Graphic Organizers in the Classroom Essay Example for Free

natural Organizers in the Classroom EssayA computer in writing(p) organizer is a visual tool the helps students reach the relationship surrounded by facts, terms and other ideas within a specific cultivation task (H solely Strangman, 2002). pictorial organizers ar called by a variety of several(predicate) names including knowledge maps, invention maps, story maps, cognitive organizers, advance organizers and concept diagrams (Hall Strangman, 2002). However, natural organizers have a valuable place within classrooms be answer they have the electric effectiveness to improve learning outcomes for all students (Hall Strangman, 2002).Graphic organizers ar so affairful for both students and teachers because they can memorize umteen forms and be used in a variety of different ways to meet the postulate of each individual student. Graphic organizers can be used in a variety of different educational situations and can be modified to meet the learning objectives of sp ecific lessons (Bellanca, 2007). Teachers can use a graphic organizer to make sense of classroom discussions among students. Students can use graphic organizers to gather randomness from a single lesson in order to find meaning.Students can in any case rely on graphic organizers to keep track of an ongoing lesson or theme that lasts passim the entire school year (Bellanca, 2007). An abbreviation of graphic organizers is offered as they relate to general learning achievement in the classroom. Graphic organizers have the potential difference to improve the learning outcomes of all students because they blend the linguistic mode of learning with the non linguistic mode of learning so that news shows and phrases work with symbols to form meaningful relationships (Marzano, Pickering Pollock, 2001).The use of graphic organizers is intended to meet sixer different learning objectives that regularly appear in classroom curriculum descriptive patterns, time-sequence patterns, proces s/cause effect patterns, episode patterns, generalization/principle patterns and concept patterns (Marzano, et al, 2001). Descriptive patterns ar used to represent facts about(predicate) people, places, things and events (Marzano, et al, 2001).For example, if students were learning about the underground Railroad, they could create a graphic organizer centered on the Underground Railroad by branching different facts about this historical event off, including important people, places, things and events associated with the Underground Railroad. Similarly, time-sequence patterns atomic number 18 used to form representations of the chronological sequence of events (Marzano, et al, 2001). This type of graphic organizer could take the form of a student created time line.The remaining four types of graphic organizers deal with more complex processes but are equally as useful for teachers and students. Process/cause effect patterns organize information in such(prenominal) a way that allo ws it to lead to a specific outcome (Marzano, et al, 2001). using the Underground Railroad example, this graphic organizer could list all of the different events that led to the creation of the Underground Railroad. Episode patterns are homogeneous in that they organize information about specific events including setting, people, duration, sequence of events and cause and effect (Marzano, et al, 2001).This type of graphic organizer allows students to form a clear and cohesive picture of what they are studying so that all of the necessary information is included in one place. Generalization/Principle patterns allow students to counselling on one topic so they are able to collect a variety of different examples that backing that topic (Marzano, et al, 2001). This type of graphic organizer is particularly useful in math because it allows students to show a multitude of examples that prove specific math concepts.Finally, concept patterns organize information around a word or phrase that represent people, places, things or events as entire categories (Marzano, et al, 2001). This type of organizer allows students to show many examples about one particular subject. The types of graphic organizers described above are highly useful in the classroom because students in modern society are very visual human beings (Sousa, 2007). Modern students are surrounded by visual technology including computers, television, video games, cellular telephones, movies and DVD players (Sousa, 2007).Graphic organizers build on the reliance that students have on visual technology by capturing their attention in order to picture them with authentic opportunities to improve their understanding, meaning and retention of specific subjects (Sousa, 2007). Teachers who incorporate the use of graphic organizers into the classroom are able to reach all students because they appeal to the highly visual children that make up society today. Further, the use of visual techniques such as graphic org anizers have the potential to increase learning outcomes sequence also ensuring future recall.The national No Child Left Behind Act has increased educational focus onto assessment (Struble, 2007). Graphic organizers have a very valuable place in classrooms both as ongoing and formative assessment measures (Struble, 2007). Graphic organizers are powerful tools for analyzing and assessing the ongoing understanding and performance of students throughout the school year and across a wide range of subject material (Struble, 2007). The use of graphic organizers as part of an ongoing assessment measure allows teachers to modify instruction as necessary while also ensuring that all students are learning what they need to know (Struble, 2007).Further, the use of graphic organizers has been shown to increase overall meaning but also to increase future retention (Nesbit Adescope, 2006). Over the past several years, cardinal studies have been conducted associated with the use of graphic orga nizers by 5818 student participants. Results from these studies using post tests measuring recall and transmit after the use of graphic organizers prove that they increase knowledge retention (Nesbit Adescope, 2006).Ultimately, graphic organizers have the potential to capture the interest of students so they are able to form a meaningful relationship between linguistic and non linguistic skills in order to increase the potential for future recall of curriculum material. Bellanca, jam A. (2007). A guide to graphic organizers helping students organize and process content for deeper learning. Thousand Oaks, CA keen Publications. Hall, Tracey Strangman, Nicole. (2002). Graphic organizers. Wakefield, MA National Center on Accessing the General Curriculum. Retrieved on April 16, 2009 from http//www. cast.org/publications/ncac/ncac_go. html. Marzano, Robert J. Pickering, Debra J. Pollock, Jane E. (2001). Classroom instruction that workings research based strategies for increasing s tudent achievement. Alexandria, VA Association for Supervision Curriculum Development. Nesbit, John C. Adescope, Olusola O. (2006). Learning with concept and knowledge maps a meta-analysis. Review of Educational Research, 76 (3) 413 448. Sousa, David A. (2007). How the brain learns mathematics. Thousand Oaks, CA Sage Publications. Struble, Janet. (2007). Using graphic organizers as a formative assessment. Science Scope, January 1.