Frias-Medina, Maria 1
Maria G. Frias-Medina
EDUC 6304 20
Learning Strategy Project
(Graphic Organizer)
July 31, 2014
Frias-Medina, Maria 2
Objective of Project
The objective of this project is to summarize available research on the use of Graphic
Organizers as a visual learning strategy. After learning about this strategy, the goal will be to
implement the acquired concepts during the process of teaching foreign languages other than
English at secondary level, facilitating learning, motivation, greater satisfaction and success in
acquiring a second language.
I.
The strategy (Graphic Organizer)
A graphic organizer is a learning approach that represents new information or concepts
for being understood in a graphic way. The content material is learned in a meaningful way and
facilitates higher order of thinking, because the human brain can organize the information in
schemas determined by past experiences. Graphic organizers help to link prior knowledge to new
concepts.
II.
Steps of Implementation to teach strategy in a classroom
a)
Organizing information to be learned.
b)
Ordering information in a graphic organizer that supports students learning of the
teaching objective.
c)
Constructing an example to be understood through modeling approach.
d)
Asking questions that lead to placing the elements into the graphic.
e)
Linking information to familiar knowledge.
f)
Supporting ELLs and exceptional children to organize information in a visual format.
g)
Using Web 2.0 tools to make the information vivid and useful.
h)
Encouraging work in cooperative groups to create graphic organizers and discuss the
meaning of materials read.
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I.
Uses in the classroom
a)
In social studies, I want students to be able to use a cause-and-effect chart to map out the
causes and effects of the Civil War and compare its relevance in the Battle of “Cinco de
Mayo” in Puebla, Mexico.
b)
In mathematics, I want students to be able to use a “Frayer Model” in Geometry to
describe the meaning of solid figures, giving examples and non-examples of each and
naming it by their proper name.
c)
In science, I want students to be able to use a lotus square graphic organizer to take notes
during a research project.
d)
In foreign languages, I want students to be able to organize in a Venn diagram, the
Spanish infinitive verbs conjugations of –ar, -ir, -er endings into a common pattern,
overlapping those that are similar.
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Annotated Bibliography
Egan, M. (1999). Reflections on Effective Use of Graphic Organizers. Standpoints & Voices.
Journal of Adolescents and Adult Literacy, 42(8), 641-645.
The author presents the valuable role of a graphic organizer in facilitating learning in
the classroom. This reflection about how to effectively implement graphic organizers
into the academic goals requires a precise planning. According to this article, graphic
organizers are visual representations of knowledge, as a way of organizing information
into predictable pattern and it can be used as a tool to promote positive social
interactions among students. This information is valuable in a well-designed lesson
plan to use time appropriately.
Herrel, A., & Jordan, M. (2012). Graphic Organizers Visually Representing Ideas, Text, and
Connections. 50 Strategies for Teaching English Language Learners, 261-265.
The authors present different modalities in which graphic organizers can be utilized
with the English Language Learners (ELLs) during content instruction. This
information provides the main steps to implement graphic organizers into academic
objectives, providing opportunities to develop vocabulary skills and concepts required
to succeed academically in subjects and language. Graphic organizers are indispensable
to foster students to become more analytic in their reading and to reflect more deeply
on the meaning and contextual clues found in text.
Horgan, T.A. (2014). Graphic Organizers and Technology, Unite for Lots of Learning! Library
Media Connection, January-February, 26-28.
This article describes the importance of supporting students’ literacy needs with
technology and graphic organizers. The author offers an overview of some graphic
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organizers, such as fishbone, lotus square, Venn diagram, and two columns note, and
explains how they are connected with the use of some interactive websites and
activities. This information is valuable for supporting the curriculum and the key
components of effective technology, such as active engagement, participation in
groups, frequent interaction, feedback and connection to real world.
Ives, B., & Huy, Ch. (2003). Graphic Organizers Applied to Higher-level Secondary
Mathematics. The Division for Learning Disabilities of the Council for Exceptional
Children. Learning Disabilities Research & Practice, 18(1), 36-51.
The authors present the rationale to use appropriate and modified graphic organizers for
teaching higher-level secondary mathematics skills. The modified graphic organizers in
combination with manipulatives and problem-solving schemas help students with weak
verbal competence and strong nonverbal reasoning skills to acquire the level of
proficiency in mathematics required. This article is a helpful resource to understand the
benefits of graphic organizers in content classes other than reading comprehension
skills.
Langan-Fox, A., Platania-Phung, Chris., & Waycott, J. (2006). Effects of Advance Organizers,
Mental Models and Abilities on Task and Recall Performance Using a Mobile Phone
Network. Journal of Psychology, 20: 1143–1165. doi: 10.1002/acp.1258.
This article presents the results of using advanced organizers in the mobile phone
network. The authors demonstrated that learners do not require having prior relevant
knowledge in the target material. Instead, before learning, a stimulus is required to
provide a unified and coherent structure to facilitate understanding. The result of this
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study implies that abstract concepts can be taught under optimal knowledge
representation or mental models.
Omrod, J.E. (2014). Presenting New Material through Traditional Expository Methods: Lectures
and Textbooks. Educational Psychology, Developing Learners, 392-394.
The author presents several research-based strategies for prompting productive
cognitive processes through the use of expository instruction. The advanced organizers
support the process of helping students to make meaningful connections among the
things they learn. When ideas are presented in a logical and organized manner, students
make appropriate interconnections among the concepts. This reading is valuable for
supporting expository instruction and promotes productive cognitive process.