A graphic organiser is a visual representation of knowledge that structures information by arranging important aspects of a concept or topic into a pat-tern using labels. They combine the linguistic mode (using words, phrases) and the non-linguistic mode (arrows, lines, symbols). They are effective tools for thinking and learning as they help students to:

• Represent abstract ideas in more concrete forms, • Depict the relationships among facts and con-cepts, • Organize ideas, and • Store and recall information

A U G U S T 2 0 1 1

How do graphic organisers help our students? Graphic organisers engage students’ visual intelli-gence, stretch their thinking skills and promote active learning.

Graphic organisers can be used before a lesson to activate prior knowledge, guide thinking, and to de-velop vocabulary. During a lesson, the graphic or-ganiser can help students organize information and stay focused on the content material. After a lesson,

the learning files GRAPHIC ORGANISERS

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The learning files are an initiative of the Na-tional CPD Task Team. They are written by and for the Colleges of Education and deal with topics that con-cern education in gen-eral and education in colleges more specifi-cally. The files give a mixture of literature, good practices, self-testing and tips and tricks to tackle a cer-tain problem. In this case: Graphic organisers

Do you feel like con-tributing ideas or top-ics, please do not hesi-tate to contact us: info@vvob.org.zm.

the graphic organiser allows the students to con-firm or rethink prior knowledge and to relate the new concepts to the old.

“A picture is worth a thousand words”

Chinese proverb

P A G E 2

Story

Mrs. Bwalya is a lecturer in Educational Studies at Mimosa College of Education.

Last week she asked her students to read an article on learning theories as preparation for her lesson.

Today they are going to work with those preparations. Once all students are seated, she asks them to form 3 groups. Each group will present their learnings from the article via drawing a mind map. One group will map the cognitivist model, another group the behaviourist model and yet anoth-er group the constructivist model. All students start their work. Mrs. Bwalya walks from group to group and observes what’s happening. She answers some questions of students and notes down some issues she later wants to discuss with the students. Once all groups are ready, the students stick their mind maps on the wall. Mrs. Bwalya invites all students to look carefully at the other mind maps and, where possible and needed, add information. She then leads a class discus-sion where the 3 learning theories are discussed in detail, based on the mind maps made by the students. Where nec-essary she gives some extra information and explanation.

To assess how well all is understood and to take the stu-dents to a higher thinking level, she gives them a sheet with a 4 column table. She asks students to compare the 3 learn-ing theories based on criteria such as role of the teacher, learner, learning activities, …

Why use graphic organisers?

Figure 1: Example of a Compare chart

After the Lead and Learn Zambia seminar I have started with my personal goal on Graphic Organisers. I wanted to use comparison matri-ces and Venn diagrams with my Chemistry class to summarise and assess lessons. I have just completed a topic 'the periodic table', sub-topic 'periodic law' and have used the compari-son matrix to summarise how chemical and physical characteristics recur periodically with

increasing atomic number (Z). My first year students were happy to be exposed to this instructional strategy. I got feedback from students by using the entrance and the exit slips. I have, therefore, encouraged my students to use graphic organizers more often even in biology and phys-ics to summarize topics. I hope to use more instructional strategies next term with third year students as they will be back from School Teaching Practice.

(John Tebeka, lecturer Mufulira College of Education)

Mrs. Bwalya from Mimosa College of Education has been experi-menting with the use of organisers. Here is why she feels everyone should use them:

“I believe my students have reached higher levels of thinking be-cause of the use of the graphic organisers. They developed concept maps and compared and contrasted concepts. Because the organis-ers force them to look for content connections, they can better see

how information is related. This helps them to better understand my lessons. The visual representation makes it also easier for them to remember information; they were not just listening and writing but also seeing and drawing in my class. I have seen that this approach caters better for all intelligences: verbal, visual, logical, etc. Be-cause the information is represented visually rather than verbally also limited English proficient students grasp the concepts.”

During the Lead and Learn Zambia Seminar (LLZ) in May – June 2011, I made a personal plan which I implemented immediately. I used the Frayer Model in my Language lessons

with first year students. The topic was about the language use and needs in Zambia, in which students were asked to explain how the English language is a formidable medium of communication at all levels in Zambia, and to bring out the role of indigenous lan-guages.

I encouraged the students to use this strategy to improve their study skills in other components and subjects. The students were happy with this strategy as it was seen from the feedback I re-ceived from them through the parking lot. 

