using graphic organisers in teaching and learning
DESCRIPTION
TRANSCRIPT
UsingGraphic Organisers
inTeaching and
LearningS E C O N D L E V E LSUPPORT SERVICESEIRBHÍS TACAÍOCHTAD A R A L E I B H É A L
The SLSS is funded by the Department of Education andScience under the National Development Plan
Acknowledgements
This resource has been made possible by the generosity of practising teachers working at CPD daysfacilitated by the SLSS. It is an admirable example of the generosity of teachers willing to share theirexpertise and ideas with colleagues across the teaching community.
This resource was produced by members of theSecond Level Support Service (SLSS) Team
- Project Leader: Maria Garvey- Design: Gabrielle Moran
Printed by Costello Print, Navan - 046 9028775
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
Triple Venn Diagram … … … … … … … … … … … … … … … … … 33
Four Corner Organiser … … … … … … … … … … … … … … … … 36
Tri Pie … … … … … … … … … … … … … … … … … … … … … 39
Starburst … … … … … … … … … … … … … … … … … … … … … 42
Research Grid … … … … … … … … … … … … … … … … … … … 45
Blanks for use in classroom … … … … … … … … … … … … … … … 49
© SLSS 2008 3
IntroductionGraphic Organisers provide a visual method of developing, organising and summarisingstudents learning. They help to structure disjointed information. They facilitate the learningprocess by providing a scaffold for the development of ideas and the construction ofknowledge. 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 witheach student having a leadership role to fulfil. Roles of Recorder, Timekeeper, Turn-taker,Summariser, Reporter, Clarifier, Checker, Scout etc are distributed among the group.
The resource needs only pen and paper to use.
Some organisers are more applicable to the different aspects of the learning process thanothers, for example: collecting information, comparing and contrasting, developing ideas,sequencing information, summarising and extending thinking and learning. Some are alsomore relevant to different subjects and topics than others. They can all be used at the variousstages 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 formativeassessment 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 11.Guidelines on how to use each Graphic organiser2.A list of suggestions for possible uses of each organiser that teachers have shared at CPD
days3.Completed and in some cases adapted organisers shared by practicing teachers
Section 2A set of blank Graphic organisers (which may be photocopied) for use in the classroom
4 © SLSS 2008
Ranking Ladder
Suggestions from teachers
© SLSS 2008 5
Mathematics
• Order of operations• Solving a triangle• Proving a theorem• Difference Equations• Differentiation from
first principles
Religion
• Stages from slavery toPassover
• The development ofIslam
• From the Passion toPentecost
English
• Descent of a tragichero into calamity,e.g. Macbeth’s descentinto evil
• Trace the theme of apoem — thread ofthought, main idea
• Stages of a Novel
Geography
• Cloud formation• Formation of an ox-
bow lake• Volcanic eruption• Formation of a
waterfall• Water cycle
History
• Becoming a Knight• Cortés and the Aztecs• Life of George
Washington• Rise and Fall of Third
Reich• Work of an
archaeologist
Music
• Answering anexamination questionon harmony
• Writing a melody• Scales• Musical Eras• Composers
Home Economics
• Digestion of proteins• Production of cheese• Milling flour• 10 steps of HACCP• Making a Christmas
wreath• Design Brief• Yoghurt making
Business
• Writing a letter• A business transaction• Making a complaint• Recruitment• New product
development• Calculate net pay• Household Budget• Bank Reconciliations
This ladder can be used to prioritise or rank ideasand/or information. It can also be used for topicswith a series of stages or steps. It is suitable forsubject matter with a definite beginning and end.
At the pre-teaching stage the teacher can havepairs/triads of students fill in any information theyknow about the topic on the correct step. Theteacher can monitor the results and then focus theteaching more accurately on the needs of the class.
Active learning can be facilitated if the teacherprovides the information in jumbled form andstudents work together to rank the informationcorrectly.
Approach to Harmony Question
Double check bass notes,match chord selectedabove
Fill in the bass notes inthe style of the given
opening
Fill in the chordprogressions
Examine the melody –each note and each bar.Plot possible chord
choices over each box
Identify the Cadencepoints – write outgood progressions
Establish the Keysignature, fill in the
grid appropriately
6 © SLSS 2008
Pizarro
andtheIncas
ThedesireforgoldledFranciscoPizarrotoexploreandconquer
theIncaempireofSouthAmerica.However,hisconquestofthe
Incaswasabloodyone,filledwithviolenceanddouble-crossing
treachery.Afteryearsofintensefightingandexplorations,Pizarro
wasmurderedoverthelandhehadconquered.
June1541
1540
August1533
April1531
Jan1531
1470
© SLSS 2008 7
Stair Steps
Suggestions from teachers
8 © SLSS 2008
Stair steps can be used when a topic involves astep by step process or for plotting a course ofaction. It can sometimes be used interchangeablywith the step ladder. Pupils can show preferencesfor particular models depending on their learningstyle.
Learning is most effective when pupils work insmall groups. They share and bounce ideas offeach other. They can clarify and extend each otherslearning and they gain in confidence.
