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Lesson: Using Graphic Organizers for Sensemaking
Description
Once students have gathered information
on a topic, it is important that they reflect on whether the information they
have gathered is sufficient to answer the research question. This requires students
to make sense of the information they have gathered-to synthesize the information
into new knowledge. In order to address the different leaning modalities that
students possess, teachers should have students use a variety of forms of representation
for this sensemaking stage (see Forms of Representation
matrix).
One form of representation that helps students make sense of gathered information
and reflect on whether the information gathered is sufficient is the graphic
organizer. While there are many different types of graphic organizers that accommodate
organizing information in different ways (see Graphic
Organizers), this lesson will focus on concept mapping, which provides students
with a visual map of their information, making it easier for them to see relationships
between big ideas.
Learning Outcomes I Suggested Procedure I Assessment for this Lesson
Prerequisites for this lesson
Before proceeding with this lesson,
or any other lesson on sensemaking, students should have gathered information
from a variety of resources on the research topic. They should have highlighted
the information in articles and taken notes
on the highlighted articles.
Sensemaking activities, whether through the use of varied forms
of representation or through the use of graphic
organizers, should not occur until students have had numerous experiences
with the topic and are thoroughly familiar with it.
| Materials for this Offline lesson: |
Time allotment: two 50 minute periods (1 hour, 40 mins.) Grade Level: Grade 2 - 12 Information Literacy Standard: 3. The student who is information literate uses information accurately and creatively. |
Students will discuss and negotiate
the information gathered to generate a group concept map
Students will synthesize the information gathered for their research topic
in a concept map.
Students will reflect on their concept map and determine where they have enough
information for their research topic and where they need to gather more information.
Set-up
Second and Third Grade: It is recommended that the first time young students engage in a concept map activity that it be done as a whole class. This provides important modeling for students that they can then refer to when creating a concept map on their own. The teacher stands in front of the class and proceeds through the Suggested Procedure with the entire class, creating a class concept map for the topic under study.
Fourth through Sixth Grade:
Fourth through sixth grade students are capable of creating concept maps in
pairs or cooperative groups. The teacher stands in front of the class and proceeds
through the Suggested Procedure with student pairs or cooperative groups creating
a pair or group concept map for their topic under study.
Seventh through Twelfth Grade:
Seventh through Twelfth grade students are capable of creating concept maps
on their own. The teacher stands in front of the class and proceeds through
the Suggested Procedure while individual students create a concept map for their
topic. NOTE: If the concept maps are created on the computer using Inspiration
software, then the teacher might consider conducting the lesson in the computer
lab where there are enough computers for each student.
Teacher models/students open a
word processing program and brainstorm a list of words or phrases that they
associate with the research topic. Suggestion: type in all caps (caps lock key
down) and in list form. Also, tell them not to worry about spelling at this
point. At the conclusion of generating the list of words, use the spell check
program to check spelling.
Teacher models/students refer to note cards for additional words and phrases
to add to the list. A minimum of 30 words should be generated. When the list
is completed, and spell check has been completed, print out the list.
The list now needs to be cut into individual word strips. To speed this process,
divide the list among students to cut. Suggestion: Have students put post-it glue
(see materials above) on the list of words they are to cut BEFORE cutting. This
also saves time.
Student Offline Work
Students are now ready to move
to the extra large sized construction paper to create their concept map. At
this point it is important for students to discuss the layout of their final
concept map. Each student will have a different idea as to how to represent
the information. It is important that students share their ideas and come to
consensus on how to represent the information so that the final concept map
reflects everyone's thinking unless students are working individually.
The final piece of creating a concept map is for students to defend their concept map to others.
In addition to being a sensemaking tool, the concept map is a form of assessment. It shows both the teacher and student what is known and what is not known. A big idea without many supporting ideas shows a lack of information for this big idea. Additionally, how students determine to display their big ideas/concepts is an indicator to the teacher of students' level of thinking.
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This page was last updated February 21, 2002 This lesson was created to support the AT&T/UCLA Initiatives for 21st Century Literacies. Using Graphic Organizers for Sensemaking was created by Judith Kantorand Sharon Sutton. |