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Graphic Organizer

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by

Eunji Kong

on 14 June 2013

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Transcript of Graphic Organizer

1.
What
is it?
Definition
Example

2.
How
does it
work?
Materials Required
Steps

3.
Who
is it for?
Target Audience

4.
When
should
it be used?
Special Training

5.
Why
should it
be used?
Advantage
Disadvantage

Research 1
Research 2
1.
What
is it?
Definition
Example

2.
How
does it
work?
Materials Required
Steps

3.
Who
is it for?
Target Audience

4.
When
should
it be used?
Special Training

5.
Why
should it
be used?
Advantage
Disadvantage

Research 1
Research 2
1.
What
is it?
Definition
Example

2.
How
does it
work?
Materials Required
Steps

3.
Who
is it for?
Target Audience

4.
When
should
it be used?
Special Training

5.
Why
should it
be used?
Advantage
Disadvantage

Research 1
Research 2
1.
What
is it?
Definition
Example

2.
How
does it
work?
Materials Required
Steps

3.
Who
is it for?
Target Audience

4.
When
should
it be used?
Special Training

5.
Why
should it
be used?
Advantage
Disadvantage

Research 1
Research 2
1.
What
is it?
Definition
Example

2.
How
does it
work?
Materials Required
Steps

3.
Who
is it for?
Target Audience

4.
When
should
it be used?
Special Training

5.
Why
should it
be used?
Advantage
Disadvantage

Research 1
Research 2
1.
What
is it?
Definition
Example

2.
How
does it
work?
Materials Required
Steps

3.
Who
is it for?
Target Audience

4.
When
should
it be used?
Special Training

5.
Why
should it
be used?
Advantage
Disadvantage

Research 1
Research 2
1.
What
is it?
Definition
Example

2.
How
does it
work?
Materials Required
Steps

3.
Who
is it for?
Target Audience

4.
When
should
it be used?
Special Training

5.
Why
should it
be used?
Advantage
Disadvantage

Research 1
Research 2
G r a p h i c O r g a n i z e r
What
Materials
are
Required
for this Strategy?
Graphic Organizer
Who
How
When
What
Why
Research
Definition
Example
Advantages
Disadvantages
Materials
Steps
Research 1
Research 2
Target
Audience
Special
Training
1.
What
is it?
Definition
Example

2.
How
does it
work?
Materials Required
Steps

3.
Who
is it for?
Target Audience

4.
When
should
it be used?
Special Training

5.
Why
should it
be used?
Advantage
Disadvantage

Research 1
Research 2
1.
What
is it?
Definition
Example

2.
How
does it
work?
Materials Required
Steps

3.
Who
is it for?
Target Audience

4.
When
should
it be used?
Special Training

5.
Why
should it
be used?
Advantage
Disadvantage

Research 1
Research 2
G r a p h i c O r g a n i z e r
What
Steps
does the Student/Teacher complete?
1.
What
is it?
Definition
Example