(Clare Mwiinga, NISTCOL)

“Students were hap-py to be exposed to

such strategy”

Cognitivist Behaviourist Constructivist

Role of teacher

Role of student

Learning activities

...

P A G E 3

Variety of graphic organisers

There are different types of graphic organisers. Different authors identify different types and give them different names. Here are some of the most common named types. For each type we have given some examples and ideas, but there are many more.

Compare/contrast organisers

Compare/contrast organisers depict similarities or contrasts among key concepts

Figure 2: Venn diagram

Figure 4: Compare/contrast chart

Figure 3: T chart

Sequence organisers Illustrate a series of steps or place events in a chronological or-der, or in cyclic process

Figure 5: Timeline

Figure 8: Upward arrow

Figure 6: Chain

Figure 7: Cyclic graph

P A G E 4

Conceptual organisers Include a main concept with supporting facts, evidence, or characteristics (mind maps, concept maps, word webs)

Figure 9: Mind map

Figure 11: Concept map

Categorise/classify organisers

Arrange information in categories or classifications. These can be hierarchical.

Figure 12: Tree

Figure 14: Pyramid (hierarchy)

Figure 13: Matrix

Evaluation organisers Used for evaluating purposes such as agree/disagree, agree-ment scales, etc. 

Strongly agree 

 1 

 2 

 3 

 4 

 5 

Strongly disagree 

Figure 16: Agreement scale

Figure 15: Evaluation chart

Figure 10: Frayer Model

P A G E 5

Relational organisers Illustrate the relation, such as cause and effect, between a series of events or concept. 

Figure 18: Pie

Figure 19: Embedded concepts

Figure 17: Fish bone

How do you decide on what type of graphic organiser to use? The content and organisation of material usually determines the type of organiser to be created. Another factor is the cognitive or learning style of the person creating the organiser. Often individuals have a preference for one type of graphic organiser. For ex-ample, holistic, creative thinkers often like the nonlinear and open-ended quality of the conceptual organiser. The more sequential thinker might prefer the hierarchical structure of the hierarchical organiser and chronologi-cal structure of the sequential organis-er. Most importantly, however, is hav-ing experiences with a variety of organ-isers to allow you and your students to pick and choose the type most ap-propriate for the subject and purpose.

Beware of doing what the following

science lecturer was doing. He chose the “fishbone” graphic organiser (shows cause and effect) because it looked like science. It became his favourite and everything they discussed somehow fit into the “fishbone” which of course was not correct.

Beware of overuse and al-ways test it out on someone before you use it with your students, via reflec-tion or asking a colleague for feedback. If you are unable to get your point across in the “testing” stage, you can conclude that you chose the wrong graphic organ-iser. For the first few times, always start simple. Get your students accustomed to the fact that visualising a concept is ben-eficial for both the lecturer and the stu-dent. You will know that they know when they can verbalise what they have visu-alised. Figure 20: Example of a graphic organiser to help in

planning

P A G E 6

Free materials and templates

1.  Analyse the information to be taught and highlight key words and phrases. Key concepts will provide the categories under the big idea, while key word/phrases provide the ele-ments that are the most important for students to understand. 

2.  Identify the relationship among concepts and facts. The relationship will help you decide on the format of your graphic designer. 

3.  Arrange information into a logical order. 4.  Prepare the graphic organiser. First put all the information

in the organiser. Then, depending on how you are going to use it, prepare also a blank or half blank one. Think about the purpose of the organiser (Is it for presenting information without much instruction, as a learning guide for students, or a guide for taking notes?). a.  If using as a presentation technique ... it must not be too

cluttered, and it must be big enough for all to see (at least 24 pt font). Empty spaces that are filled in as the presen-tation occurs (i.e., scaffolding) can encourage active par-ticipation by students. 

b.  If posting information ... it must be clear, with key words and relationships identified. Colour can be used to capture interest and cue the student to key components. 

c.  If using as a learning or note-taking guide ... provide spac-es with enough room to write all key information. 

5.  Add pictures, icons, etc. to "grab" students' attention/interest and make vague concepts more obvious. 

6. Remember to think about student abilities so that the form and complexity of the graphic organiser facilitates understanding rather than causing confusion.

How do you construct your own graphic or-

ganiser?

Getting started

Education Place (http://www.eduplace.com) This site allows you to download, print, and make copies of over 40 different graphic organisers for use in your classroom.

The Graphic Organiser (http://www.graphic.org) This site contains resources you might find useful for writing and using graphic organisers. Especially helpful are the links to articles and books on the web.