Pupils practice the interpersonal skills of listeningand explaining, summarising, questioning,clarifying and extending each others ideas. Theycan be taught to praise each others ideas and towork together. Work completed on a sharedGraphic Organiser can be reproduced at home forstudy/revision.
Business/Accounting• Formation of Private
Company• Resource management• Business transaction• Making a complaint• Taking out insurance• Decision making in
the EU• Steps in Financial
Accounts
Art
• Movements in Art
• Life of Monet
Mathematics
• Linear Programming
• Differentiate fromfirst principles
PE/History
• Free throw inbasketball
• Forward roll
• Renaissance - artists,sculptors, writers
Gaeilge
• Struchtúr a léiriú e.g.Struchtúr abairte
• Codarsnachtaí idiraidiachtaí a léiriú
• Céimeanna sa litir
• Aistí
Modern Language/Geography
• Telling the time
• Oral Project work
• Costal erosion features
• Atmosphere readings
Science
• Steps in the scientificmethod
• Levels of organisation
• Steps in digestion
• Steps in separation ofrock salt
Music
• Development ofWestern ClassicalMusic
• Triads - backingchords
• Tonic solfa notation
© SLSS 2008 9
PreparerleDocum
entOral
EXAMEN
BLANC
Entraînementavecun
autreélève
Vérificationpourleprofessuer
Préparerdesréponsespossibles
Établirunelistedequestionsavecvosamis;votrefamille
Choisirundocument
Resolving
aTrade
Dispu
te
10 © SLSS 2008
Workersand
Supervisor
Explanation
Negotiationifpossiblewith
onesimmediatesupervisor
whetheritisadispute
involvingallw
orkersoran
individualworker
ShopStewardand
Supervisor
Explanation
Workersapproach
theshop
stew
ardto
resolveadisputeif
they
have
been
unsuccessfulin
attemptstonegotiate
asolutionwith
their
immediatesuperviso
r
ShopStewardand
Manager
Explanation
Shop
stew
ard
negotiatesw
ithmanagem
entinan
attempt
toresolvea
dispute
UnionOfficialsand
SeniorManagement
Explanation
Senior
Managem
ent
negotiatewith
Union
HeadOffice
tofin
da
resolutiontoadispute
LabourRelations
CommissionorRights
Commissioneror
EqualityOfficer
Explanation
Thedisputeisreferred
totheLa
bour
Relations
Com
missionifit
involvesallw
orkersor
alargegroupofworkers.
Itisreferrredtoa
RightsC
ommissionerif
itinvolvesoneworkeror
asm
allgroup
ofworkers.
Itisreferred
toan
EqualityOfficerifit
involvesequalityissues
LabourCourtor
EmploymentAppeals
Tribunal
Explanation
Thedisputeisreferred
totheLa
bour
Courtifit
hasn
otbeen
resolved
atan
earlierstage.Th
eLa
bour
Courtdecisio
nisbind
ing.
Ifan
individu
alfeels
thattheirstatutory
employmentrightsh
ave
been
infringedthey
may
take
theircasetothe
EmploymentA
ppeals
Tribun
al.Itsdecisio
nis
bind
ing
Internal
Negotiation
Internal
Negotiation
Internal
Negotiation
External
Negotiation
External
Conciliation
External
Arbitration} }
Non Legislative
Legislative
Chain of Linked Events
Suggestions from teachers
© SLSS 2008 11
Art/Music
• Art movements early20th Century
• Composition• Cord Progressions/
cadences
Business
• Introducing newproduct to the market
• Solving a TradeDispute
• Product Life Cycle
Home Economics
• Making cheese• Digestion of proteins• Development of
family in Ireland
Geography
• Economic/Socialeffects of naturaldisasters
• Features of costalerosion
Gaeilge
• Scéal a chumadh máthugtar an chéad abairt
• Aiste a scríobh – natuairimí a bhailiú lechéile in altanna
• Aiste don Árdteist —Sláinte
Technology
• Trees — seeds torecycling
Science
• Microscopic study ofplant cells
• History of the atom
History
• Plantations• Formation of new
State• War of Independence• Irish Civil War• 1916 Rising
When a teacher wishes to build links betweenevents or when the topic involves a series ofinterlinked events, this model can be used. Thisvisual method assists students who find it difficultto memorise from notes. It can help to bringcoherence to a large quantity of information and toestablish or clarify the links in the pupil’s mind.
As with previous organisers it can be used for pre-teaching i.e. identify what pupils know about thetopic so teaching can be accurately focused at thelevel of students knowledge. It can be used forteaching a topic where information is provided indisjointed form and pupils have to link it correctly.
It works best when a small group (2/3) studentswork together. One records agreed information onthe model, one researches, one ensures that allcontribute ideas and reach consensus or checks thatall understand the material.
