graphic organisers - pdst organiser.pdf · graphic organisers in teaching and learning post-primary...

Graphic Organisersin

Teaching and Learning

Post-Primary Resource

This resource is available to download from www.pdst.ie/publications and www.pdst.ie/pedagogy

Professional DevelopmentService for Teachers

An tSeirbhís um FhorbairtGhairmiúil do Mhúinteoirí

www . p d s t . i e

Please cite as: PDST, Graphic Organisers in Teaching and Learning, Dublin, 2016

www . p d s t . i e 3

An Integrated Approach to Teaching, Learning & Assessment

Acknowledgements

This resource, first published in 2008, was made possible by the generosity of teachersworking at CPD days facilitated by the Second Level Support Service (SLSS). It is an admirableexample of the generosity of teachers willing to share their experience and ideas withcolleagues across the teaching community. SLSS is part of the Professional DevelopmentService for Teachers (PDST) since 2010.

Due to popular demand this book has been reprinted with the addition of othercomprehension strategies and can be downloaded from www.pdst.ie/publications. Theseadditional templates have been tried and tested by the JCSP team and used by the widerPDST team and teachers to integrate differentiated literacy, numeracy, AfL and activelearning strategies across the post-primary curriculum.



Table of Contents

Introduction 5

Ranking Ladder 7

Stair Steps 10

Chain of Linked Events 12

Sequence Chart 15

Funnel 18

Fishbone 22

Brain Droplets (Wisdom Pearls) 25

Cross Classification Chart 28

Double Venn Diagram 31

Triple Venn Diagram 34

Four Corner Organiser 37

Tri Pie 40

Starburst 43

Research Grid 46

Graphic Organiser Templates for use by Students 49

Progress Cards 64

Reflecting on My Learning 68

The Six-Step School Self-Evaluation Process 69



Introduction

Graphic Organisers provide a visual method of developing, organising and summarisingstudents’ learning. They help to structure disjointed information. They facilitate the learningprocess by providing a scaffold for the development of ideas and the construction ofknowledge. High quality teaching in a mixed ability classroom is also facilitated.

Highest quality results are achieved when one organiser is shared by a small group of (2/3)students with diverse abilities and learning preferences. Leadership is distributed in thegroup with each student having a role to fulfil, eg. Recorder, Timekeeper, Turn-taker,Summariser, Reporter, Clarifier, Checker, Scout, etc.

The resource needs only pen and paper to use.

Some organisers are more applicable to the different aspects of the learning process thanothers, for example : collecting information, comparing and contrasting, developing ideas,sequencing information, summarising and extending thinking and learning. Some are alsomore relevant to different subjects and topics than others. They can all be used at the variousstages of the learning process:

• Pre-teaching• Introducing a topic• Teaching a topic• Independent learning• Study and revision• Preparing answers to examination questions

They scaffold learning and help to build student confidence. They also facilitate formativeassessment as students can clearly see how much they understand.

Detailed explanations on how to use each organiser are provided throughout the book.

Contents of Book:

Section 11. Guidelines on how to use each Graphic Organiser2. A list of suggestions for possible uses of each organiser that teachers have shared at CPD days3. Completed and in some cases adapted organisers shared by practising teachers

Section 2A set of blank Graphic Organisers (which may be photocopied) for use in the classroom.



Ranking Ladder



Approach to Harmony Question



Stair Steps



Prep

arer le Doc

umen

t Oral



Chain of Linked Events



King Lear’s decision to divide his kingdom



Digestion (Mitch*)



Sequence Chart



Causes of S

econ

d World W

ar



Mod

h Có

inniolac

h



Funnel



Components of Fitness



Elements of The Burren



Influences on the Development of Cubism



Fish Bone



PE - Dance



Eggs



Brain Droplets (Wisdom Pearls)



Charac

teris

tics o

f an En

trep

rene

ur



Earthq

uake

s



Cross Classification Chart



Man

ufac

turerd Boa

rds



Early

Irish Metalwork Artifac

ts



Double Venn Diagram



Prep

aring an

essay

on ho

liday

sVe

rbs a

re com

mon

to both ho

liday

s - nou

ns are differen

t for eac

h



Vein and

Artery



Triple Venn Diagram



Solid

s, Liquids, G

ases



Compa

rativ

e Que

stion



Four Corner Organiser



Embroide

ry Stitch

es



Equa

tions



Tri Pie



Is Macbeth responsible for Duncan’s death?



Should the death penalty be imposed?



