Graphic Intelligence: Integrating
Graphic Organizers and Connecting
that Integration to Assessment
Playing with Possibilities: Beirut 2012
Objective for this session…
Extend our understanding of and ability to
apply graphic organizers: Ranking Ladders,
Venn Diagrams, Fish Bone Diagrams, Mind
Mapping and Concept Mapping. And more
importantlt, to sense how to integrate multiple
graphic organizers and how integration
connects to student assessment.
Agenda Sequence
•
•
•
•
Instructional Intelligence
Thinking
Concept Formation
Graphic Organizers
Graphic Organizers…
– Focus on Mind
Maps and
Concept Maps
– Fish Bone
Diagrams
– Venn Diagrams
– Ranking
Ladders
Overview of
Instructional Intelligence
• Instructional intelligence involves:
– Knowledge of the learner
– Knowledge of curriculum
– Knowledge of assessment
– Knowledge of instruction
– Knowledge of change
– Knowledge of systemic change
Unconscious
Seamless
Intentional
Conscious
CBAM
(Concerns Based Adoption Model)
• Levels of Use
•
•
•
•
•
•
•
•
Non-User
Orientation
Preparation
Mechanical
Routine
Refined
Integrative
Refocusing
• Levels of Concern
•
•
•
•
•
•
No Concerns
Awareness
Information
Personal
Impact on Students
Collaborative
Skill Training M odel
Workshop
Components
Theory (T)
Understanding
minimal
(T) and
increases a bit
Demonstration
(D)
(T, D) and
solid
Practice and
introductory
Feedback (PF) understanding
T, D, PF, and
Deeper more
Peer Coaching
integrative
understanding
Skill
Transfer
Acquisition
3%
0%
5-10%
3%
90%
10%
> 90%
> 90%
You need to understand ‘types’ of thinking
and ‘levels’ of thinking
• Types of Thinking
–
–
–
–
–
–
–
–
Inductive
Deductive
Ranking
Predicting
Sequence
Inquiry
Prioritizing
Identify
• Levels of Thinking
–
–
–
–
–
•
Synthesis
Evaluation
Analysis
Application
Comprehension
Recall
One component of “Knowledge of
Instruction” is …
Graphic Organizers
What do you already know?
With a partner, take about two
minutes and identify all the graphic
organizers you have seen and
hopefully experienced.
Compare your list with this list and there is no doubt more.
Fish Bone, Concept Map, Mind Map,
Flow Chart, Time Line, Word Web,
Venn Diagram, Ranking Ladder etc.
LET’S PLAY WITH ONE
Ranking Ladder
• identify your top 3 places to visit
• rank them from first to last to visit
• identify what is missing from your
ranking ladder
• how do you get students to develop
the skills to identify criteria for
ranking?
RANKING LADDER
PMI
• What are the PLUSES, MINUSES
and IMPORTANT things to consider
about Supply Teaching.
• How does PMI assist students to
more precisely/thoughtfully rank
ideas.
NOTE: PMI is one of 60 critical thinking
tactics from de Bono’s CoRT
program.
Ranking Graphic Organizers
According to their Complexity
• Please rank the graphic organizers
below using a Ranking Ladder.
Fish Bone, Concept Map, Mind Map,
Flow Chart, Time Line, Word Web,
Venn Diagram, Ranking Ladder
RANKING LADDER
One Perspective
•
•
•
•
•
•
•
•
Concept Map
Mind Map
Fish Bone
Venn Diagram
Ranking Ladder
Time Line
Flow Chart
Word Web
What type of thinking and level of
thinking do Mind Maps and
Concept Maps Invoke?
‘TYPES’ of thinking and
‘LEVELS’ of thinking
Types of Thinking Levels of Thinking
• Inductive
• Synthesis
• Deductive
• Evaluation
• Ranking
• Analysis
• Predicting
• Application
• Sequence
• Comprehension
• Inquiry
•
Recall
• Prioritizing
GIVEN
• Concept Maps and Mind Maps
(if done properly) ask students to
first identify what they know and
then classify that knowledge into
categories -- therefore -- it must be
analysis re levels of thinking and
inductive thinking regarding types
of thinking.