12 © SLSS 2008
Lear
’s ra
sh
impu
lsive na
ture
Dau
ghters’ for
ced
declar
ation of lo
ve
and C
orde
lia’s refusa
lLear
s’ dep
ende
nce
on tw
o da
ughters
for sh
elter an
d su
sten
ance
Stor
m and
desce
nt in
to
mad
ness
Dén
ouem
ent
Dea
ths of tr
agic hero an
d
centra
l cha
rach
ters
Divisio
n of
Kingd
om
Corde
lia an
d
Kent
Banis
hed
Gradua
l loss
of
powe
r and
status
Lear
“sees”
better
King Lear’s decision to divide his kingdom
Digestion (Mitch*)
© SLSS 2008 13
* Mitch was designed and named by an imaginative colleague!
Mouth
Physical and chemicaldigestion begin
OesophagusPeristalsis begins
StomachPhysical and Chemical Digestion
continue
Small IntestineDigestion completed and Absorptionfor assimilation of food begins
Large IntestineAbsorption of H2O
Rectum and AnusEgestion
Sequence Chart
Suggestions from teachers
14 © SLSS 2008
Home Economics
• Procedure for cookeryclass
• Design & craftworkbrief
• Any recipe
Technical Subjects
• Design Brief• Drilling
Music
• Any Symphony• Melody Writing• Writing 16 bar melody• Composition• Set Works (form and
structure)
Geography
• Rock Cycle• Water Cycle• Formation of a river
feature• Weathering - Freeze,
Thaw action• Plotting a Journey
Gaeilge/Modern Language• Scéal a chumadh má
thugtar an chéad abairt• Aiste a scríobh – na
tuairimí a bhailiú lechéile in altanna
• Aiste don Árdteist –Sláinte
• Teicnicí Fileata• Writing a postcard or
message
Art
• Lino Printing Process• Irish Art Time Line• Colour Wheel• Any craft at Junior
Certificate• Project Design• Impressionist
influences
History
• Rise of Hitler• Downfall of Parnell• Renaissance-Astronomy• Magellan’s Journey• Life on Medieval Manor• Feudal System• Voyage of Columbas
English
• Trace sequence ofevents in plot of a text(novel, play, film, etc.)
• Outline progress ofthought in a poem
When a topic involves a sequence of eventsthis organiser can be helpful. It is particularlyuseful when multiple or sequential factorsneed to be put in order and remembered.
It is effective for pre-teaching and teaching thecauses of an event. Pupils work together tocorrectly sequence disordered information.They are actively engaged in constructing thelearning. They need to discuss and agree onthe correct answer(s).
A group can consult with another group if theyare unsure about their answers. The teachermay have a rule that s/he only be asked forclarification if another group has been unableto help.
For some students the teacher may provideinformation in jumbled form to be correctlysequenced.
! !
!
!
! !
! !
Causes of Second World W
ar
© SLSS 2008 15
!
!!
!
!
!
!
WW
1G
uilt
Cla
use
Eco
nom
icC
onditio
ns
(post
-war
dep
ress
ion)
Wal
l Str
eet
Cra
shW
eim
ar G
erm
any
Hitle
r’s
Aggre
ssiv
eFore
ign P
olic
yA
ppea
sem
ent
Inva
sion o
f P
ola
nd
Ideo
logie
s Ta
king
Root
Modh Cóinn
iolach
16 © SLSS 2008
!
!
!
!
!
!
!
Gla
nG
lanf–
G
hla
nf–
Ghla
nfa
dh s
éG
hla
nfá
Ghla
nfa
inn
Ghla
nfa
imis
Ghla
nfa
dh s
ibh
Ghla
nfa
idís
Funnel
Suggestions from teachers
© SLSS 2008 17
Business/Maths
• Wage Negotiation• Sale of Goods and
Supply of ServicesAct 1980
• Sets
English/RE
• Essay preparation• Persuasive writing• My favourite place• Components of Islam
Music/Art
• Jazz• Dance• Instruments of the
orchestra• Melody• Impressionist and Post
Impressionist painters
Gaeilge
• Foclóir a bhailiú faoitopaic ar bith.
• Tuairimí a bhailiúd’aiste.
Science
• Rates of reaction• Prep oxygen gas• 7 characteristics of
living things• Photosynthesis• Magnetic force• Urine
Home Economics/Technical Subjects
• Planning a craftproject
• Healthy lifestyle• Design brief• Conics
Geography
• Traffic Management• The Burren• Improving the
environment• Volcanos• Earthquakes
History
• Causes of 1916 Rising• Source of US
economic Boom1945-69
• Causes of any majorevent e.g. FrenchRevolution, AmericanCivil War ofIndependence
When synthesising ideas, drawingconclusions, reducing a body of informationto it’s core e.g. creating a definition, thismodel is useful. All details, components orparts of the information or picture areplaced inside the funnel. They emerge as aconclusion, definition or synthesis.
It can also be used to challenge or testpupils e.g. find the elements that aremissing from the funnel.
Like other models it can prove a very potenttool for visual and kinaesthetic learners. Itfacilitates active experiential learning. Rolesof researcher, recorder and tester may beassigned to students. The tester ensures thatall will be able to answer questions posedby the teacher.
