Special thanks to Corwin Press for contributing this valuable strategy, excerpted from
"Sit & Get" Won't Grow Dendrites
by Marcia L. Tate.
Part 3: Graphic Organizers
Defining the Strategy
In an Educational Leadership article titled “Memory Lane Is a Two-Way Street,” Marilee Sprenger (1998)
discusses the brain’s two major memory pathways. She delineates explicit and implicit memory and the characteristics of
each. This concept can be fairly difficult to teach; however, when I include it as a part of my course content,
participants readily understand and remember the concept and its implications. I use the graphic organizer that follows
so that participants can see the similarities and, more important, the differences.
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Why: Theoretical Framework
Mind maps can be used either individually, or in cooperative groups to represent an agenda or lecture notes, outline a
unit of study, or represent crucial attributes of major concepts (Parry & Gregory, 1998).
Because our thinking patterns are both linear and random, the process of learning is enriched when the brain makes
numerous associations through graphic organizers, mapping, or mindscapes (Jensen, 1997).
Understanding of concepts, whether those concepts are concrete, abstract, verbal, or nonverbal, can be enhanced
through the use of concept maps (Sousa, 1995).
How: Sample Professional Learning Activities
- Participants should use the Venn diagram any time two or more parallel concepts are being compared or contrasted. For
example, the following graphic organizer is the ideal tool for comparing and contrasting traditional scheduling with
block scheduling. Ways in which the two concepts are alike are included in the inner circle. Differences are reflected in
the two outer circles.
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A web organizer has a multitude of uses. Participants utilize the web when brainstorming ideas, recalling facts about
a particular topic previously discussed, delineating the main idea and details of a concept, or showing a vocabulary word
and its synonyms. For example, when discussing staff members’ ideas for accomplishing a school’s mission, recommendations
could be brainstormed and written on a web for all to consider.
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Participants can use a pie chart when attempting to classify, categorize, or place related ideas in sequential order.
Following a discussion of ideas to accomplish the school’s mission, place the five top choices on a pie chart to reflect
the percentage of the faculty that agrees with a particular idea.
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Participants are able to list facts and feelings regarding a topic on the right angle organizer. Write the topic
above the graphic organizer. Across the top of the right angle, write facts regarding the topic. Down the side of the
right angle, write participants’ feelings related to the topic. For example, following a discussion of the
brain-compatible strategy of movement, participants could list facts regarding the research on the advantages of movement
for the brain but could also list positive or negative feelings as to the use of movement in their own classrooms.
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Keep an eye out for the next newsletter in this series:
"Sit & Get" Won't Grow Dendrites Part 4: Manipulatives and Models"
COMING SOON! |
"Sit & Get" Won't Grow Dendrites
by Marcia L. Tate © 2004 by Corwin Press. All rights reserved. Reproduced with permission.
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"Sit & Get" Won't Grow Dendrites
Product ID:9780761931546
Price:$33.95
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Research and experience prove that students learn better when teachers use brain-based strategies.
The same is true with adult learners. However, the very strategies that are recommended for teachers to use
in instructing students are seldom reflected in staff development workshops.
"Sit and Get" Won't Grow Dendrites draws on the latest research in brain-based learning,
differentiated instruction, multiple intelligences, and adult learning to provide strategies that not only
motivate adult learners but also increase understanding and long-term retention. Author Marcia Tate defines
each strategy, explains its theoretical framework in easy-to-understand language, provides multiple
professional learning activities that staff developers can incorporate immediately, and includes a guided
reflection and application section.
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