2.
How
does it
work?
Materials Required
Steps

3.
Who
is it for?
Target Audience

4.
When
should
it be used?
Special Training

5.
Why
should it
be used?
Advantage
Disadvantage

Research 1
Research 2
G r a p h i c O r g a n i z e r
G r a p h i c O r g a n i z e r
G r a p h i c O r g a n i z e r
G r a p h i c O r g a n i z e r
G r a p h i c O r g a n i z e r
G r a p h i c O r g a n i z e r
G r a p h i c O r g a n i z e r
G r a p h i c O r g a n i z e r
What are
Graphic Organizers
?
Example-Numbers
What
Type of Learners
will benefit from this Strategy?
Is
Special Training
required before this strategy can be used?
What are the
Advantages
?
What are the
Disadvantages
?
Effects of Graphic Organizer Instruction on 5th-grade Students
Thinking maps enhance metaphoric competence in children with autism and learning disabilities
Yu Jin Kim, Jeong Ah Choi, Eunji Kong, Ji Won Eom, Jiwon Lee
Teacher constructs the Graphic Organizer, provides students a copy, and uses it when teaching the content
Teams of students construct graphic organizers via cooperative learning and the teacher acts as a guide-on-the side.
Step 1:
Teacher
Step 2:
Class
Step 3:
Group
Step 4:
Individual
Teacher and students co-construct Graphic Organizers depicting important ideas as the content is explored.
Students independently construct Graphic Organizers
ALL
Visual
Learners
English
Language
Learners
Learning
Disabilities
Autism
Spectrum
Disorder
Students with Disabilities
A d v a n t a g e s
Engaging
for
learners
Aid the
thinking
process
Easier to understand/ learn
Reduces information processing demands
Strategic learners
more precise, less fuzzy information
distinguish essential information
process less semantic information
structured
easily teach more sophisticated concepts
Reading and Writing
Communication
Analytical, Critical, and Creative Thinking Skills
attractive
design
hands-on task
easier brainstorming
active
role
Advantages
Amount of Information
Difficulty of content
Lack of Feedback
WIN!!!
No... and Yes
Technically, no special training is required to use this strategy
Consistency

Coherency

Creatively
BUT!!!
Spatial learning strategy that uses visual symbols to show patterns and the relationship between key concepts or ideas and to assist in extracting, remembering, and retrieving information.
There are different types of numbers.
Numbers can be divided into real numbers and imaginary numbers. Amongst real numbers are rational and irrational numbers. Irrational numbers cannot be written as a simple fraction such as pi. Smaller category of rational numbers are integers which are numbers without any number after the decimal including negative and positive number and zero. Whole number are positive integers and zero. Natural numbers are positive whole numbers.
Real Numbers
Rational Numbers
Integers
Whole
Numbers
Natural
Numbers
Irrational Numbers
Imaginary Numbers
1.010010001...
π, √2 ,
1,2,3,4...
0,1,2,3...
...-2,-1,0,1,2...
-0.12,0,1/3,4
√-1=i
DEMONSTRATION
SUMMARY
Background
Method/Procedure
Results
Difficulty understanding nonliteral language devices, such as metaphors and idions has been observed in individuals with learning disabilities (LD) and autism (ASD)

To examine the ability to disambiguate meanings of several effects of an intervention program that uses thinking maps in order to enhance metaphor comprehension
Pre-Intervention test
20ASD, 20 LD, 20TD
metaphors and idioms comprehension tests, executive functions tests, homophones meaning generation tests, and fluency tests
"Thinking maps"
1 month
small group with 2-4 participants
metaphor comprehension
Intervention Program
Post Intervention test
LD children demonstrated a better “transfer” ability than the ASD children, suggesting that the “thinking maps” are effective intervention tool, especially for children with learning disabilities
Future Direction
Can “thinking maps” be an adequate tool for different neurological impaired populations?

Can other extended non-literal language, visual form be used for intervention program?
KWL Chart
What I
KNOW
What I
WANT
to learn
What I
LEARN
Visual Strategy

Helpful for organizing

__________

__________
Who is it helpful for?

What are the advantages?

____________

____________
Fill out during our presentation
What I
KNOW
What I
WANT
to learn
What I
LEARN
Concept Development Organizer
Relational Organizer
Category/classification Organizer
Sequence Organizer
Compare and Contrast Organizer
Q&A
Rett's Syndrome
Difference
Difference
Similarity
Wake-up
Survive
Sleep
To-Do List
Childhood Disintegrative Disorder
Spatial Learning Strategy
Various graphic organizers for different tasks
Beneficial for all types of students
Specifically for visual learners
Help comprehension
teaches patterns and relationships
reduces information processing demand
Disadvantages for certain contents
Beneficial in recalling novel contents
Helpful for people with autism spectrum disorder and learning disabilities
Baxter, S. (2010, July 12). Learning Styles: Three Ways to Process Information. Retrieved from http://elementary-science-software-review.toptenreviews.com/learning-styles-three-ways-to-process-information.html