Starburst (all points covered)



Music Style



Nóta a Scrío

bh



Research Grid



Section 2

Graphic Organiser Templatesfor use by students

50


51


52


53


54


55


56


57


58


59


60


61


62


63




Working on Your Own Progress Card



Homework Progress Card



Punctuality Progress Card



Attendance Progress Card


Step 1

Iden

tify

Focu

s

Learne

r Outcomes

Attitude to learning

Understanding of th

emselves and

others

Acquisition of c

urric

ulum

knowledge

& skills

Levels of a

ttainment

THE S

IX-S

TEP S

CHOO

L SEL

F-EVA

LUAT

ION P

ROCE

SS FO

R PO

ST-P

RIMA

RY SC

HOOL

S 201

6 - 20

20 (

DRAF

T)www.p

dst.

ieschoolself-evaluation.ie

Cha

pter

3 o

f th

e S

SE

Gui

delin

es

20

16

-20

20

In th

e next cycle of s

chool self-evalua

tion, te

achi

ng a

nd le

arni

ng c

ontin

ues

to b

e th

e fo

cus.

Schools should continue to

use th

e process to im

plem

ent n

ationa

l initia

tives and

to id

entify a

ndwo

rk on aspects of th

eir own

teaching

and

learning

practices which requ

ire development a

nd im

provem

ent. These aspects of teaching

and

learning

will vary a

ccording

to th

e needs of schools.

Typically, m

ost schools will use th

e process to assist them in intro

ducing

and

embedd

ing relevant aspects of the Framew

ork for Jun

ior C

ycle.It is expected th

at schools will also use the process

to m

aintain a meaning

ful focus on literacy a

nd num

eracy.

* Schools s

hould select a minim

um of tw

o and

a maxim

um of four aspects of te

achi

ng a

nd le

arni

ngas th

e focus for their self-evalua

tion process from 201

6 to 202

0. e.g. assessm

ent p

ractices,

teaching

and

learning

the key s

kills, eng

agem

ent in learning

. (see Circular 004

0/20

16).They should use the teaching

and

learning

sectio

n of Looking

at O

ur School 201

6: A Qua

lity F

ramew

ork

for P

ost-prim

ary Schools in Cha

pter 3 of the re

vised School Self-Evalua

tion Gu

idelines

as a benchmark wh

en re

flecting on and

evaluating their c

urrent practice an

d to id

entify the domain

most relevan

t to their s

chool - Dom

ains and

Stand

ards are sum

marised below

.

Learne

r Experienc

es

Levels of e

ngagem

ent a

s learners

Grow

th as learners

Self-refle

ction & ow

nership as

learners

Developm

ent a

s life-long learners

Dom

ain

Stand

ards

Teache

rs’ individu

alpractice

Teachers' knowledge & skills

Use of practice that progress

students' learning

Use of appropriate te

aching

approaches

Responsiveness to

individual learning

needs

Teache

rs'

colle

ctive/colla

borative

practice

Teachers' p

rofessional d

evelopment &

collaboratio

nCo

-operatio

n to extend students'

learning opportunitie

sCo

llective use of dependable

assessment p

ractices

Sharing of expertis

e to build capacity

Step 2

Gathe

rEvide

nce

Cha

pter

s 4

and

5 o

fth

e S

SE

Gui

delin

es2

01

6-2

02

0

Alwa

ys consider - re

levance, sim

plicity & clarity, effic

iency, protocol and

validity of q

ualitative an

d qu

antitative evidence gathered.

Schools may decide to ana

lyse assessment d

ata an

d records of student progress as a starting

point.

Teachers' views

and

their records (a

ssessm

ent, up

take at found

ation, ordinary a

nd higher level in

specific

sub

jects an

d attainment in state exam

inations) a

re useful examples of e

vidence.

Schools should gather information fro

m students an

d pa

rents to ensure that th

ey have sufficient k

nowledge to

make accurate ju

dgem

ents.

Professional re

flection an

d dialogue betwe

en te

achers, focusing on specific

aspects of teaching an

d learning

, are very importa

nt when ga

thering evidence.

As collaborativ

e practic

es are fu

rther developed among the teaching

staff, te

am te

aching

and

professiona

l collaborativ

e review

will becom

e an

effe

ctive means of g

atherin

g evidence.

Sample tools to sup

port the effective ga

thering of evidence may be accessed at w

ww.schoolselfevaluation.ie and

should be ada

pted to

suit the partic

ular context of e

ach school.

Step 3

Ana

lyse and

Mak

eJu

dgem

ents

Cha

pter

4 o

f th

e S

SE

Gui

delin

es 2

01

6-2

02

0

Evalua

te th

e effectiveness of yo

ur current practice using

stat

emen

ts o

f pra

ctic

eon pag

es 15 to 21 of th

e SS

E Gu

idelines 201

6-20

20.

Using the statem

ents as a benchm

ark, schools can

evaluate their o

wn practice an

d make soun

d judg

ements based on the evidence th

ey have ga

thered. S

chools will naturally aspire to

very

effective practic

e, but should in th

e first in

stan

ce com

pare th

eir finding

s to th

e statem

ents of e

ffective practic

e. In

this way, they c

an id

entify e

xistin

g streng

ths as well a

s possible gap

s or

weaknesses. Then, by c

onsiderin

g the statem

ents of h

ighly e

ffective practic

e, schools can

build on existin

g streng

ths an

d wo

rk to

wards excellence.

