Definition
Graphic organizers are most beneficial when used with expository textbooks or other material that is content heavy, such as that found in science or social studies (Miller & Veatch, 2011). The type of graphic organizer that the teacher chooses to use with his/her students should be determined by the content covered and the learning outcomes in that lesson. There are many types of graphic organizers from which to choose (http://www.eduplace.com/graphicorganizer/).
Robinson, Beth, Odom, Hsieh, Venderveen, & Katayama (2015) gave one group of students complete graphic organizers and another group partial graphic organizers. While the comprehension of the text, determined by quizzes, did not differ significantly between complete and partial graphic organizers, a significant number of students started to take notes that were more spatial in nature after the experiment (Robinson et al, 2015). It is evident that a large number of students prefer to organize their notes in a graphic organizer. Utilizing graphic organizers in instruction early in a student’s academic career can help them develop note-taking skills they might use later in high school or college.
Examples
A graphic organizer might be used to help students remember key elements of a narrative text they read. This graphic organizer asks students to record events that happen at the beginning, middle, and end of a story thereby introducing them to elements of plot:
Graphic organizers are most beneficial when used with expository textbooks or other material that is content heavy, such as that found in science or social studies (Miller & Veatch, 2011). The type of graphic organizer that the teacher chooses to use with his/her students should be determined by the content covered and the learning outcomes in that lesson. There are many types of graphic organizers from which to choose (http://www.eduplace.com/graphicorganizer/).
Robinson, Beth, Odom, Hsieh, Venderveen, & Katayama (2015) gave one group of students complete graphic organizers and another group partial graphic organizers. While the comprehension of the text, determined by quizzes, did not differ significantly between complete and partial graphic organizers, a significant number of students started to take notes that were more spatial in nature after the experiment (Robinson et al, 2015). It is evident that a large number of students prefer to organize their notes in a graphic organizer. Utilizing graphic organizers in instruction early in a student’s academic career can help them develop note-taking skills they might use later in high school or college.
Examples
A graphic organizer might be used to help students remember key elements of a narrative text they read. This graphic organizer asks students to record events that happen at the beginning, middle, and end of a story thereby introducing them to elements of plot:
A common way to implement graphic organizers in social studies is through a window of cause-and-effect.
Link to Writing
This strategy could be applied to students' writing in the sense that it helps them organize their writing before they begin to compose texts. Writing Standard 3 for Grades 6-8 states that students need to be able to "write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences" (National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010, p. 44). Benchmark a specifically indicates that students need to "organize an event sequence that unfolds logically" in their narrative writing. In order to do this effectively, students need to be able to organize their ideas. Here is an example of an expository graphic organizer:
This strategy could be applied to students' writing in the sense that it helps them organize their writing before they begin to compose texts. Writing Standard 3 for Grades 6-8 states that students need to be able to "write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences" (National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010, p. 44). Benchmark a specifically indicates that students need to "organize an event sequence that unfolds logically" in their narrative writing. In order to do this effectively, students need to be able to organize their ideas. Here is an example of an expository graphic organizer:
Video Examples
This video uses a graphic organizer to help students construct paragraphs that include main points with supporting evidence, such as would occur in a research paper. Although this might be advanced for younger students, it's still a great example of how to help students begin to cite evidence in their writing. I included it because the instructor does a good job of explaining the organizer and walking through it with students.
Graphic organizers can also be extremely helpful for English as a Second Language (ESL) or English Language Learner (ELL) students. In the above video, the instructor shows students how to use a variety of graphic organizers to increase their comprehension skills when reading a variety of texts. The instructor consistently relates students' tasks back to the objectives for the day.