Graphic
Intelligence:
Playing with Possibilities
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. In addition, to sense how
to integrate multiple graphic organizers
Agenda Sequence
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Instructional Intelligence
Thinking
Concept Formation
Questioning – a practice
Graphic Organizers
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
Instruction Classified
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Instructional Concepts (can’t do, guide decisions)
Instructional Skills (simplest, least powerful)
Instructional Tactics (mid power)
Instructional Strategies (most powerful)
Instructional Organizers (can’t do – guide
thinking)
Instructional Concepts (only)
• Safety
• Interest
• Novelty
• Challenging
• Accountability
• Variety
• Success
• Authentic
Instructional Skills – Minimum
Power
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Sharing the Objective and Purpose
Framing Questions
Wait Time
Suspending Judgment
Probing for Clarification
Attentive Listening
Instructional Tactics – Medium
Power
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Venn Diagram
Think Pair Share
Place Mat
Word Web
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Ranking Ladders
Flow Charts
Four Corners
PMI
Instructional Strategies –
Maximum Power
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Mind Map
Jigsaw
Concept Attainment
Academic Controversy
Concept Maps
Teams Games Tournaments
PWIM
Instructional Organizers
• Multiple
Intelligence
• Learning Styles
• Gender
• Autism
• Brain Research
• Child
Development
• Emotional
Intelligence
Graphic Organizers Classified
• Instructional Tactics Venn Diagrams, Flow
Charts, Word Webs, Fish Bone Diagrams,
Ranking Ladder
• Instructional Strategies Mind Maps, Concept
Maps
Key here is to integrate/layer them.
Control
Group
Mean
Prerequisite
A deep understanding of
all aspects of thinking.
This includes
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Understanding LEVELS of thinking
Understanding TYPES of thinking
Understanding Inductive/Deductive thinking
Understanding Inference and Prediction
You need to understand ‘types’ of thinking
and ‘levels’ of thinking
• Types of Thinking
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Inductive
Deductive
Ranking
Predicting
Sequence
Inquiry
Prioritizing
Identify
• Levels of Thinking
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Synthesis
Evaluation
Analysis
Application
Comprehension
Recall
Levels of Thinking – Bloom’s
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Synthesis
Evaluation
Analysis
Application
Comprehension
Recall
Inductive & Deductive Thinking
Inductive
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Putting clothes away
Putting dishes away
Your closet
Periodic Table
Mind Mapping
Venn Diagram
Concept Mapping
Fish Bone Diagrams
Deductive
• Who took the cookie
when you asked them not
to touch them
• CSI
• Forensic Science
• Science Experiments
• I am thinking of
something that is white.
Graphic Organizers that are Inductive
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Venn Diagrams
Fish Bone Diagrams
Cluster Maps
Thematic Maps
Mind Maps
Concept Maps
Concept Attainment
Prediction/Inference
Elementary School
Directions
• Focus on a type of thinking; the
EVEN numbered examples
represent one type of thinking;
the ODD numbers represent
another type of thinking. Don’t
focus on the topic or the answer,
that is not important.
Data Set
1. The snow is melting so kids will be
jumping in puddles at recess.
2. Those people must be poor because
their house is so run-down.
3. I did not finish my work so I think the
teacher will make me finish it at recess.
4. My friend has an IPOD and an I Phone
so her family must be rich.
Data Set
5. He stayed up all night studying for a
test so he must be tired right now.
6. It’s been raining all weekend. I bet I will
have to wear boots to school on
Monday.
7. He hides his glasses before every Math
class so he does not have to do the
math test. I think he does not like math.
8. It will probably rain today because
there are a lot of dark clouds.
Testers
A. John runs 3 kilometres every day; he
must really like running.
B. Our volleyball team won the last 5
games, they must be pretty good
volleyball players.
C. I never finished my reading. I’ll
probably have to stay after school.
D. Maria studies hard for spelling tests; I
bet she gets 100 percent again on the
next text.
So in terms of Curriculum
the teacher must…
• Understand objectives
• Understand what level of thinking is
explicit - the level the student will be
assessed at
• Understand what level of thinking is
implicit - the level you have to teach at
• Understand what type of thinking is
required
• Match that knowledge to instructional
methods
• Assess meaningfully
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 are many 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.
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
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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
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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:
• Clear off tables
• 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
Mind Maps
Concept Maps
• Start in the centre
• Radiate out
hierarchically
• Key words (concepts)
• Images
• Colour
• Cross Links
(no words on any lines
that show relationships)
• Usually start at the top
• Radiates down/out
hierarchically
• Key words (concepts)
• Linking words
• Cross links with words
that show relationships
(usually a verb or verb
phrase)
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?
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Venn Diagrams
Fish Bone Diagrams
Mind Maps
Concept Maps
Concept Attainment
Concept Formation
Unconscious
Seamless
Intentional
Conscious
Skill Training Model
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%
CBAM
(Concerns Based Adoption Model)
• Levels of Use
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Non-User
Orientation
Preparation
Mechanical
Routine
Refined
Integrative
Refocusing
• Levels of Concern
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No Concerns
Awareness
Information
Personal
Impact on Students
Collaborative