• Represent abstract ideas in more concrete forms,
• Depict the relationships among facts and concepts,
• Organize ideas, and
• Store and recall information (Billmeyer & Barton, 1998)

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• Create a standard set of graphic organizers
• Establish a routine for implementing them in a classroom

• Provide clear labels for the relationship between concepts in graphic organizers
• Limit the number of ideas covered
• Minimize distractions

• Use during all stages of lesson design
• Incorporate during homework and test review
• Add illustrations
• Implement with cooperative groups and pairs

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• Hierarchical organizers, present main ideas and supporting details in ranking order,
• Comparative organizers, depict similarities among key concepts,
• Sequential organizers, illustrate a series of steps or place events in a chronological order,
• Diagrams, depict actual objects and systems in the real world of science and social studies (Marchand-Matella, et al., 1998),
• Cyclical organizers, depict a series of events that have no beginning or end,
• Conceptual organizers, include a main concept with supporting facts, evidence, or characteristics
  (Bromley, et al., 1998).

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• Analyze the information to be taught and highlight key words and phrases. Key concepts will provide the categories under the big idea, while key word/phrases provide the elements that are the most important for students to understand. Note that a concept typically identifies a class or category of things, ideas, or processes which fall under a big idea. These categories have characteristics in common, while a fact can be an example or characteristic of a concept.
  
  
• Identify the relationship among concepts and facts. The relationship will help you decide on the format of your graphic designer. Some possible relationships and related graphical organizer forms are...
  
  

  If you want to show...	then use...
  series of items	lists or sequential framework, cycle diagram
  a comparison	parallel lists, Venn diagram, t-charts
  super ordinate/subordinate	branching, web diagram
  classification	web diagram, matrix, t-chart
  data reporting	graphs/tables
  part to whole	pictures, branching
  cause and effect	fishbone, cycle diagram, flow charts, matrix

  
  
  
• Arrange information into a logical order.
  
  
• Prepare the graphic organizer (whole first, then delete for partial, and blank). Think about the purpose of the organizer (Is it for presenting information without much instruction, as a learning guide for students, or a guide for taking notes?).
  
  -If using as a presentation technique ... it must not be too cluttered, and it must be big enough for all to see (at least 24 pt font). Empty spaces that are filled in as the presentation occurs (i.e., scaffolding) can encourage active participation by students.
  
  -If posting information ... it must be clear, with key words and relationships identified. Color can be used to capture interest and cue the student to key components.
  
  -If using as a learning or note-taking guide ... provide spaces with enough room to write all key information.
  
  
• Add pictures, icons, etc. to "grab" students' attention/interest and make vague concepts more obvious.
  
  
• Remember to think about student abilities so that the form and complexity of the graphic organizer facilitates understanding rather than causing confusion.
  
  

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DiCecco, V., & Gleason. M. (2002). Using graphic

organizers to attain relational knowledge from
expository text. Journal of Learning
Disabilities, 35(4), 306- 320.

Griffon, C., Malone, L., & Kameenui, E. (2001).

Effects of graphic organizer instruction on fifth-
grade students. The Journal of Educational
Research,
89(2), 98-107.

Fisher, J., & Schumaker, J. (1995). Searching for

validated inclusive practices: A review of the
literature. Focus on Exceptional
Children, 28(4), 1-20.

Baxendell, B. (2003). Consistent, coherent, creative:

The three c's of graphic organizers. Teaching
Exceptional Children, 35(3), 46-53.

Brunn, M. (2002). Teaching ideas: The four-square

strategy. The Reading Teacher, 55(6), 522-525.

Marchand-Matella, N., Miller, T., & MacQueen, C.

(1998). Graphic organizers: Presenting a simple
but effective tool to help students
grasp key concepts. Teaching K-8,
46-48.

Merkley, D., & Jeffries, D. (2000). Guidelines

for implementing a graphic organizer The
Reading Teacher, 54(4), 350-357.

Billmeyer, R., & Barton, M. (1998). Teaching

Reading in the Content Areas: If Not Me,
Then Who? Aurora, CO: Mid-Continent
Regional Educational Laboratory.

Bromley, K., DeVitis L., & Modlo, M. (1999). 50

Graphic Organizers for Reading, Writing & More.
New York: Scholastic Professional Books.

• Brainstorm ideas with words and pictures
• Organize and categorize information visually
• Create stories and descriptions using engaging visual tools
• Explore new ideas with thought webs and visual mapping

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