Download Intervention Name: Graphic Organizers - Evidence

EBI Network Mathematics (ebi.missouri.edu) Intervention Name: Graphic Organizers Modeling (HS) Algebra (HS) Number and Quantity (HS) Functions (8-­‐HS) Statistics and Probability (6-­‐HS) Expressions and Equations (6-­‐8) The Number System (6-­‐8) Ratios and Proportional Relationships (6-­‐7) Geometry (K-­‐HS) Measurement and Data (K-­‐5) Numbers and Operations – Fractions (3-­‐5) Numbers and Operations in Base Ten (K-­‐5) Operations and Algebraic Thinking (K-­‐5) Counting and Cardinality (K) Common Core State Standards Domain Areas: (check all that apply) X X X X X X X X X X X X X X Setting: (check all that apply) Focus Area: (check all that apply) Whole-­‐class Small-­‐group Individual Acquisition Fluency Generalization X X X X X Function of Intervention: A graphic organizer is a tool used to facilitate student understanding of new mathematical concepts. Graphic organizers can help students organize their thinking and connect new information to prior knowledge. They provide visual representation for students to take notes on new mathematical concepts they are learning. Graphic organizers can be used in any setting, from whole group to individual, and students can use the practice every day. Brief Description: Graphic organizers can be used for many mathematical topics including counting, new vocabulary words, and concepts such as data and probability. Teachers can easily create, find, or modify a graphic organizer to meet the purpose of their lesson. Graphic Organizer Examples: 1. Classifying Triangles 2. Math Vocabulary (Frayer Model) 1 Brief developed by Melissa K. Driver of the University of Virginia EBI Network Mathematics (ebi.missouri.edu) 3. Money (Frayer Model) 4. Tens and Ones Tens
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2 Brief developed by Melissa K. Driver of the University of Virginia EBI Network Mathematics (ebi.missouri.edu) 6. Function Graphic Organizer Procedures: • Duration: Students work with graphic organizers for as long as necessary to understand important conceptual and procedural skills related to specific mathematics topics. The duration will depend on when and how the graphic organizer is used in the lesson. • Teacher training: Teachers must be familiar with the different types of graphic organizers they can use. Teachers can create their own graphic organizers for student use using the table and shape features in word processing programs. Many graphic organizers, however, can be downloaded from the Internet. Teachers can use applicable graphic organizers they find online or modify existing graphic organizers to meet the specific needs of their lesson. Graphic organizers can be printed and handed out to each students, or teachers can have students make their own graphic organizer (“fold your paper like a hamburger, then fold it again. In each of these four squares we are going to show a different way to represent the number 4.” Or “draw a star on your paper. On each of the 5 points we are going to write a type of graph we will learn in this unit.”) • Instructional practices: Teachers should model using graphic organizers until students are comfortable using them independently. Graphic organizers can be used in whole group during the introduction to new material (I do) portion of a lesson, in small groups or partners during they guided practice (we do) portion, and independently during the independent (you do) portion of the lesson. Teachers may use graphic organizers more frequently with some students if they feel it aids their comprehension of new information. Occasionally, graphic organizers are provided as accommodations for students with disabilities, according to their Individualized Education Program (IEP). • Monitoring system: Teachers can use graphic organizers as a type of progress monitoring. Graphic organizers allow students to represent their understanding of a concept in multiple ways. Teachers can also use information as an error analysis for student misunderstandings. Critical Components (i.e., that must be implemented for intervention to be successful): Teachers must choose appropriate graphic organizers for the concept they wish to introduce or reinforce. For example a graphic organizer that focuses on sequencing events or steps would not be appropriate for teaching a new vocabulary word. Teachers must also monitor student understanding as they use the graphic organizer to ensure they are processing and organizing new information, as well as making connections to prior knowledge. Critical Assumptions (i.e., with respect to prerequisite skills): When teachers are introducing a new concept, they must ensure students have established the prerequisite knowledge necessary to understand this new information. (For example, when using a graphic organizer to introduce a pentagon, students should already be familiar with the terminology, such as sides and vertices, and have practiced using this graphic organizer with familiar shapes (i.e. triangle)). Additionally, students should be comfortable with the format of the graphic organizer. If it is the first time students are using a particular format the teacher should explicitly model how to fill out the organizer based on information given. Materials: 1. Teacher copy of graphic organizer 2. Student copies of graphic organizers 3 Brief developed by Melissa K. Driver of the University of Virginia EBI Network Mathematics (ebi.missouri.edu) References: Dexter, D. D., & Hughes, C. A. (2011). Graphic organizers and students with learning disabilities: A meta-­‐analysis. Learning Disability Quarterly, 34(1), 51-­‐72. Ives, B., & Hoy, C. (2003). Graphic organizers applied to higher-­‐level secondary mathematics. Learning Disabilities: Research & Practice, 18(1), 36-­‐51. Kooy, T. (1992). The effect of graphic advance organizers on the math and science comprehension with high school special education students. B.C. Journal of Special Education, 16(2), 101-­‐11. Lucas, C. A., & Goerss, B. L. (2007). Using a post-­‐graphic organizer in the mathematics classroom. Journal of Reading Education, 32(2), 26-­‐30. Zollman, A. (2009). Mathematical graphic organizers. Teaching Children Mathematics, 16(4), 222-­‐229. Links to Above Graphic Organizer Examples: • Classifying Quadrilaterals Graphic Organizer • http://funtoteachmath.blogspot.com/2012_07_01_archive.html • Vocabulary (Frayer Model) Graphic Organizer • http://mathequalslove.blogspot.com/p/foldables-­‐templates-­‐graphic-­‐organizers.html • Money (Frayer Model) Graphic Organizer • http://scimathmn.org/stemtc/frameworks/132c-­‐money • Tens and Ones Graphic Organizer • http://www.teachervision.fen.com/math/graphic-­‐organizers/53511.html • Representing Place Value Graphic Organizer • http://3-­‐6freeresources.blogspot.com/2012/07/place-­‐value-­‐freebie.html • Function Graphic Organizer • http://new-­‐to-­‐teaching.blogspot.com/2012/06/graphic-­‐organizers.html 4 Brief developed by Melissa K. Driver of the University of Virginia