Components of fitness
cardiovascular muscular enduranceendurance
flexibility / suppleness
dynamic strength
static strength
power
speed
Fitness
18 © SLSS 2008
Elements of The Burren
The Burren
© SLSS 2008 19
Limestone Pavement
250,000,000 years old Limestone Swallow Hole
StalagmiteStalactiteFossils Shale
Flora
FaunaGoatsTourism
Cave
Influences on the Development of Cubism
20 © SLSS 2008
Sculptureand
Painting
PhotographyGeometricshapes
Characteristics of C
ubism
Artists Involved Influ
enced by
Found in
Picasso, Braque,
Léger, Lipchiyz Structure
CUBISM
Fish Bone
Suggestions from teachers
© SLSS 2008 21
Science
• Organic chemicals• Human systems• Ecology • Radioactivity• 7 characteristics of
living things• Systems & organs of
the human• Water treatment
PE/Music
• Physical fitness• Dance• PE variety of activities• Family of instruments• General study Junior
Certificate Music
Home Economics/Technical Subjects
• Balanced diet• Fats• Proteins• Classify foods• Meat• Welding
Business
• Forms of taxation• Marketing Mix• Law of Contract• Consumer Law• Marketing• Insurance• National Budget• Financial Accounts
Maths
• Statistics• Revision of formulae• Sets - Key
words/concepts
Art
• Poster Design• What is needed to
learn to draw• Painting Curriculum• Graphic Design• Modern Painting
Schools
History/Geography
• Ancient Ireland• Reformation• Summary of
plantations• Aspects of life in
1950s• Mass movements• Volcanos
Modern Language
• The Family• La Journée Scolaire• La maison• Topics for oral
A whole topic may be summarised in onecoherent space. Many students find thatinformation summarised in this way is easierto remember than pages of text. It helps toorganise and structure the information in acomprehensible form. It can help to collatefactors associated with a complex topic andshow how they interrelate.
Each fishbone is built by a small team (2/3).The teacher can supply the headings andpupils fill in the details. It is suitable for usein mixed ability groups and students cancontribute according to their ability,perception and interest.
Intergroup cooperation is encouraged— onemember may become the scout and seek outideas from other groups.
Students may repeat the exercise forhomework/revision and then use theorganiser for self assessment when theyreturn to class.
PE - Dance
22 © SLSS 2008
Solo dance types
Sean nós dance
Contemporary step
dance
Group dances
Set dances
Céilí dances
Jig 6/8
Reel 4/4
Slip Jig 9/8
Hornpipe 4/4
Polka 2/4
Slide 2/4
Loose posture
Hand movement
Flat of feet
Casual
Connemara
Half set
Kerry
Upright posture
Hands rigid
Ball of foot
Competitive
Costume
Walls of Limerick
Siege of Ennis
Irish
Dance
Eggs
© SLSS 2008 23
Nutrition
Dietetic
Structure
Uses
Cooking
Labelling
13% sat. fat
74% water
Iron, Sulphur
No Ca, No CHO
Few Vitamins
Emulsifying agent
Enriching
Glazing
Binding
Hot/Cold
HBV Protein
Easy to digest
Growth & repair
Omega 3
Cholesterol
Suit convalescents
Kill Bacteria
Coagulation
Change of colour
White and yolk set
Shell Yolk White
Membrane
Air Cell
Chalazae
Grading
Registration
Class & size
Quantity
Storage
Provider
Eggs
Brain Droplets (Wisdom Pearls)
Suggestions from teachers
24 © SLSS 2008
Mathematics/Business
• Complex numbers• Line geometry• Functions of a bank
Science
• Human hormones• Using the microscope• Learning light• Human defence
system
Geography
• Pollution• Core Regions• Earthquakes• Weathering
History
• Stalins DomesticPolicy
• Renaissance – mainpoints and characters
• Introduction to anytopic
• Civil War
Gaeilge
• Foclóir a bhailiú.• Tuairimí a bhailiú
d’aiste.• Tuairimí a lorg faoi
ghné ar bith denlitríocht.
Religion
• Signs and symbols• Kingdom of God• Moral Issues• Christianity
Music
• Listening to set work• Essay on traditional
Irish Dance• Characteristics of
musical eras
English
• Brainstorming ideasfor compositions
• Pre-teaching -drawing out ideas atstart of a topic
• Poetic terminology
This can be used for thought showering inany context or for generation of ideas — for essays, exam questions, compositions in anysubject.
Teachers frequently seek ideas whenintroducing a new topic. Usually this is donein a whole class context. When pupils thought shower in small groups using anorganiser to give focus to the work, thequality and quantity of ideas increasesignificantly.
The dynamic of the small group means thateveryone is motivated to contribute to thegroup goal. It feels safer to contribute ideasin a small group rather than in front of thewhole class. Ideas may be shared with othergroups so the entire class benefits from allideas generated.
