And so you’re going to get a lot more time to cover the content, and the students are going to be able to absorb that content again through their working memory. Then you’re optimizing your instructional time because the students-after you’ve modeled it for them for a while and they’ve gotten some practice with it-they can do that much more independently. The big idea is as long as you are making those relationships very clear and very explicit, just keep using that same organizer time after time. I think it’s very important that teachers pick out graphic organizers based on the verbal structure of their lecture or their text. Click on them to learn more as well as to see completed versions of each. The table below lists several of the most common types of graphic organizers and the purposes for which they can be used. A meta-analysis shows that middle and high school students with disabilities who used graphic organizers to learn science content displayed increased vocabulary knowledge and comprehension.īecause there are many kinds of graphic organizers, teachers should carefully select those that will best convey the information and relationships they wish for their students to learn.This suggests that graphic organizers are effective tools for learning higher-level mathematics. Students with learning disabilities and ADHD who used graphic organizers outperformed those who did not use graphic organizers on a test of conceptual understanding of linear equations.Graphic organizers, proven effective for students with and without learning disabilities across all grade levels, can improve reading comprehension and writing skills and increase learning in content areas.(Dexter & Hughes, 2011 Gajria, Jitendra, Sood, & Sacks, 2007 Kim, Vaughn, Wanzek, & Wei, 2004) The results of two research syntheses and one meta-analysis suggest that graphic organizers increase comprehension for students with learning disabilities across all grade levels.If we can cut that out for our students, really cut the fluff so to speak, we can really minimize the stress on the working memory, which is going to allow the students to learn much more about the subject. They have those issues with identifying and ignoring extraneous information. Students with LD and ADHD, they have difficulty identifying those main ideas and supporting details. And finally the third big idea for why graphic organizers can be so effective for students with LD and ADHD is because graphic organizers really minimize the stress on the working memory. This is much more effective than giving an introductory lecture or a text introduction to a new subject. So as a teacher if I present very general ideas of a new concept and compare that to a concept that I have previously taught my students, it’s going to better allow my students to understand that information and link it to their prior knowledge, which is critical for students to learn new information. The second big idea for why graphic organizers are effective is because they serve as a bridge between new information and prior knowledge. And when I talk about relationships, those can be temporal, having to do with time, spatial, semantic, sequential, hierarchical, or comparative. It makes those relationships very apparent. The spatial arrangement of the main concepts or information on the graphic organizer make it very clear for the students how those facts or concepts are related. The first one, graphic organizers make information extremely explicit and clear. Why are graphic organizers so effective? We have three big ideas that we can focus on. This is a tool that’s going to really help everyone in the classroom. This isn’t just a tool for my students with high-incidence disabilities. The good news about graphic organizers and in such content enhancements, they really benefit everyone.
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