Graphic organizers are important components, nonverbal supporters of verbal information presented during the lesson. Their role therefore is confined to organizing, structuring new information into separate notions, ideas, and concepts for a student to understand the cause-and-effect relations and draw the parallels between definitions and terms.
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The use of images, charts, diagrams, tables, and other graphic means can allow students to acquire knowledge by smaller portions because full texts often create challenges for students. Using graphic organizers, therefore, can allow students to divide information into meaningful patterns and objectives and follow these objectives throughout the academic course.
Techniques for introducing and organizing instructional content using a graphic organizer to help students identify, organize and assimilate key concepts
Due to the various functions of graphic organizers, each set of resources and materials can be represented in a different way depending on the chosen graphic device (Olrich et al., 2009). For instance, using the flow chart can allow students to follow the causes and effects, as well as define the dependency between the dates of the World War II.
To begin with, the lesson will start with the topic identification including time frames and overall significance. The topic will be split into several thematic nodes that will be discussed in each lesson in more detail. In such a manner, students can both define different dimensions of the historic event, as well as understand the connection between these thematic dimensions.
Measurable learning objectives and use of graphic organize to help students organize lesson information
At the end of the chart analysis, a student will be able to name correctly the sequence of important events and dates related to the Second World War. They will also be able to accurately define the figures involved into the War, as well as their roles in results of military actions.
The learner will also be able to prepare a comprehensive explanation of each event and attach the dates to the story. A succinct and meaningful list of all problems identified in the historical period will also be presented by a student. In addition, the learners will also be able to provide an in-depth examination of each problem at a relevant level of training.
Rationale for the chosen graphic organizer
In the appendix 1 presented below, it is possible to develop the main topic from the most common definition to the most specific ones so as to deepen students’ knowledge of a specific subject. The chosen organizers can perfectly suit to study such disciplines as law, healthcare, politics, history, philosophy, etc.
While using these flow charts, student should start reading from the upper part of the hierarchy by proceeding to the bottom of the flow chart. In such a manner, they can also develop good logical and analytical skills. Moreover, it allows students to memorize the information in a structural way.
Suitability of Organizer
The choice of a flow chart as a graphic organizer can contribute to developing students’ analytical skills (Borich, 2007). Specifically, it will allow a teacher to keep track of the students’ success of conceiving the basic dates and events so as to highlight possible progress or gaps in knowledge.
More importantly, because World War II is closely connected with cause-and-effects dates, the analysis of different periods is necessary to designate some historical events. Such a structure will also ensure students’ overall understanding of the underpinnings and outcomes of specific actions during the War.
Borich, G. (2007). Effective teaching methods: Research-based practice. Upper Saddle River, NJ: Pearson.
Olrich, D. C., Harder, R. J., Callahan, R. C., Trevisan, M. S., & Brown, A. H. (2009). Teaching Strategies: A Guide to Effective Instruction. US: Cengage Learning.