Ideas
Characteristics of an Entrepreneur
© SLSS 2008 25
Risk
Take
r
Self belief
Hardw
orking
Inno
vativ
ean
d crea
tive
Motivated
Dec
ision
Mak
er
Rea
lity
Percep
tion
Earthqu
akes
26 © SLSS 2008
Des
truc
tion
Tremor
s
Seismog
raph
Aftersh
ock
Epice
ntre
Focu
s
Seismolog
ist
Richter S
cale
Cross Classification Chart
Suggestions from teachers
© SLSS 2008 27
Geography
• Regions• Growing crops• Various climates
Technical Subjects/Science
• Woods: types offinishes
• Insulation locations• Soil types and crop
growth
Music
• Set Works for L. Cert• Set and choice songs
Business
• Business Ownership• Production Methods• Sources of Finance• Methods of
Communication• Forms of Transport
Gaeilge
• Comparáid adhéanamh idir nadánta atá á ndéanamhdon T.S. faoicheannteidil éagsúla.
• Comparáid ar bith
Art/English
• Early Irish Artifacts• Paintings• Art in various ages• Poets/poems• Themes/concepts
Home Economics/Mathematics
• Food additives• Cooking methods• Milk• Line, circle,
trigonometry,transformations
• Cone, cylinder,hemisphere, sphere
History/RE
• Stages in developmentof modern Ireland
• World Religions
When condensing and organisingcomparative data according to variouscriteria, this chart helps. The data is gatheredtogether in a coherent form. The chartprovides a structure in which to build theinformation.
It can be used to summarise information in aneasy to remember way and has a wide varietyof applications in language, science, technology, social and business subjects.
Students build up the information. Criteriaare provided by the teacher and placed acrossthe top of the chart. Students may be encouraged to contribute relevant criteria themselves.
This organiser provides an excellent revisiontool and a framework for study.
CriteriaTopic
Manufactured Boards
28 © SLSS 2008
1mm
Orn
amen
tal s
urface
s fo
rartif
icial b
oard
s or
solid
woo
d. M
arqu
etry
Distin
ct w
ood gr
ain. V
ery
thin. W
eak un
til bon
ded to
a ba
seThin sh
eets of woo
dVeneers
3mm to
9m
Furn
iture bac
ks, d
rawer
botto
ms, partit
ions
and
ceili
ngs.
Fram
ing ne
cess
ary
No gr
ain un
less
ven
eered.
Doe
s no
t split.
Ava
ilable in
larg
e sh
eets. Hard, D
urab
le,
Toug
h. C
an be pa
inted
Woo
d ch
ips which
hav
ebe
en red
uced
to a pulp
Hardb
oard
9mm to
25m
m
Furn
iture m
anuf
acture, w
all
pane
ls, e
dges
req
uire
cove
ring
. Framing no
tne
cess
ary
No gr
ain un
less
ven
eered.
Ava
ilable in la
rge sh
eets.
Eas
y to dec
orate.
Woo
d ch
ips an
d sa
wdu
stChipb
oard
12mm to
25m
mFu
rnitu
re pan
els, doo
rs.
Fram
ing no
t nec
essa
ry
Grain visible. A
vaila
ble in
larg
e sh
eets. S
tron
g. D
oes
not w
arp or
split.
Strips
of woo
d an
d ve
neers
Strip-core board
3mm to
25m
m
Externa
l plywoo
d av
ailable
for Boa
ts and
flat r
oofs.
Furn
iture, w
alls and
ceili
ngs. T
hin plyw
ood
need
s to be fram
ed.
Grain visible. A
vaila
ble in
larg
e sh
eets. S
tron
gHardw
ood an
d so
ftwoo
dve
neers.
Plywood
Thic
knes
sU
ses
Char
acte
rist
ics
Raw
M
ater
ial
Cri
teri
aB
oar
d
Early Irish M
etalwork Artifacts
© SLSS 2008 29
Gold
Silver
Ena
mellin
g
Incision
Eng
raving
Rep
ouss
e
Gold filig
ree
Ena
mellin
g
Soldering
Celtic
fret wor
k
Gold filig
ree
Ena
mellin
g
Hou
se St P
atrick
’s B
ell
St P
atrick
’s B
ell S
hrine
Late Chr
istia
n
C7th –C12
th
Silver
Ena
mellin
g
Incision
Rep
ouss
e
Gold filig
ree
Ena
mellin
g
SolderingGold
Celtic
fret wor
k
Gold filig
ree
Ena
mellin
g
Pseu
do pen
nicu
lar
Bro
och
Tara B
rooc
hEarly C
hristia
n
500A
D –
C7th
Bro
nze
Incision
and
Rep
ouss
e
Semi A
bstrac
t
Org
anic
Bas
ed on plan
t im
agery
Dec
orative ho
rse
trap
ping
Petrie C
rown
Iron
Age
500B
C –
500A
D
Mos
tlyflattene
d go
ldIn
cision
Rep
ouss
e
Abs
trac
t
Geo
metric
Dec
orative ba
dge or
butto
nSu
n Disc
Bro
nze Age
2000
-50
0BC
Mat
eria
lsU
sed
Met
hods
of
Dec
ora
tion
Nat
ure
of
Dec
ora
tion
Funct
ion
Shap
e
Cri
teri
aE
ra
Double Venn Diagram
Suggestions from teachers
30 © SLSS 2008
Music/Art
• Baroque music vs. art• (Hallelujah vs. St
George and theDragon)
• Set vs. Choice songs• Musical eras• Romanesque/Gothic
Science• RNA v DNA• O2 v CO2• Photosynthesis v respiration• Plant cell v animal cell• Male v female endocrine
system• Mitosis v meiosis• Endocrine v nervous
control• Circulatory/Lymphatic
system
History/Geography
• Luther and Calvin• Munster and Leinster
Plantations• Italian renaissance artists• War of Independence/
Civil War• Mesolithic/Neolithic
ages• Photograph/OS Map
Technical Subjects
• Metals and alloys• Ferrous/Non-ferrous
metals• Hard/Soft woods
English
• Two poems• Relationships in texts• Essay planning• Tabloids/Broadsheets• Capulets/Montagues
Home Economics
• Comparing ovens• Mould reproduction• Accommodation • Nuclear/extended
family• Commercial/
Homemade food
Religion/Mathematics
• Two religions e.g.Judaism andChristianity
• Decimals(percentages)Fractions
Gaeilge
• Comparáid idirdhánta/scéalta./charachtéir
• Comparáid idir téamaí e.g.An saol mar atá is mar a bhí
• Faoiseamh a GheobhadsaComparáid idir saol natuaithe agus saol nacathrach
• Accusative/Dative case
The double Venn is a simple and highlyeffective model for examining the similaritiesand differences between two items. Studentswork in small groups to compare andcontrast. One student records the agreedinformation in the organiser on behalf of thegroup.
