Definition

 

According to Hall and Strangman (2002), a graphic organizer is “a visual display that depicts relationships between facts, terms, and or ideas within a learning task”.  They are also sometimes referred to as knowledge maps, concept diagrams, story maps, or cognitive organizers.

 

Types

 

Graphic organizers can be classified into the following categories: Relational, Category/Classification, Sequential, Compare/Contrast, and Concept Development organizers.

 

Relational

• Storyboards                                        
• Cause and Effect
• Fishbone Map

 

 

 

Category/Classification

• KWL chart
• Concept Map
• Mind Map

 

 

 Sequential

• Chain Links
• Ladder
• Cycle

 

 

 

 

Compare/Contrast

• Digital Dashboard
• Venn Diagram

 

 

 

Concept Development

• Spider Map
• Flowchart
• Story Web

 

 

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Application across Curriculum Areas

 

The successful application of graphic organizers across curriculum areas depends on factors like grade level, content topic, method of implementation, instructor guidance, and of course, the learners.  Graphic organizers are commonly used to assist with reading and comprehension, but can also be applied to Science, Social Studies, Language Arts, and Math.  Studies show that they are also successful for Special Education students, English Learners, and students with disabilities.  Graphic organizers are useful before, during, and after instruction (“Graphic Organizers,” 2008).   

 

Before Instruction

When starting a lesson, graphic organizers can be used to set a foundation for learning by eliciting prior knowledge, providing background information, and creating opportunities for predictions.

 

During Instruction

During a lesson, graphic organizers can help learners isolate, categorize, and organize new information.

 

After Instruction

After a lesson, graphic organizers can help learners summarize and synthesize information to make broader connections and reveal final conclusions.  They are also useful as assessment tools for students to check for understanding, as well as for teachers to reflect on what information may need to be re-taught. 

 

 

Technology

 

Software programs like Microsoft Word, Paint, Photoshop, and Illustrator are used by educators to create basic graphic organizers that can be printed.  Furthermore, there is an increasing trend in using interactive and computer-based graphic organizers.  Programs like Inspiration and Kidspiration allow students to create their own graphic organizers and outlines as they brainstorm ideas, organize information, gather research, make visual associations, and identify connections (“Visual Thinking and Learning,” 2009).

 

 

 Research

 

According to Ritchie (1996), cognitive psychologists agree there are “two types of knowledge: declarative and procedural”.  Declarative is knowing what something is and procedural is knowing how to do something.  The way we can transition from declarative to procedural knowledge is by taking learned facts and concepts and interrelating them to build structural knowledge.  Thus, the graphic organizer is one method that has been developed to aid learners in building structural knowledge.  As knowledge structures are built up, it becomes easier for learners to develop independent ideas while discovering connections, relationships, and conclusions. 

 

In a study conducted with 4^th grade students using graphic organizers on a computer-based program developed in IBM’s LinkWay, the results revealed an increase in short-term and long-term recall.  Some of the students in the study were Native Spanish speakers while others were English Proficient.  Regardless of the language barrier, assessment results revealed an overall increase in academic achievement for both groups of students (Ritchie, 1996, p.232).    

 

Sturm and Rankin (2001) say that the advantages of computer-based graphic organizers are that they provide word processing, text-to-speech support, and the ability to rearrange elements during instruction.

 

A study conducted in a regular education middle school classroom that contained both students with and without disabilities, showed that after being taught concept-mapping strategies and creating a graphic organizer either by hand or by using a computer-based program, students wrote a more sophisticated and complete essay.  Also, students who had used a computer-based program reported having a more positive attitude towards the writing process (Sturm, 2001, p. 128). 

 

 

A Video on Creating a Graphic Organizer

 

 

 

 

Possible Graphic Organizer Disadvantages:

 

• Graphic organizers may stifle the creativity of the students.
• For conferring with a student, the teacher comes to the student because of the portability issue.
• How do graphic organizers get embedded into instruction?
• For digital graphic organizers, do all students have access to computers?
• Are all students computer literate?
• Is Internet access an issue?
• Teachers need to know and practice sites.
• Teachers comfort level with technology must be considered.
• Access to digital graphic organizers adds additional expense for school sites
• Shifting teacher pedagogy toward visual representation of thinking can be a challenge.
• Attempting to use too many graphic organizers might confuse students.
• Student might lose focus and time due to the temptation of using color, sound, shapes, graphics, etc. 

 

 

 

Links

 

Printable Graphic Organizers for Teachers, Grades K-12

 

Holt Interactive Graphic Organizers

  

Exploratree by FutureLab

  

Graphic Organizers

 

 

References

 

Col, J. (1996).  Graphic Organizer Worksheets. Retrieved May 4, 2009, from Enchanted Learning Web site: http://www.enchantedlearning.com

 

Hall, T. (2002). Graphic Organizers.  National Center on Accessing the General Curriculum. Retrieved May 4, 2009, from

http://www.cast.org/publications/ncac/ncac_go.html

 

2008. Graphic Organizers.  Instructional Strategies Online, Retrieved May 4, 2009, from http://www.olc.spsd.sk.ca/DE/PD/instr/strats/graphicorganizers/index.html

 

2009.  Product Information. Retrieved May 5, 2009, from Inspiration Web site:

http://www.inspiration.com/Parents/Visual-Thinking-and-Learning

 

Ritchie, D. (1996).  Effectiveness of Graphic Organizers in computer-based instruction with dominant Spanish-speaking and dominant English-speaking students.  Journal of Research on Computing in Education, 28, Retrieved May 5, 2009.

 

Sturm, J. M. (2002). Effects of hand-drawn and computer-generated concept mapping on the expository writing of middle school students with disabilities.  Learning Disabilities Research and Practice, 17, Retrieved May 5, 2009.