Graphic Organizers - Evidence

EBI  Network  Mathematics  (ebi.missouri.edu)  

Intervention  Name:   Graphic  Organizers  

Modeling     (HS)  

Algebra     (HS)  

Number  and  Quantity   (HS)  

Functions     (8-­‐HS)  

Statistics  and  Probability   (6-­‐HS)  

Expressions  and  Equations   (6-­‐8)  

The  Number  System     (6-­‐8)  

Ratios  and  Proportional   Relationships     (6-­‐7)  

Geometry     (K-­‐HS)  

Measurement  and  Data   (K-­‐5)  

Numbers  and  Operations   –  Fractions     (3-­‐5)  

Numbers  and  Operations   in  Base  Ten     (K-­‐5)  

Operations  and  Algebraic   Thinking     (K-­‐5)  

Counting  and  Cardinality   (K)  

Common  Core  State  Standards  Domain  Areas:  (check  all  that  apply)  

X   X   X   X   X   X   X   X   X   X   X   X   X   X   Setting:  (check  all  that  apply)   Focus  Area:  (check  all  that  apply)   Whole-­‐class   Small-­‐group   Individual   Acquisition   Fluency   Generalization   X   X   X   X     X   Function  of  Intervention:     A  graphic  organizer  is  a  tool  used  to  facilitate  student  understanding  of  new  mathematical  concepts.  Graphic  organizers   can  help  students  organize  their  thinking  and  connect  new  information  to  prior  knowledge.  They  provide  visual   representation  for  students  to  take  notes  on  new  mathematical  concepts  they  are  learning.  Graphic  organizers  can  be   used  in  any  setting,  from  whole  group  to  individual,  and  students  can  use  the  practice  every  day.   Brief  Description:   Graphic  organizers  can  be  used  for  many  mathematical  topics  including  counting,  new  vocabulary  words,  and  concepts   such  as  data  and  probability.  Teachers  can  easily  create,  find,  or  modify  a  graphic  organizer  to  meet  the  purpose  of   their  lesson.     Graphic  Organizer  Examples:   1. Classifying  Triangles    

 

  2. Math  Vocabulary  (Frayer  Model)    

 

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Brief  developed  by  Melissa  K.  Driver  of  the  University  of  Virginia  

EBI  Network  Mathematics  (ebi.missouri.edu)  

3. Money  (Frayer  Model)  

 

  4. Tens  and  Ones    

Tens

Ones

! 5. ! Representing  Place  Value    

 

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Brief  developed  by  Melissa  K.  Driver  of  the  University  of  Virginia  

EBI  Network  Mathematics  (ebi.missouri.edu)  