Students of all abilities and learning stylescan work together and contribute accordingto their interest, learning style and ability.No student is held back and the class doesnot move too fast for any student.
Students are actively involved in thelearning. They learn to agree, disagree, listen,explain and help each other. They orallyprocess the learning. These soft skills need tobe encouraged and actively taught in theclassroom.
Preparing an essay on holidays
Verb
s ar
e com
mon
to b
oth
holid
ays—
noun
s ar
e dif
fere
nt fo
r eac
h
© SLSS 2008 31
Winter
Nouns
Verbs
Nouns
Summer
Vein and Artery
32 © SLSS 2008
towards hea
rt
less m
uscular
wider lumen
less pressure –
valves present
de-oxyge
nated
except fo
rpu
lmon
ary
Vein
carry bloo
d in
lumen
cylindrical sha
pe
muscle layer
elastic layer
lining ep
ithelium
away from
hea
rt
thick muscle
narrow
lumen
pulse
bloo
d un
der
pressure
oxygen
ated
except fo
rpu
lmon
ary
Artery
Triple Venn Diagram
Suggestions from teachers
© SLSS 2008 33
History
• Three leaders e.g.Hitler, Stalin &Mussolini
Gaeilge/ModernLanguage
• Comparáid idirscéalta/danta/carachtéir.
• Past, present, futuretense
Science• Organs of excretion• 1st year science pre-
learning• Compare protons,
electrons, neutrons• Conduction,
convection andradiation
• Water in physics,chemistry, biology
Art/Music
• Colour Mixing• Comparing songs in
general study
English
• The comparativequestion ( comparingthree texts) for higherlevel LeavingCertificate
• Main concerns of abody of a poet’s work(Higher Level)
Technical Subjects
• Technical drawing -types of projections /views
• Joining differentmaterials
• Types of energy• Wood, plastic, metal
Home Economics• Food types• Effects of alcohol abuse• Compare dairy, meat and
vegetable• Compare protein, fats,
carbohydrates • Special diets• Effects of unemployment
on family, society,individual
Religion/Maths
• Main religions• Forms of Christianity• Volume of cone,
cylinder, sphere
This is a very powerful tool for answeringhigher level questions that require three items(books, texts, characters, regions,phenomena) to be compared and contrasted.
Exam questions prepared in class as a groupcan be attempted alone for homework.
The purpose of the team is to build strongerindividuals — “What we can do togethertoday we can do alone tomorrow”.
Formative assessment is facilitated asstudents can clearly see how much they knowabout a topic by the time they have finishedthe work. It may be used to develop theability - ‘attack skills’ - to tackle questionsthat students find challenging.
Solids, Liquids, G
asses
34 © SLSS 2008
evap
oration an
dcond
ensation are
the chan
ges of
state for these
melting an
dsolidifying
are the
chan
ges of
state for
these
all con
tain
atom
s or
molecules;
all are
matter
particles can
move or flow
a little;
take th
eshap
e of
their
containe
r
particles can
move far
away from
each other to
fill every
available
space
particles can’t
be see
nmoving; kee
psthe same shap
e
going
straight
from
solid
to gas is
called
sublimation
‘dry ice’
GAS
LIQUID
SOLID
Com
parative Question
© SLSS 2008 35
Rur
al L
ife
Isolation
Rea
lism
Esc
ape from
reality
Wor
king
Class
Life
Violenc
e Alcoh
ol
Wor
king
Peo
ple
Pove
rty
Violenc
eTrage
dy
Rac
eBullying
American
Settin
gUns
ettle
d Nom
adic L
ife
Dep
ress
ion
Fairy tale story
A lo
t of un
likely
coincide
nces
Eng
lish Se
tting
Rem
ote so
ciety
Supe
rstit
ion
Urb
an L
ife
Civil
War
Irish Se
tting
Nationa
lism
Des
ire fo
rwea
lth (will
and go
ld)
Role of
wom
enBetraya
l
Silas Mariner
Of Mice and Men
Juno and
the Paycock
Four Corner Organiser
Suggestions from teachers
36 © SLSS 2008
Geography
• Erosion/Deposition (2 corner organiser)
Technical Subjects
• Production of steelfrom Iron Ore
Business
• CommunityDevelopment Partners
• Stakeholders inBusiness
• Financial Institutions• Marketing Mix• Statistics Charts
Music
• Periods - Composers -Works
• Irish Dances
Maths
• Factorising• Differentiation by rule• Coordinate geometry
of the line• Area and Volume• Numbers• Number sets
Art
• Analysing a painting• Art Movements
Home Economics
• Nutrients• Food constituents• Food types
Science
• Trends in the periodic table• Genetics• History of the atom • Food tests• Le Chatelier’s principle• Separation techniques• Four physics laws —
examples and evidence• Blood composition
When characteristics of four relatedconcepts/topics/people are being explored,the four are placed in the centre of theorganiser and two criteria are placed on theoutside.
