There are many types of graphic organizers. Considering the learning goal will assist in selecting the type that is best to use. Some common purposes are to illustrate conceptual information such as with a concept map, to show hierarchical relationships with a tree or top-down model and to illustrate sequential information on a time line. Relational information, part to whole, problem and solution, and cause and effect are displayed visually with flow charts. Comparing and contrasting is most commonly organized with Venn diagrams. The graphic organizer selected must meet the learning goal. For instance, if the goal is for students to understand similarities and differences between felines and canines, use a Venn diagram.
Every time a new organizer is used, instructional time is spent on learning how to use it instead of teaching and learning science concepts. Use just a few graphic organizers that fit a number of purposes. For example, a flow chart can be taught once and used for many purposes. The science teacher and student need only a few good organizers to address common purposes. Each time any type of cycle is studied, a circular chart with arrows can organize each stage of the cycle. The cycle organizer is taught and learned once. Using the organizer in middle school science should follow a few basic steps. First, information about a science concept is presented orally or through reading. After science information is presented, it is written into the appropriate section of the organizer. Once the organizer is complete, review it for correctness, completeness and purpose. The organizer is then used to assist with projects, discussions, written explanations or presentations. Graphic organizers can be used in all science fields including mathematics, engineering and technology.
Literacy skills used in completing organizers increase a student’s ability to read, write, listen and speak about science concepts. This helps students become more successful in class, on tests and in applying science skills and knowledge in real life. Graphic organizers assist students in gaining vocabulary that will extend to other subjects as well. A great science unit should include a graphic organizer to help students retain new information gained in reading science texts or from observing or conducting scientific inquiry. Students can use graphic organizers themselves to study and extend learning at home while using literacy skills to broaden and apply science knowledge.
Effective teachers know that students learn more by doing rather than watching or listening. When students use blank organizers or even blank paper, they take an active part in visual organization of information. To make graphic organizers collaborative and increase discussions, an interactive whiteboard can display an organizer for students to complete together. Another consideration is that graphic organizers are more effective as a post-reading activity rather than a pre-reading activity. Graphic organizers are best used to increase retention of new information gained from reading nonfiction text and to extend that knowledge to other activities after reading.