Hadley, C. (2012, Dec 30). Disadvantages of Using Computer Graphic Organizers. Retrieved from http://www.ehow.com/list_5849258_disadvantages-using-computer-graphic-organizers.html

LaJeunesse, S. (2011, DecGraphic Organizers Aid Students With Learning Disabilities. Retrieved fromhttp://www.ed.psu.edu/educ/news/news-items-oct-dec-2011/graphic-organizers-aid-students-with-learning-disabilities.html

Makes Sense Strategies. (2001). Using graphic organizers to makes sense of the curriculum. Retrieved March 2, 2012. From: http://www.calhoun.k12.al.us/makes%20sense/Adobe%20Reader/DO%20NOT%20OPEN%20program%20files/Using%20GOs/Program%20Files/GOs/FAQ@GOs.pdf

Sigueza, T. (2005). Graphic Organizers. Retrieved from http://www.colorincolorado.org/article/13354/

Using Graphic Organizers To Help Individuals With Autism In Classrooms And Other Settings. (2012, June 8). Retrieved from http://leafwingcenter.org/autism-2/using-graphic-organizers-to-help-individuals-with-autism-in-classrooms-and-other-settings/
Visual Strategy

Helpful for organizing

__________

__________
Who is it helpful for?

What are the advantages?

____________

____________
Reference
Goal of Research
To find whether graphic organizer instruction facilitate comprehension, recall, and transfer of information
Participants
Fifth-grade, normal-achieving students
Procedure
Method
Immediate and delayed post-tests, Immediate and delayed recall measure, South America passage
Results
When given novel social studies content, participants receiving the graphic organizer performed better than students who received traditional
instruction.
Separate the conditions by the presence or absence of explicit instruction and graphic organizers.
Griffin, C., Malone, L., Kameenui, E. (1995). Effects of Graphic Organizer Instruction on Fifth-Grade Students, Journal of Educational Research, 89(2). pg.98
Spatial learning strategy
that uses visual symbols to show patterns and the relationship between key concepts or ideas and to assist in extracting, remembering, and retrieving information.
Spatial learning strategy
that uses visual symbols to show
patterns and the relationship
between key concepts or ideas and to assist in extracting, remembering, and retrieving information.
Spatial learning strategy
that uses visual symbols to show
patterns and the relationship
between key concepts or ideas and to assist in
extracting, remembering, and retrieving
information.
Thank You
Follow the 3C's
Masha, N., Kasirer, A., Thinking maps enhance metaphoric competence in children with autism and learning disabilities, 2011, Research in Developmental Disabilities 32, 2045- 2054
By modifying future graphic organizer studies to include a longer training period, students might be better able to accommodate the heavy procedural demands placed upon them when involved in instructional situations that require both declarative and procedural knowledge forms.
LD children demonstrated a better “transfer” ability than the ASD children, suggesting that the “thinking maps” are effective intervention tool, especially for children with learning disabilities.
Discussion points
Implications
According to the two researches, graphic organizer is effective for typically developing children, and children with Autism Spectrum Disorders and Learning Disabilities. Will graphic organizer be effective for other disabilities such as ADHD?
Does graphic organizer have long-term effect?
Can other extended non-literal language, visual form be used for intervention program?
Rett's Syndrome
Childhood Disintegrative Disorder
-A genetic disorder associated with a single gene defect, primarily affecting females
-Loss of skills of previously obtained skills around 5~6 months
-Difficulty engaging in social interactions


-Affects more males than females
-Develop normally for a longer period before regression than Rett's syndrome
Subtype of Autism Spectrum Disorder
Normal development & sudden loss of skills
Genetic Disorder
Primarily affects Female

Loss of skill around 5-6 months
Affects more males

Develop normally for a longer period before regression than Rett's syndrome
Full transcript