Examples of criteria are route andaccomplishments of explorers, rights andresponsibilities of stakeholders, formulae forand examples of how to solve equations,sources and uses of vitamins, examples andevidence for physics laws, characteristics andactions of characters.
This is a very powerful tool when used bysmall groups to actively construct andorganise knowledge. It promotes higherlevel thinking.© 2004 Corwin Press Press. Permission to reproduce granted by kind permission of Copyrght Clearance Centre.
© 2004 Corwin Press Press. Permission to reproduce granted by kind permission of Copyrght Clearance Centre.
Embroidery Stitches
© SLSS 2008 37
Use
for
hand
-stitched
flowers
Use
to fo
rm a borde
r or
fill in an
area i.e.
centre of a
flow
er
Use
to fo
rm an
outline
Satin
Stitch
Lazy
Daisy
French
Kno
tsStem
Stitch
Use
to fill in
an area
outline
Equ
ations
38 © SLSS 2008
Linear
Equation
Simultaneous
Equation
Quadratic
Equation
Cubic
Equation
How
to solve it -
Describe the process
How
to solve it -
Describe the process
How
to solve it -
Describe the process
How
to solve it -
Describe the process
Example
Example
Example
Example
Pro Con
Grey Area
Tri Pie
Suggestions from teachers
© SLSS 2008 39
Religion
• Moral Dilemmas
Geography
• Planning issues
Business
• Social and Ethicalresponsibilities of abusiness
History
• Was the ratification ofthe Anglo-Irish Treatythe only cause of theIrish Civil War?
Gaeilge
• Díospóireacht aullmhú.
• Tuairimí a bhailiú faoithéama/carachtar iscéal
Science
• Should all cars run onbiofuel?
• Should geneticengineering bebanned?
Technical Subjects
• CNC Lathe Machine
English
• Debate stylecompositions
• Discuss a statement ona literary text/or acharacter
• Advantages/disadvantages typequestions
This organiser is suitable for LeavingCertificate higher level questions/topics. Itrequires very high level thinking to holdtwo opposing viewpoints in one’s mind atthe same time. To hold two opposingviewpoints and consider areas ofuncertainty requires particularly high levels of maturity in thinking.
Students sometimes tend to be black orwhite in their views and indeed often onlysee one point of view.
This model helps students expand theirthinking to examine all aspects of aproblem / issue. Students are required toplace some information in each section.
Small groups are particularly effective inproviding the breadth of viewpointsneeded to give high quality answers in thiscontext.
Is M
acbeth responsible for Dun
can’s death?
40 © SLSS 2008
Yes
No
Maybe So!
Had
dark de
sire
alread
yHe fo
llowed
the
witc
hes and
actively
soug
ht th
eir
pred
ictio
nsEas
ily persu
aded
by
witc
hes an
d wife
Doe
s the de
edDisrega
rds his ow
nco
nscien
ce
Lad
y M
. tau
nts him
–em
otiona
lblac
kmail
Supe
rnatur
alinflue
nces
Suffers from
his
own va
ultin
gam
bitio
nSc
orpion
s in his
mind
Immed
iate reg
ret
Follo
ws the airb
orne
dag
ger –is
this sup
erna
tural i
nfluen
ce
Should the death penalty be imposed?
© SLSS 2008 41
Yes
No
Maybe So!
Victim
gets justice
An ey
e fo
r an
eye
Deterrant to
crime
Inno
cent peo
ple pu
t to de
ath
All
life is sac
red
Minor
ity gro
ups ov
er rep
rese
nted
Natur
e of
the
crime
Dep
ends
on resp
onse
of co
nvicted pe
rson
Effec
t on so
ciety in gen
eral
Starburst (all points covered)
Suggestions for use in some subjects
42 © SLSS 2008
Music
• Characteristics of IrishMusic
• Sean Nós Singing• Leaving Certificate set
works
Art/English
• Impressionism• Modern periods• Aspects of a character• Aspects of poems
History
• Parnell and the LandLeague
• Any key person inhistory
Home Economics
• Food types• Cheese• Energy requirements
Gaeilge/ModernLanguage
• Céimeanna i scríobhlitreach/nóta.