Teach-nology (http://teachers.teach-nology.co) Make your own graphic organisers on this site by filling out a simple form. The materials are made instantly and can be printed directly from your computer.

Enchanted learning http://www.enchantedlearning.com/graphicorganisers/ Lots of information and printable versions of graphic organisers. There is an interesting tool to decide which graphic organiser suits best your topic.

Get inspired by others. Browse and find more great ideas.

P A G E 7

Do the test

Steps to follow (as a department or section or a group of people who would like to improve the use of graphic organisers in the classroom)

1. Discuss the learning file (e.g. during CPD time). See if there is a shared understanding. Feel free to add on more information that might for example be specific for your subject.

2. Reflect on your current practice. Compile a list of graphical organisers used during recent lessons.

a. Do you use graphic organisers? b. How many types do you use? (see the learning file)

• Are the organisers you use linked to desired lesson outcomes? • How far are students actively involved in choosing graphic organisers?

b. Try to come up with some graphic organisers that can add value to your lesson. Discuss in pairs and in the group.

3. Lesson study approach a. In groups (or as a section), plan a demonstration lesson in which appropriate graphic organisers will be used. b. Somebody volunteers to teach the lesson; other observe and one person records the lesson on video. People observing could in

advance agree to focus on the use of the graphic organisers (relevance for the lesson topic, good choice of type of organiser, introduction of the organizer, interaction with students in doing the organizer,...)

c. Exchange notes and views about the use of the graphic organisers in the observed lesson in pairs and then as a whole group (the video could be played again to aid the discussion)

d. Agree on lessons learned and next steps 4. Alternatively, personal action plan approach,

This is a short term commitment to implementation by all members of the group. a. They answer a simple question: what am I going to put into action during the coming week? e.g. ”I will prepare at least 1 suitable

graphic organiser for each lesson I will teach in the coming week, based on lessons learned from this learning file” b. Try out and individual reflection (did I do what I promised to do? How did it go?) c. Group meeting: exchange of experiences, challenges, finding solutions. d. Agree on lessons learned and next steps

5. Invite each other to observe each other’s lesson and coach each other 6. Discuss the experiences during a whole staff CPD meeting

How good are you in using graphic organisers? yes no

I prepare graphic organisers as part of my lesson preparation.

I make sure I use a variety of graphic organisers.

I carefully select the organiser based on lesson outcomes, lesson content and learning styles.

I test (reflect, ask feedback) the graphic organiser before using it in my class.

I actively engage all students in verbalizing the graphic organizer.

I create opportunities for students to fill in pre-set organisers as a way of taking notes.

I design activities for students to create their own organisers.

I adjust my graphic organisers after a lesson, based on feedback of students.

I assess whether all students can verbalise the visualised content..

How to use this learning file in CPD?

Reflections

http://www2.scholastic.com/browse/article.jsp?id=2983 (retrieved on 2 Aug 2011) http://library.thinkquest.org/J001156/writing%20process/sl_graphic_organisers.htm (retrieved on 2 Aug 2011) http://en.wikipedia.org/wiki/Graphic_organiser (retrieved on 2 Aug 2011) http://tuesdayswithkaren.blogspot.com/2011/08/graphic-organizers.html (retrieved on 8 Aug 2011) Bromley, et al., (1998). In http://www.specialconnections.ku.edu/cgi-bin/cgiwrap/specconn/main.php?cat=instruction&section=main&subsection=udl/graphic (retrieved on 2 Aug 2011)

Gregg, L., O’Connel, M.J. (2011). Instructional strategies . Presentation at the Lead and Learn Zambia Seminar, Lusaka, May-June 2011. Marzano, R.J., Pickering, D.J., Pollock, J.E. (2001). Class-room instruction that works. Research based strategies for increasing student achievement. Alexandria, VA: ASCD. Peery, A. (2009). Power strategies for effective teaching. Eng-lewood: The Leadership and learning Center.

s.n. (2001). Smart card: graphic organizers. San Clemente: Kagan Pubishing.

Literature

the learning files

Research: Lieve Leroy Editing: Lieve Leroy, Clare Mwiinga, John Te-beka, Critical readers: Hans Casier, Patrick Kayawe, Leonie Meijerink, John Tebeka

General editing, photographs and graphical design: Lieve Leroy

Publishing: VVOB-MOE Teacher training support programme

Contact: info@vvob.org.zm

What did you take with you from this learning file in terms of knowledge, insights, skills, attitudes?

How will you use what you’ve learned?

What questions do you still have?