social studies lesson where the students can choose their own graphic organizer to arrange their notes. Many have different ways to organized information. Never had I thought to arrange that each student have different organizers - It makes sense. Having graphic organizers compliment the lesson than solely rely on them is a given but giving students to many choices for graphic organizers a bad idea ? Some students have to be taught how to use graphic organizers before it can be any use to the student
Couple of other comments, as we all seem to be in agreement that they are awesome, if used correctly... I do keep a folder in class of g.o.s we've used over and over in class, and the more competent students are able to choose the best one to match the text or follow-up activity (others just follow their lead). Sometimes, students will choose to construct a g.o. on large white construction paper, to give more room for details, or expand into other areas. I also find using color-coding, symbols and pictures helps, esp. with my spec. ed students and visual learners.
My question for all of you is how to help students to make the connection between using g.o.s for the reading and writing we do every day in class, and formal assessments! Given a baseline prompt for writing, the majority still jump right into the paragraph format without organizing their ideas at all. And S.S. essays or PARCC constructed responses... same thing! I do like their idea of actually using a graphic organizer for an assessment; haven't tried it but plan to. Does anyone else?
Couple of other comments, as we all seem to be in agreement that they are awesome, if used correctly... I do keep a folder in class of g.o.s we've used over and over in class, and the more competent students are able to choose the best one to match the text or follow-up activity (others just follow their lead). Sometimes, students will choose to construct a g.o. on large white construction paper, to give more room for details, or expand into other areas. I also find using color-coding, symbols and pictures helps, esp. with my spec. ed students and visual learners.
My question for all of you is how to help students to make the connection between using g.o.s for the reading and writing we do every day in class, and formal assessments! Given a baseline prompt for writing, the majority still jump right into the paragraph format without organizing their ideas at all. And S.S. essays or PARCC constructed responses... same thing! I do like their idea of actually using a graphic organizer for an assessment; haven't tried it but plan to. Does anyone else?
I agree with the text that graphic organizers are very helpful to students. While teaching elective classes, I tend to use flow diagrams and concept maps the most often. But I must say, I really liked the compare/contrast graphic organizer that the book used for the math application. I've never used that one before but I definitely see how that type will be very useful once I begin teaching math.
ReplyDeleteAs a parent and a teacher I have developed a bit of skepticism over the use of graphic organizers in the classroom. Far too often they are simply used as worksheets that get filled out for homework or to fill class time. They also run the risk of becoming the default lesson plan. That being said, when used as the author suggests as tools to build an understanding of concepts and their relationship, they can be powerful.
ReplyDeleteI agree that graphic organizers can aid in students’ comprehension, especially those with disabilities. But I also think that depending on student need, it will depend which graphic organizer should be used. I don’t think the same one works best for all. That’s where the teacher needs to pay particular attention to individual student needs. Depending on the arrangement, certain ideas may flow differently for some.
ReplyDeleteI agree Kelsie! The social studies teacher on the other 7th grade team does a great job modeling various graphic organizers for different purposes. At that point, the students are able to choose which organizer makes the most sense to them or works best for them. She has a whole bulletin board of labeled graphic organizers for compare/contrast, cause/effect, main idea & details, etc., with a variety for each purpose; giving students choice.
DeleteI totally agree with both of you guys! I think graphic organizers are beneficial to help students really the different components of a topic and comprehend whats being taught. I view it as more of a tool than an actual activity in a lesson. I also agree with Kelsie, that the same one will not work best for all students. It's a great tool to show students a variety of graphic organizers that way they can choose which works best for them, and use it while studying or in other classes.
DeleteGraphic organizers are a great tool. I especially enjoyed the social studies lesson where the students can choose their own graphic organizer to arrange their notes. Many have different ways to organized information. Never had I thought to arrange that each student have different organizers - It makes sense. Having graphic organizers compliment the lesson than solely rely on them is a given but giving students to many choices for graphic organizers a bad idea ? Some students have to be taught how to use graphic organizers before it can be any use to the student
ReplyDeleteCouple of other comments, as we all seem to be in agreement that they are awesome, if used correctly...
ReplyDeleteI do keep a folder in class of g.o.s we've used over and over in class, and the more competent students are able to choose the best one to match the text or follow-up activity (others just follow their lead).
Sometimes, students will choose to construct a g.o. on large white construction paper, to give more room for details, or expand into other areas. I also find using color-coding, symbols and pictures helps, esp. with my spec. ed students and visual learners.
My question for all of you is how to help students to make the connection between using g.o.s for the reading and writing we do every day in class, and formal assessments! Given a baseline prompt for writing, the majority still jump right into the paragraph format without organizing their ideas at all. And S.S. essays or PARCC constructed responses... same thing! I do like their idea of actually using a graphic organizer for an assessment; haven't tried it but plan to. Does anyone else?
Couple of other comments, as we all seem to be in agreement that they are awesome, if used correctly...
ReplyDeleteI do keep a folder in class of g.o.s we've used over and over in class, and the more competent students are able to choose the best one to match the text or follow-up activity (others just follow their lead).
Sometimes, students will choose to construct a g.o. on large white construction paper, to give more room for details, or expand into other areas. I also find using color-coding, symbols and pictures helps, esp. with my spec. ed students and visual learners.
My question for all of you is how to help students to make the connection between using g.o.s for the reading and writing we do every day in class, and formal assessments! Given a baseline prompt for writing, the majority still jump right into the paragraph format without organizing their ideas at all. And S.S. essays or PARCC constructed responses... same thing! I do like their idea of actually using a graphic organizer for an assessment; haven't tried it but plan to. Does anyone else?