Reflection on the Post Below

I have recently been acclimated to graphic organizers...ONLINE, that is. I have been using them off and on during my schooling. Throughout my search, I have noticed a lot of templates that are offered for a teacher's convenience. Graphic organizers are one thing that have few cons.

Graphic organizers are both creative and help students to continue to foster the trait. They let students make observations, brainstorm, make prototype hypotheses, and implement/apply their lessons to life (which are the four major elements of creativity by the way...). In this case, graphic organizers are especially important for brainstorming. It encourages a student community instead of working individually and attempting to mash all ideas together. In this, organizers are more smooth, whether they are passed out or shipped through the projector at the front of the classroom.

Actually, I'm beginning to see that graphic organizers really shout out to the American values: efficiency, practicality, structure (don't all cultures love this?), speed. Not simply because it is technological, yet organizers can save time while piqueing to student's interests and learning needs.

Since there are so many types, I think a teacher could use many graphic organizers routinely. In my field of Literature, I could use organizers concerning vocabulary, timeline, relationships, words vs. ideas, fact and opinion, and so on. I had a teacher in high school that used the idea web every single day in his classroom.

I LIKED THIS A LOT!

People would think that is repetitive and no longer useful. But take note, friends! The method is repeated, the ideas are new. Students are not learning the same things, they are just using a proven method.

As for me, I would use graphic organizers heavily for group projects. For instance, I would assign groups to invent their own story through a prototype storyboard. In other news, I would use word-webs and idea maps to push kids off their apathetic stools and compel them to contribute. No more staggering lack of response, as teachers all discover. Find ways where kids are not only needing to contribute, but want to. To boot, use methods where instructions are clear so they may be able to provide some feedback.