NOT EFF

ECTIVE

HIGHLY

EFF

ECTIVE

I N V E S T I G A T I V E P H A S E

www . p d s t . i e

The first sectio

n of th

e document is the

repo

rt and

should outline:

• An account of progress that has been made

on im

plem

entin

g im

provem

ent in areas that

were the subject of evaluation and

im

provem

ent plans in the previous year

• The new

aspect of teaching and learning

chosen for self-evaluatio

n, where relevant

• The areas that the school has prio

ritised for

im

provem

ent.

The second sectio

n of the docum

ent is the im

prov

emen

t pla

nand should contain:

• Targets for im

provem

ent with

a focus on learner outcom

es (The setting of specific

targets is the starting point. Ha

ving formed a ju

dgem

ent based on the relevant

inform

ation or evidence, a school w

ill be in a position to decide on specific, m

easurable,

attainable, realistic

and time bound (SMAR

T) ta

rgets to brin

g about improvem

ent. This is

an im

portant step in

determining the actio

ns that need to be taken).

• The actions that are require

d to achieve the targets over three years

• Reference to who will undertake the actions outlined

• Reference to who will m

onito

r and review

the im

plem

entatio

n and progress

• Reference to how parents can help

• A tim

eframe for the achievem

ent of the targets

Step 4

Write and

sha

rerepo

rt and

improvem

ent

plan

Cha

pter

6 o

f th

e S

SE

Gui

delin

es 2

01

6-2

02

0

Typically, the school self-evaluatio

n report and im

provem

ent p

lan should be a

sing

le d

ocum

ento

f no more than

three pa

ges in leng

th. N

ormally, it should be com

pleted once an

nually.

A template for this document is available on www

.schoolself-evaluatio

n.ie.

The fin

al part of this

step asks schools to

share a

sum

mar

yof

the self-evaluatio

nreport and

improvem

ent plan

with

the whole

school com

munity.

Note

re: D

EIS

scho

ols:The school's DEIS actio

n plan is its school im

provem

ent p

lan for the purposes of school self-evalua

tion, and

no ad

ditio

nal or s

eparate im

provem

ent p

lan is re

quire

d.

Step 5

Put Improvem

ent

Plan into action

This

is th

e ke

y st

ep in

the

proc

ess.It is only w

hen the actio

ns in

the im

provem

ent p

lan are im

plem

ented that th

e wo

rk of the school can

improve. All relevant school p

ersonn

el should share

ownership of th

e actio

ns to

be im

plem

ented at in

dividual te

acher, subject d

epartm

ent, or whole-school level. These actions should become pa

rt of th

e norm

al te

aching

and

learning

process.

Step 6

Mon

itor Actions

and Evaluate

Impa

ct

In order to evalua

te the im

pact of the

actio

ns, they m

ust be m

onito

red. A

number of questions are useful wh

enconsidering this:

• Has practice chan

ged in

classroom

s?

• Wha

t are te

achers' experiences of

th

e ag

reed cha

nges?

• Wha

t are stud

ents' e

xperiences of

the ag

reed cha

nges?

• Wha

t is the im

pact on stud

ent

learning

?

Schools will need to

decide:

• How

monito

ring will occur

• Who will be responsible for

m

onito

ring

• How

progress will be determined and

re

porte

d • When an

d to whom progress will be

re

porte

d (fo

r example, at s

taff

m

eetin

gs, p

lann

ing meetin

gs, b

oard

m

eetin

gs)

• If ta

rgets an

d actio

ns are re

alistic

or

need to be chan

ged.

The graphic below

(taken fro

m pag

e 3 of Circ

ular 004

0/20

16) sets out how

the process wo

uld wo

rkover a

four-year p

eriod

in w

hich a

school selects three aspects of teaching

and

learning

. For

illus

trat

ive

purp

oses

onl

y,it provides examples of h

ow aspects of the Framew

ork for Jun

ior C

ycle can

be implem

ented throug

h the self-evalua

tion process. Schools should refer to Circ

ular 002

4/20

16,

Arrangem

ents fo

r the Im

plem

entatio

n of th

e Fram

ework for Jun

ior C

ycle, for specific

requ

irements.

The four ye

ar period

allows

for a

n investigation

year fo

r scoping

out and

develo

ping

the im

provem

ent p

lan, and

prepa

ring for its

implem

entatio

n. How

ever som

e schools

may fe

el confident tha

t they can im

plem

ent a

n im

provem

ent p

lan without a

prelim

inary

investigation

year, for e.g. w

here baseline data is alread

y availa

ble an

d the actio

ns re

quire

d are cle

ar.

The r

ole of

those leading

the p

rocess, a

nd th

e role

of all teachers, in the o

ngoin

g an

d system

atic monito

ring of th

e implem

entatio

nof the plan is

importa

nt. In this

rega

rd, the gatherin

g an

d use of in

form

ation

at specified in

tervals to check if the required

improvem

ents are bein

g mad

e is necessary. The im

plem

entatio

n of th

e school im

provem

ent p

lan ultim

ately

lead

s to a new

cycle of

school self-evalua

tion.

70

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