6. Function  Graphic  Organizer  

    Procedures:   • Duration:  Students  work  with  graphic  organizers  for  as  long  as  necessary  to  understand  important  conceptual   and  procedural  skills  related  to  specific  mathematics  topics.  The  duration  will  depend  on  when  and  how  the   graphic  organizer  is  used  in  the  lesson.     • Teacher  training:  Teachers  must  be  familiar  with  the  different  types  of  graphic  organizers  they  can  use.   Teachers  can  create  their  own  graphic  organizers  for  student  use  using  the  table  and  shape  features  in  word   processing  programs.  Many  graphic  organizers,  however,  can  be  downloaded  from  the  Internet.  Teachers  can   use  applicable  graphic  organizers  they  find  online  or  modify  existing  graphic  organizers  to  meet  the  specific   needs  of  their  lesson.    Graphic  organizers  can  be  printed  and  handed  out  to  each  students,  or  teachers  can   have  students  make  their  own  graphic  organizer  (“fold  your  paper  like  a  hamburger,  then  fold  it  again.  In  each   of  these  four  squares  we  are  going  to  show  a  different  way  to  represent  the  number  4.”  Or  “draw  a  star  on   your  paper.  On  each  of  the  5  points  we  are  going  to  write  a  type  of  graph  we  will  learn  in  this  unit.”)         • Instructional  practices:  Teachers  should  model  using  graphic  organizers  until  students  are  comfortable  using   them  independently.  Graphic  organizers  can  be  used  in  whole  group  during  the  introduction  to  new  material  (I   do)  portion  of  a  lesson,  in  small  groups  or  partners  during  they  guided  practice  (we  do)  portion,  and   independently  during  the  independent  (you  do)  portion  of  the  lesson.  Teachers  may  use  graphic  organizers   more  frequently  with  some  students  if  they  feel  it  aids  their  comprehension  of  new  information.  Occasionally,   graphic  organizers  are  provided  as  accommodations  for  students  with  disabilities,  according  to  their   Individualized  Education  Program  (IEP).       • Monitoring  system:  Teachers  can  use  graphic  organizers  as  a  type  of  progress  monitoring.  Graphic  organizers   allow  students  to  represent  their  understanding  of  a  concept  in  multiple  ways.  Teachers  can  also  use   information  as  an  error  analysis  for  student  misunderstandings.   Critical  Components  (i.e.,  that  must  be  implemented  for  intervention  to  be  successful):     Teachers  must  choose  appropriate  graphic  organizers  for  the  concept  they  wish  to  introduce  or  reinforce.  For  example   a  graphic  organizer  that  focuses  on  sequencing  events  or  steps  would  not  be  appropriate  for  teaching  a  new  vocabulary   word.  Teachers  must  also  monitor  student  understanding  as  they  use  the  graphic  organizer  to  ensure  they  are   processing  and  organizing  new  information,  as  well  as  making  connections  to  prior  knowledge.         Critical  Assumptions  (i.e.,  with  respect  to  prerequisite  skills):     When  teachers  are  introducing  a  new  concept,  they  must  ensure  students  have  established  the  prerequisite  knowledge   necessary  to  understand  this  new  information.  (For  example,  when  using  a  graphic  organizer  to  introduce  a  pentagon,   students  should  already  be  familiar  with  the  terminology,  such  as  sides  and  vertices,  and  have  practiced  using  this   graphic  organizer  with  familiar  shapes  (i.e.  triangle)).  Additionally,  students  should  be  comfortable  with  the  format  of   the  graphic  organizer.  If  it  is  the  first  time  students  are  using  a  particular  format  the  teacher  should  explicitly  model   how  to  fill  out  the  organizer  based  on  information  given.     Materials:     1. Teacher  copy  of  graphic  organizer     2. Student  copies  of  graphic  organizers     3  

Brief  developed  by  Melissa  K.  Driver  of  the  University  of  Virginia  

EBI  Network  Mathematics  (ebi.missouri.edu)  

References:   Dexter,  D.  D.,  &  Hughes,  C.  A.  (2011).  Graphic  organizers  and  students  with  learning  disabilities:  A  meta-­‐analysis.  Learning  Disability   Quarterly,  34(1),  51-­‐72.   Ives,  B.,  &  Hoy,  C.  (2003).  Graphic  organizers  applied  to  higher-­‐level  secondary  mathematics.  Learning  Disabilities:  Research  &   Practice,  18(1),  36-­‐51.   Kooy,  T.  (1992).  The  effect  of  graphic  advance  organizers  on  the  math  and  science  comprehension  with  high  school  special   education  students.  B.C.  Journal  of  Special  Education,  16(2),  101-­‐11.   Lucas,  C.  A.,  &  Goerss,  B.  L.  (2007).  Using  a  post-­‐graphic  organizer  in  the  mathematics  classroom.  Journal  of  Reading  Education,   32(2),  26-­‐30.   Zollman,  A.  (2009).  Mathematical  graphic  organizers.  Teaching  Children  Mathematics,  16(4),  222-­‐229.     Links  to  Above  Graphic  Organizer  Examples:   • Classifying  Quadrilaterals  Graphic  Organizer     • http://funtoteachmath.blogspot.com/2012_07_01_archive.html     • Vocabulary  (Frayer  Model)  Graphic  Organizer     • http://mathequalslove.blogspot.com/p/foldables-­‐templates-­‐graphic-­‐organizers.html     • Money  (Frayer  Model)  Graphic  Organizer     • http://scimathmn.org/stemtc/frameworks/132c-­‐money     • Tens  and  Ones  Graphic  Organizer   •  http://www.teachervision.fen.com/math/graphic-­‐organizers/53511.html   • Representing  Place  Value  Graphic  Organizer     • http://3-­‐6freeresources.blogspot.com/2012/07/place-­‐value-­‐freebie.html   • Function  Graphic  Organizer   •  http://new-­‐to-­‐teaching.blogspot.com/2012/06/graphic-­‐organizers.html    

 

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Brief  developed  by  Melissa  K.  Driver  of  the  University  of  Virginia