Showing posts with label Graphic Organizers. Show all posts
Showing posts with label Graphic Organizers. Show all posts

Tuesday, November 29, 2011

Graphic Organizers

The Grade 2 morning PLC decided to look at graphic organizers as a way to engage their students in the math.  They picked Geometry as the strand that they would use to work with the graphic organizers.  These organizers came from a series of books by Susan O'Connell called "The Process Standard Series, K-2"  There are 5 books in total for each grade band.  These come from the communication book.

This one is called an "Idea Pot."  You can put the main topic (strand) at the top and then have the students brainstorm all of the different things they know about this topic.  If students want to add to this pot as the unit goes on, then use a different colour to add new words to help you (and them) see how much they have grown since the start of the unit.

This Graphic Organizer is called "What I Know" or the Freyer Model.  In the centre the students pick (or are given) a word/shape/figure/etc.  They then define it, list characteristics of it, give examples of it and give non-examples of it.  As our group found out, it is sometimes hard to pick "Exciting" shapes because of the thinking that goes along with explaining it! (Right star group! :)


The last one is called "The Big Three."  It's a great way to have students synthesize what they have learned over a period of a few days, or a week.  You have them choose 3 things that they think are most important.  You can see here how our teachers choose the "Big Three" for 2D shapes, 3D figures and Symmetry.


Super Job Grade 2 teachers!  I can't wait to see these in use in your class for Geometry and beyond!

Friday, April 30, 2010

Student Success in an HSP Class


Karen's HSP class is composed of a variety of students, all at different levels of ability. She has been trying out problem solving in her class and has been surprised at the results. She has been encouraging the students to use a graphic organizer (seen above) to help her students comprehend what is being asked of them.
Karen is finding that the level of engagement her students have has increased since they started doing problems. As well, she admits that the first few times made her want to pull her hair out - But - now that the students have more schema to draw upon, they are achieving success and doing so independently.

The second picture shows some student samples from a problem that the class had done around fractions.