• Achoimre ar dhán e.g.téama, mothúcháin,íomhanna etc
• Learning vocabularyassociated with a topic
Science
• Particle physics• Bacteria• Periodic table• Light• Ag. Science—
coniferous trees
Business• Principles of insurance• Forming a company• TQM• Marketing Mix• Elements of Business
Letter• Sale of Goods and Supply
of Services Act 1980• Budgeting• Sole trader
Maths
• Order of operations• Coordinate geometry
of Line• Solving equations
(JC, OL)
Many examination questionsrequire 5 points in the answer.This organiser helps the visuallearner to remember the pointsmore easily. Agreeing the pointsin a small group aids long termmemory retention.
Note to teachers:-Approximately 10 to 15% ofstudents prefer to learn fromlists of notes in text form andthey can memorise text moreeasily.
Music Style
© SLSS 2008 43
Mellismatic style
of singing
Nasal tone
Ornamentation
Originally a Solo
Art Form
Words –the most
important feature
No dynamics,
No expression
Sean
Nós
sing
ing
Nóta a Scríobh
44 © SLSS 2008
a rachaidh
tú ann
?a thiocfaidh
tú abh
aile?
a chon
aic tú?
a léigh tú?
a bh
í ann
?
a bh
eidh
ann
?a fheicfidh tú?
a bh
eidh
sé ar siúl?
a rachaidh
tú ann
?a bh
uailfidh sibh
lechéile?
a thosóidh
sé?
Ábh
ar
a dh
éanfaidh
tú?
a chea
nnóidh
tú?
a fheicfidh tú?
a íosfaidh
tú?
mbe
idh sé a siúl?
mbu
ailfidh
sibh le ché
ile?
Cá?
Cé?
Cád
?Céa
rd?
Con
as?
Catha
in?
Research Grid
Suggestions from teachers
© SLSS 2008 45
Science/Maths
• Functions of skeleton• Plant reproduction• Stages in solving LC
HL problems
Business
• Marketing• EU Institutions• Legislation
Music
• Cadances• Works/songs• Key signatures• Notation• Irish music• Aural skills
Home Economics
• Marriage
Gaeilge
• Suibhé ranga adhéanamh.
• Ceisteanna a thabhairtar mhír scannáin/ altléamhthuisceana
History
• Northern Ireland1920-49
• Themes of theHolocaust
English
• Analysing a poem• Recapping a text
Modern Language
• Se Présenter
This is a question and answer learningmethodology. It is particularly suitable forindependent learning in small groups.Questions are written by the teacher andstudents research the answers and writethem in.
Students take responsibility for their ownlearning. They can consult within thegroup to reach the best answer to aparticular question. They help each otherto build high quality answers.
A wide variety of topics in many subjectareas can be taught using this method.
One organiser is shared by a small group.Students can fill their own organiser forhomework and keep it for study andrevision.
Q1
Answer
Q3
Answer
Q5
Answer
Q2
Answer
Q4
Answer
Q6
Answer
Character Analysis: - W
rite brief inform
ative notes on the following
46 © SLSS 2008
The playw
right’s style of
characterisation
The playw
ight’s depiction of the
character
Important relationships for the
character
How
others behave aroun
d the
character
What others say about the
character
What motivates the character
Why I would/would not like to be
the character
The way the character speaks
The way the character behaves
Describe the setting in which the
character lives
Describe the character’s
background
Describe the character’s ph
ysical
appearance
© SLSS 2008 47
Investigating a Third Level Course
When can I apply?
Answer
Entry Requirement?
Answer
What does course involve?
Answer
Closing Date?
Answer
What subjects needed?
Answer
What alternative courses?
Answer
48 © SLSS 2008
© SLSS 2008 49
Section 2
Graphic Organisersfor use in the classroom
© 2008
© 2008
© 2008
© 2008
!
!!
!!
!!
!
© 2008
© 2008
© 2008
© 2008
© 2008
© 2004 Corwin Press Press. P
ermission
to rep
rodu
ce granted
by kind
permission
of C
opyrgh
t Clearan
ce Cen
tre.
© 2008
Pro
Con
Grey Area
© 2008
© 2008
Q1
Answer
Q3
Answer
Q5
Answer
Q2
Answer
Q4
Answer
Q6
Answer
© SLSS 2008
RankingLadder
© 2004 Corwin Press Press. Permission to reproduce granted by kind permission of Copyrght Clearance Centre.
Four Corner Organiser
Pro Con
Grey Area
Tri Pie
Brain DropletsCross ClassificationChart
Funnel
! !
!
!
! !
! !
Sequence Chart
TripleVenn
Q1
Answer
Q3
Answer
Q5
Answer
Q2
Answer
Q4
Answer
Q6
Answer
Research GridStarBurst
Chain oflinked events
Stair Steps
Double Venn
FishBone
S E C O N D L E V E LSUPPORT SERVICESEIRBHÍS TACAÍOCHTAD A R A L E I B H É A L