getting to the point
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7 Secrets of Graphic Organizers James Lerman Coordinator NJ Consortium for Middle Schools Kean University :: Union, NJ [email protected]. Getting to the point. How do you make a peanut butter sandwich?. - PowerPoint PPT PresentationTRANSCRIPT
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7 Secrets of Graphic Organizers
James Lerman
CoordinatorNJ Consortium for Middle Schools
Kean University :: Union, [email protected]
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Getting to the point
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How do you make a peanut butter
sandwich?
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1. If you needed to save money in making the sandwich, what are some ways you could do it?
2. If you needed to save time in making the sandwich, what are some ways you could do it?
3. What if you were having a party and had to make 50 peanut butter sandwiches. Would you follow the same process? Why?
4. What if you were in a contest to make the best tasting peanut butter sandwich. Would you follow the same process? Why?
5. Suppose you were running a restaurant and had to decide how much to charge a customer for a peanut butter sandwich. What’s the most effective way to figure this out?
6. What’s the best way to make a peanut butter sandwich?
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Flow Chart
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Why Are Graphic Organizers
Important?
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Not to scale, for trend analysis only Source: J. Lerman from state and national test data
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GOs lead toward more self-managed learning
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GOs lead toward more self-managed learning
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GOs lead toward more self-managed learning
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GOs lead toward more self-managed learning
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Double Bubble Diagram
Crutch
Hammer
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Graphic Organizers
A tool
Not a crutch
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Here comes the point!
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The goal of using graphic
organizers is to develop
independent use by students.
Unless mastery of independent use
is achieved, graphic organizers
can become a crutch for the
student, rather than a tool.
The Goal of Graphic Organizers
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Graphic Organizers
A tool
Not a crutch
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“Please don’t give him any ideas.”
(And now for a humorous interlude…)
Source: The New Yorker
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This is theheavy lifting…
The Top TenGraphic Organizers
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The Top Ten GOs1. Brace Map2. Bridge Map3. Bubble Map4. Circle Map5. Comparison Matrix*6. Double Bubble Map7. Flow Map8. Multi-Flow Map9. Tree Map10. Three-Circle Venn Diagram*
*Not part of David Hyerle’s Thinking Maps
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The Top Ten GOs1. Brace Map
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Brace Map :: for identifying part-whole relationships
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The Top Ten GOs1. Brace Map2. Bridge Map
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Remember to identify (name) the Relating Factor
Bridge Map :: for seeing analogies
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The Top Ten GOs1. Brace Map2. Bridge Map3. Bubble Map
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Bubble Map :: for describing and analyzing
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The Top Ten GOs1. Brace Map2. Bridge Map3. Bubble Map4. Circle Map
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1. Your topic… in the center
2. What you know… in the doughnut
3. How you came to know it … in the box
Circle Map :: for defining in context
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The Top Ten GOs1. Brace Map2. Bridge Map3. Bubble Map4. Circle Map5. Comparison Matrix
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Comparison Matrix :: for comparing multiple items across multiple criteria
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The Top Ten GOs1. Brace Map2. Bridge Map3. Bubble Map4. Circle Map5. Comparison Matrix6. Double Bubble Map
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Double Bubble Map :: for comparing and contrasting
Similarities
Differe
ncesDifferences
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The Top Ten GOs1. Brace Map2. Bridge Map3. Bubble Map4. Circle Map5. Comparison Matrix6. Double Bubble Map7. Flow Map
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Flow Map :: for sequencing and ordering
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The Top Ten GOs1. Brace Map2. Bridge Map3. Bubble Map4. Circle Map5. Comparison Matrix6. Double Bubble Map7. Flow Map8. Multi-Flow Map
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Multi-Flow Map :: for analyzing cause and effect
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The Top Ten GOs1. Brace Map2. Bridge Map3. Bubble Map4. Circle Map5. Comparison Matrix6. Double Bubble Map7. Flow Map8. Multi-Flow Map9. Tree Map
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Tree Map :: for classifying and grouping
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The Top Ten GOs1. Brace Map2. Bridge Map3. Bubble Map4. Circle Map5. Comparison Matrix6. Double Bubble Map7. Flow Map8. Multi-Flow Map9. Tree Map10. Three-Circle Venn Diagram
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Three-Circle Venn Diagram :: for analyzing multiple interactions
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The Top Ten GOs1. Brace Map2. Bridge Map3. Bubble Map4. Circle Map5. Comparison Matrix*6. Double Bubble Map7. Flow Map8. Multi-Flow Map9. Tree Map10. Three-Circle Venn Diagram*
*Not part of David Hyerle’s Thinking Maps
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“Have some respect for my learning style.”
