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Graphic organizer1/6/2024 As instructors, we must first ask: What do we want learners to gain through using a graphic organizer? After we have determined this, we can use the focused questions below to guide us in the process of selecting an appropriate graphic organizer.ĭeclarative (what): What types of graphic organizers are there? What are the features of each? What are the advantages and disadvantages of different organizers? I used the cognitive strategies framework (Olsen & Land, 2007), which uses declarative, procedural, and conditional criteria to guide learning, but I adapted it to a framework for choosing and using graphic organizers. There are a wide variety of graphic organizers available, but this can be problematic when trying to determine which would be the most useful for different educational contexts and learning outcomes. Framework for implementing graphic organizers Providing learner training on how to use different graphic organizers is very beneficial, and the framework below can be used for both learners and instructors. Further, you can increase learner engagement by using a variety of different organizers as well as by giving learners a choice in the selection and the opportunity to personalize them. provide quick feedback on comprehension andĪdditionally, you can use graphic organizers to help support strategies proven effective by cognitive science, such as retrieval practice, elaboration, and dual coding (Weinstein et al., 2018).promote critical thinking and higher-order thinking skills.encourage strategic and purposeful reading.They also support students with learning disabilities by maximizing learning opportunities by making complex information more accessible to all learners (Dexter & Hughes, 2011). Graphic organizers fulfil this and serve as learning enhancements and allow for differentiated learning, particularly in tasks where multiple perspectives and responses are the objective. Universal Design for Learning (UDL) posits the necessity of presenting information in multiple modes and providing multiple opportunities for learning (CAST, 2018). Like many teaching colleagues both nationally and internationally, I am now teaching online in the summer term while also preparing for the online delivery of the fall term. Recently, I have become interested in how I can more strategically select and implement graphic organizers as well as reflect on their success in supporting learning outcomes. They are also useful for project-based work, and I have received positive feedback from learners about how graphic organizers help them plan, organize, and reflect on that work. I have used them in diverse, multilingual, beginner to advanced classes and witnessed how they help learners remember, understand, apply, analyze, and evaluate information. I can attest to the success of graphic organizers in my English language classrooms at Camosun College in Victoria, British Columbia. While there has been limited research on graphic organizers for adult learners in further and higher education, I believe they are useful for a wide variety of disciplines and can help support many different learning outcomes. Strangman et al.’s extensive literature review in K–12 education found graphic organizers improve reading comprehension, vocabulary knowledge, and learning across all academic subjects. 2) these tools are also known as cognitive organizers, knowledge maps, content webs, ideational frameworks, concept diagrams, and concept, cognitive, or semantic maps. “A graphic organizer is a visual and graphic display that depicts the relationships between facts, terms, and/or ideas” (Strangman et al., 2003, p. Learning is a dynamic, complex, and nonlinear process, and graphic organizers can help support this across a wide variety of learners and disciplines. Handouts: The Many Roles They Play in Learning.
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