So what is the Type and
Level of Thinking?
• Venn Diagram
• Fish Bone Diagram
• Ranking Ladder
Mind Map/Concept Maps
DIRECTIONS:
• Put your chairs in circles – say groups
of 6
• Analyze Mind Maps or Concept Maps
• Identify the critical attributes of MM or
CM
• Create Venn Diagram
• Compare with another table
• Share with larger group
• Listen to mini-lecture/group discussion
Venn Diagram
Mind Map
Concept Map
2 Dimensional and 3 Dimensional
Shapes: What do they have in common?
2 Dimensional
3 Dimensional
Venn Diagram
Mind Map
Start in centre
Radiate out
Colour
Pictures
Concept Map
Hierarchical
Cross Links
Start at top
Linking words
on line
Mind Maps and Concept Maps
) Mind Maps
) Concept Maps
) Start in the centre
)
) Radiate out
)
hierarchically
) Key words (concepts) )
) Images
)
) Colour
)
) Cross Links
Usually start at the top
Radiates down/out
hierarchically
Key words (concepts)
Linking words
Cross links with words
How are the linking words on the left
different from those on the right?
has contains
includes such as
for example
may have found in
are part of
are
enhances destroys
digests activates
needs controls
magnifies increases
transports reflects
breaks down
TESTERS
transforms
made up of
Linking Words … how are the blue
linking words different from the red?
Trees
Mirrors
Forks
Protagonist
Muscles
Triangles
Rocks
Bears
need
reflect
and
however
act like
have
in the
as well as
Roots
Light
Spoons
Did Not
Levers
3 angles
Soil
Raccoons
Linking Word Testers
Blue or Red?
plants
magnets
planets
cars
poetry
verbs
explorers
friction
food
require
attract
including
have
such as
can be
are
causes
on the
water
most metals
the moon
engines
haiku
conjugated
courageous
heat
table
Linking Word Testers
Blue or Red?
plants
magnets
planets
cars
poetry
verbs
explorers
friction
food
require
attract
including
have
such as
can be
are
causes
on the
water
most metals
the moon
engines
haiku
conjugated
courageous
heat
table
Two Types of Linking Words
• Descriptive or Passive: they illustrate
the students ability to recall and
comprehend relationships between two
concepts
• Cause and Effect or Dynamic: they
illustrate the students ability to analyze,
synthesize or evaluate relationships
between two concepts
Assessment
• For learning (formative)
• Of learning (summative)
• Matching our instruction with
our assessment
• Applying instruction in
assessment
• Where do graphic organizers fit?
a sample
provincial outcome
• By the end of grade six students will
demonstrate their understanding of the
four types of motion: oscillating, linear,
reciprocating, and rotational.
• This has explicit and implicit implications.
Explicit Level of Thinking re
assessment
• This outcome tells kids they will be
assessed at the comprehension level
of Bloom’s Taxonomy -- they will
have to explain each in their own
words and be able to generate
examples of each type of motion
Implicit level at which the teacher
will have to teach
• This outcome also informs teachers
that they will most likely have to
teach it at the analysis level of
thinking re Bloom’s Taxonomy as
the students will have to understand
the similarities and differences
between the four types of motion.
SO…
What type of thinking does this
outcome encourage?
• Inductive thinking -- the students will
have to classify the different types of
motion -- so, give them some pictures,
say 4 or 5 of each, put the pictures in an
envelop, have the students work in pairs
to classify them -- then do a Jigsaw on
each of the four -- then do a Venn
Diagram or Fish Bone or Mind Map on
the 4 types of motion
What instructional methods do
you have that push analysis?
•
•
•
•
•
•
Venn Diagrams
Fish Bone Diagrams
Mind Maps
Concept Maps
Concept Attainment
Concept Formation