Module 2 - Graphic vs Advanced Organizers
Overview
When you try to learn something new, what factors influence and affect how successfully you acquire (learn) the desired skills, knowledge, attitudes, and/or understanding (SKAU)? Are these factors the same as they were when you were younger? Are there common elements of an instructional experience that influence and affect how anybody might learn the targeted SKAU?
This assignment encourages you to take a closer look at some specific factors that might improve the overall effectiveness of a learning experience for most learners. But before you dive into this experience, review the following information regarding important factors affecting how a person learns from a particular arrangement of the environment. This isn’t THE list (I don’t think THE list exists), just some important factors. Each factor is classified as being “internal” to the learner, or “external” (part of the instructional environment).
You will notice this list includes "personal learning style" as a factor that might affect learning. This factor in particular needs elaboration. You might be familiar with general classifications of learning styles as visual, auditory, and kinesthetic. I do agree that people might possess one stimuli modality that they prefer over others in specific learning situations, but I do not agree that these reflect clear styles of learning. I tend to agree with Dr. Daniel Willingham and other cognitive psychologists regarding learning styles:
This assignment encourages you to take a closer look at some specific factors that might improve the overall effectiveness of a learning experience for most learners. But before you dive into this experience, review the following information regarding important factors affecting how a person learns from a particular arrangement of the environment. This isn’t THE list (I don’t think THE list exists), just some important factors. Each factor is classified as being “internal” to the learner, or “external” (part of the instructional environment).
- Cognitive abilities and developmental level of the learner [internal]
- Previous experiences of the learner [internal]
- Instructional components and conditions present within the context (i.e. type and amount of practice with feedback) [external]
- Degree of message abstraction [internal]
- Perceived relationship, if any, between verbal and visual stimuli [external and internal]
- Clarity and effectiveness of messages presented (i.e. examples, nonexamples) [external]
- Amount, type and rate of information presented at any given time [external]
- Amount and type of support mechanisms (scaffolds) accessible throughout the learning experience [external]
- Motivational strategies integrated into the learning experience [external]
- Type and degree of interactions possible with instructional media present [external]
- Social interaction within the learning context [external]
- Intrinsic, personal motivational level or “state” [internal]
- Personal learning style [internal]
- Overall instructional context. [external]
You will notice this list includes "personal learning style" as a factor that might affect learning. This factor in particular needs elaboration. You might be familiar with general classifications of learning styles as visual, auditory, and kinesthetic. I do agree that people might possess one stimuli modality that they prefer over others in specific learning situations, but I do not agree that these reflect clear styles of learning. I tend to agree with Dr. Daniel Willingham and other cognitive psychologists regarding learning styles:
It is important to note that Dr. Willingham does suggest that presentation modalities (i.e. verbal or visual) are important when you consider WHAT you want students to learn. Certain modalities lend themselves to learning particular skills, knowledge, attitudes, and understanding. This begs the question, WHAT do you want students to learn? According to Gagne (1985) there are 5 classifications of learning outcomes:
- Intellectual skills
- Cognitive Strategy
- Verbal Information
- Motor Skills
- Attitudes
Graphic and Advanced Organizers have been used in all levels of educations to help students learn a variety of topics. In the assignment below, you will consider the difference between these two types of organizers and how they can be used to help students. Consider how these organizers can assist you in having students develop these learning outcomes.
To Do
Step 1:
Two articles are presented below. The first addresses an overview of graphic organizers and how they might be useful in the instructional process.
Read Graphic Organizers: Understanding the Basics (Cummins, Kimbell-Lopez & Manning, 2015)
Two articles are presented below. The first addresses an overview of graphic organizers and how they might be useful in the instructional process.
Read Graphic Organizers: Understanding the Basics (Cummins, Kimbell-Lopez & Manning, 2015)
graphic_organizers.pdf |
The second article describes the classic psychological underpinnings to the value of graphic organizers in their role as advance organizers within the introduction to a new learning experience. As you read through this article, consider how it supports the Cummins, Kimbell-Lopez & Manning (2015) article. Also consider how advance organizers can be different from graphic organizers.
Read In Defense of Advance Organizers: A reply to Critics (Ausubel, 1978). Consider how this article supports the Cummins, Kimbell-Lopez & Manning (2015) article
Read In Defense of Advance Organizers: A reply to Critics (Ausubel, 1978). Consider how this article supports the Cummins, Kimbell-Lopez & Manning (2015) article
advance_organizer_ausubel2.pdf |
Step 2:
After reviewing the information on graphic versus advance organizers, create a webpage in your Weebly site called “Organizers” that presents answers to the following reflections questions as well as provides a specific example for the target population of your choosing. These questions are designed to help you compare and contrast graphic organizers with advance organizers. You may need to do further research beyond the two articles if you still need further clarity. For example, this page presents a good summary of Ausubel's subsumption theory).
Step 3:
Describe a specific learning experience you might plan for a target population. List the grade level and/or subject area for the lesson, and briefly summarize the lesson or learning experience. Then provide a graphic you might include in the introduction that can serve as either a graphic organize or an advance organizer (or both!). Explain why it could be considered a graphic organizer or an advance organizer. Feel free to create the image yourself (such as a concept-map image) if you like. If you want to build your own concept-map or flowchart-like image, I recommend a free tool called Draw.io.
After reviewing the information on graphic versus advance organizers, create a webpage in your Weebly site called “Organizers” that presents answers to the following reflections questions as well as provides a specific example for the target population of your choosing. These questions are designed to help you compare and contrast graphic organizers with advance organizers. You may need to do further research beyond the two articles if you still need further clarity. For example, this page presents a good summary of Ausubel's subsumption theory).
- How are graphic organizers and advance organizers similar?
- How are graphic organizers and advance organizers different?
- How do each fit into Reigeluth's Elaboration Theory (1979)? Here is more information about this theory.
- How do teachers in the developmental/grade level and/or subject area you currently teach (or plan to teach) typically use graphic and advance organizers (consider Gagne's (1985) classification of learning outcomes discussed above)?
- In what ways can technology (and access to the Internet) make it easier for teachers to develop effective graphic and advance organizers?
Step 3:
Describe a specific learning experience you might plan for a target population. List the grade level and/or subject area for the lesson, and briefly summarize the lesson or learning experience. Then provide a graphic you might include in the introduction that can serve as either a graphic organize or an advance organizer (or both!). Explain why it could be considered a graphic organizer or an advance organizer. Feel free to create the image yourself (such as a concept-map image) if you like. If you want to build your own concept-map or flowchart-like image, I recommend a free tool called Draw.io.