Graphic organizers aren’t new. I’m pretty sure that Ptolemy was using some sort of Venn diagram to explain longitude and latitude. And I’ve seen photos of cave drawings that looked a lot like cause and effect timelines.
They’ve been around a while.
But . . . I still think that we don’t use them enough. The visual and textual combination of a great graphic organizer is the perfect tool for connecting people, places, ideas, and events. We use them to make sense of new information, to show dynamic relationships, and to make connections to prior knowledge. All in a visual format that makes sense to our brains.
And as handy as they are for your mainstream students, think video game power-ups when you use graphic organizers with English Learners (EL) and multilingual students. A power-up gives a gamer extra strength, or a new weapon, more speed, and sometimes just the opposite – the game slows down while your character retains the same speed.
For your kids who are learning English or who might be reading / writing below grade level?
Graphic organizers = video game power-ups
When we integrate graphic organizers into our instructional designs, EL kids get extra power that can help them understand and grasp new ideas . Last week, I got the chance to learn with and from seven other teachers as we shared successful EL teaching strategies. And trust me, the information flow was pretty much one way – from the smart people in the room straight to me. But from that conversation, a few things became clear: Read more
My kids love it whenever they get the chance to use technology as part of the writing process. My job is to make sure that the tech use is meaningful and purposeful – when used correctly technology can help enhance and transform my lessons, provide real-world activities, and increase student engagement.
Jill Weber, Cheney Middle School
We all strive to develop students with the skills necessary to be successful after high school graduation. And national and local standards provide us with documents packed full of suggested benchmarks and commendable expectations.
The Common Core ELA writing standards encourage students to “use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.” The National Council for the Social Studies urges us to find ways for our kids to “take informed action” based on what they have learned.
What teacher doesn’t want that for their students?
We all want our students to write more. To develop solutions to authentic problems. To spread their voices beyond the classroom. But it can be difficult for classroom teachers to have a clear vision of what that might look like in actual practice.
The good news is that there is an abundance of multimedia resources available that support the creation and sharing of student storytelling products.
We all love a good meme. Visual. Easy to understand. And just the right amount of snark.
But can we use them as part of our instructional designs? Or are they just a questionable way to spend way too much time online? Ask me that question five years ago and I probably would have said waste of time. Fun, sure. But a waste of time.
I’m starting to believe the combination of visuals and text needed to create a good meme can be used in a variety of ways.
So . . . today, a few meme / social studies / literacy integration ideas: Read more
I’ve been spending some serious amounts of time this summer leading conversations around the country focused on the integration of social studies and literacy. And for the last few years, I’ve had the chance to work with the Kansas Department of Education and Kansas teachers as we rolled out our revised state standards and assessments – both of which concentrate on finding ways for kids to read, write, and communicate in the discipline.
So while I am not some super duper ELA expert, I did think that I knew a little something about literacy tools. But last Thursday was a great wakeup call that there is always something new to learn.
Structure strips, where have you been hiding? Read more
I’ve been spending a ton of time this summer working with groups around the country, helping facilitate conversations around reading and writing in the social studies.
It’s always a good day when I get the chance to sit with social studies teachers, sharing ideas and best practice, talking about works and what doesn’t. And the cool thing is that I always walk away smarter because teachers are super cool about sharing their favorite web site or tool or handy strategy.
This week was no different. I learned about a simple but powerful summarizing strategy called Somebody Wanted But So.
Summarizing is a skill that I think we sometimes take for granted. We ask our kids to read or watch something and expect them to just be able to remember the content and apply it later during other learning activities. We can easily get caught up in the Curse of Knowledge, assuming that because we know how to summarize and organize information, everyone does too.
But our students often need Read more
I love my summer reading list.
You know the one. I put together a list of stuff I want to read over June, July, and August. Of course, not once have I ever been able to actually finish the list. I always get sidetracked by something. One summer, I got distracted and went on a whole Civil War tangent. Last year, it was old presidential election books like The Making of the President 1960.
This year’s distraction?
I just ran across the latest by literacy gurus Kylene Beers and Bob Probst. And I have to be honest, not that familiar with their work. I was part of a conversation several years ago that focused on their Notice and Note book. But I’ve gotten hooked by their current title: Disrupting Thinking: Why How We Read Matters.
Beers and Probst begin Disrupting Thinking with a quick story about a company called Read more