Source: The New Yorker
(Another humorous interlude)
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Now for a little moreheavy lifting…
The 9 Marzano Strategies
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The 9 Marzano Strategies
1. Identifying similarities and differences
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The 9 Marzano Strategies
1. Identifying similarities and differences
2. Summarizing and taking notes
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The 9 Marzano Strategies
1. Identifying similarities and differences
2. Summarizing and taking notes
3. Reinforcing effort & giving recognition
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The 9 Marzano Strategies
1. Identifying similarities and differences
2. Summarizing and taking notes
3. Reinforcing effort & giving recognition
4. Homework and practice
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The 9 Marzano Strategies
1. Identifying similarities and differences
2. Summarizing and taking notes
3. Reinforcing effort & giving recognition
4. Homework and practice
5. Nonlinguistic representations
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The 9 Marzano Strategies
6. Cooperative learning
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The 9 Marzano Strategies
6. Cooperative learning
7. Setting objectives & providing feedback
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The 9 Marzano Strategies
6. Cooperative learning
7. Setting objectives & providing feedback
8. Generating & testing hypotheses
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The 9 Marzano Strategies
6. Cooperative learning
7. Setting objectives & providing feedback
8. Generating & testing hypotheses
9. Cues, questions, & advance organizers
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Let’s take another rest for a second…
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Marzano Strategy GOs
Identifying similarities and differences (including
analogies)
Bridge Map, Double-Bubble Map
Summarizing and note taking
Bubble Map, Tree Map
Reinforcing effort and giving recognition
Flow Map, Multi-Flow Map
Homework and practiceCircle Map, Flow Map for
planningAll maps for doing
Nonliguistic representations
Use illustrations with, or instead of, words
Cooperative learning All maps well-suited
Setting objectives and giving feedback
Tree Map
Generating and testing hypotheses
Multi-Flow Map, Tree Map
Cues, questions, and advance organizers
Brace Map, Bubble Map,Flow Map, Tree Map
Matchin
g
GOs to
the
Marzano
Strategi
es
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That’s all very nice…But how does it help
ME?
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This is what GOs help learners to do…
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1. Plan approaches to a task
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1. Plan approaches to a task
2. Organize a sequence of actions or series of data points
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1. Plan approaches to a task
2. Organize a sequence of actions or series of data points
3. Hold action sequences in mind until executed
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1. Plan approaches to a task
2. Organize a sequence of actions or series of data points
3. Hold action sequences in mind until executed
4. Inhibit actions irrelevant to the task at hand
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5. Decide what to attend to and what to do
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5. Decide what to attend to and what to do
6. Make shifts when needed
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5. Decide what to attend to and what to do
6. Make shifts when needed
7. Monitor and evaluate their own actions
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5. Decide what to attend to and what to do
6. Make shifts when needed
7. Monitor and evaluate their own actions
8. Adjust emotions in response to perceived success or failure
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And to summarize…
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Let’s try it out…
(What kind of GO is this?)
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Is Did Can Would Will Might
Who
What
Where
When
How
Why
Question Creation Chart (Q-Chart)
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How can GOs help teachers?
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GOs lead toward more self-managed learning
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We’re done!
Let’s just do a quick summary…
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Graphic Organizers
A tool
Not a crutch
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The goal of using graphic
organizers is to develop
independent use by students.
Unless mastery of independent use
is achieved, graphic organizers
can become a crutch for the
student, rather than a tool.
The Goal of Graphic Organizers
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Marzano Strategy GOs
Identifying similarities and differences (including
analogies)
Bridge Map, Double-Bubble Map
Summarizing and note taking
Bubble Map, Tree Map
Reinforcing effort and giving recognition
Flow Map, Multi-Flow Map
Homework and practiceCircle Map, Flow Map for
planningAll maps for doing
Nonliguistic representations
Use illustrations with, or instead of, words
Cooperative learning All maps well-suited
Setting objectives and giving feedback
Tree Map
Generating and testing hypotheses
Multi-Flow Map, Tree Map
Cues, questions, and advance organizers
Brace Map, Bubble Map,Flow Map, Tree Map
Matchin
g
GOs to
the
Marzano
Strategi
es
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