![]() ![]() Six common designs and their functions are : Is time involved?Are there hierarchical levels?.Are there similarities and differences, pros and cons?.Is only one topic involved, or are there many?.Some common designs include:Ĭlock, Cluster/Word Web, Describing Wheel, E-Chart, Fact and Opinion, Five W's Chart, Flow Chart, Four-Column Chart, Goal-Reasons Web, Hierarchy chart, Idea Wheel, KWL/KWHL Chart, Ladder, Observation Chart, Persuasion Map, Planning Chart, Progress Report, Sequence Chart, Spider Map, Step-by-Step Chart, Story Map, T-Chart, Time Line, Tree Chart, Venn Diagram.Ĭhoosing the appropriate organiser involves consideration of function, purpose, the nature of the material/information, the classroom activity and personal preference. There are a wide variety of designs for depicting the same basic information structures, but all serving the same basic purpose of visually revealing to learners how the information is structured. For the language classroom, the most common functions are: Functionally, graphic organisers can be grouped into two categories: those that depict basic information structures (whole-to-part, cause/effect, etc.) and those that serve specialised needs (project planning, goal setting). Graphic organisers can be classified either in terms of their design or their function. Graphic organisers can be used to assess students' knowledge and understand of the content, thinking skills and creativity. The teacher is given a record of the learner's thinking process.Since most graphic organisers use short words or phrases, and sometimes drawings, they can be used with all levels and with young and less-able learners.A class flow-chart of the storyline of a class reader may help all the students to follow the plot. While organisers often represent an individual's arrangement of information, they can also be used at group or class levels.Because the demands of processing the language are reduced, content can be considered at more sophisticated levels. Subject-matter is comprehended faster and more efficiently.They can be used to structure writing projects, summarise reading texts, organise and store vocabulary, and help in problem solving, decision making, studying, planning research and brainstorming. Graphic organisers have multiple uses.Creating the map helps the learner to generate ideas and see the possibilities associated with a topic as the map grows.Organisers are easy to edit, revise, and add to. Changes can easily be made to allow learners to take different perspectives and clarify their thoughts.A large amount of information can be displayed to provide the "big picture" of a topic. A lot of information can be converted into a structured, easy-to-read, graphic display.Students are more likely to become strategic learners. To create the map, the learner has to identify the relationships between items, examine the meanings attached to them, and prioritise the information and decide where each item should be placed on the map. Analytical, critical, planning and creative thinking skills are developed.In most cases, dual-presentation (visual representation plus is more successful than either approach alone, regardless of whether the student is a visual or auditory learner. Showing (as opposed to telling) how information is structured is a way of facilitating understanding. The visual display conveys complex information in a simple-to-understand manner.Language barriers (words, grammar) are removed, so that learners can focus on the connections between information.Graphic organisers provide the learner with a different way of seeing and thinking about information.Often, the information on a graphic organiser could just as easily be written on a form or list, but the organiser offers certain advantages: Some organisers are very specific others are versatile. ![]() ![]()
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