effectively using graphic organizers for research sarah ... · a trained instructional designer...

1

Running head: GRAPHIC ORGANIZERS

Effectively Using Graphic Organizers for Research

Sarah Breslaw

Towson University

GRAPHIC ORGANIZERS 2

Effectively Using Graphic Organizers for Research

Section I: Instructional Design Overview

Introduction

To be successful in reading and understanding informational text students need to

develop note-taking skills. In third grade, and subsequent grades, students will read and analyze

non-fiction materials, and be expected to organize the information that they gather during the

research process. Graphic organizers can assist students during the note-taking process, but they

need to be able to identify the organizer that is best be suited for their topic/content. The

instructional goal of this design is to teach third grade students how to use a timeline, cause and

effect organizer and a cycle diagram, and have ability to independently choose an organizer that

is the best fit for research assignments.

This design was developed to be implemented through a series of lessons in the school

library media center, administered by both the media specialist and classroom teacher. A full-

time media specialist that collaborates with classroom teachers and utilizes a flexible schedule

will have the most success with this instructional design. It is recommended that the sessions

detailed in this design be scheduled on consecutive days to support student’s ability to recall

information from previous sessions, and build upon this knowledge in the subsequent sessions.

The following instructional design was created for a diverse class of third grade students.

The diversity of the population includes numerous ethnic backgrounds, different socioeconomic

experiences, varying reading and writing levels, and both English native speakers, and students

who are learning English as a second language. As a reference, the population of Flora Singer

Elementary School in the Montgomery County Public School (MCPS) system was used as a


baseline for the student population. The ethnic configuration of the student population at Flora

Singer Elementary School is illustrated in Figure 1.

Hispanic

White

African

American

Asian

Other

Two or more

races

Figure 1: Flora Singer Student Population.

Source: Montgomery County 2013 School At a Glance Guide (MCPS, 2013).

The MCPS Schools At-a-Glance report indicates that nearly 30 percent of the students at Flora

Singer partake in the English for Speakers of Other Languages (ESOL) program (MCPS, 2013).

Another valuable measure of the student population defines a sizable portion of the population

(40 percent) as qualified for the federally funded Free and Reduced Meals (FARMS) program

(MCPS, 2013).

Front-End Analysis

Needs analysis. All instruction brings about change, specifically change in skill, attitude

or knowledge (Brown & Green, 2011). A trained instructional designer recognizes a needs-

analysis as the process of collecting necessary information to understand a problem, and

determine the variables that influence the change that the instruction intends to deliver (Brown &

Green, 2011). Morrison, Ross and Kemp’s (2006) goal-analysis provides a framework to conduct


a needs analysis for developing instruction to educate students about graphic organizers.

Morrison et al.’s method is ideal in this case because it is time efficient and focuses on the

solution to the problem. Other models, developed by Mager (1988), Rossett (1995), and Smith &

Ragan (2004) provide outlines to gather valuable information, but may be better suited for

different situations. For example, Mager’s (1988) performance analysis model includes “on the

job training” and the option to “transfer or terminate” the employee (Brown & Green, 2011, p.

44-45). This type of analysis is better suited for adults in a work setting, not students in a

traditional K-12 classroom.

The School Improvement Plan (SIP) that is produced at each school provides insight

about the types of skills that the student population is struggling with. Measures of Academic

Progress in Reading (MAP-R), are collected by a formative assessment administered through a

computer-adaptive platform, in the fall and spring semester, to measure the independent

progress/growth for each student (MCPS, 2014). The MAP-R data is considered when creating

SIP’s. The SIP at Flora Singer Elementary, the exploration population for this instruction, has

recognized that additional reading and writing strategies need to be implemented (FMSES,

2014). Detailed skills and knowledge projected for all students are reported in the Maryland

College and Career Ready: Curriculum Framework for Reading Informational Text. This

framework identifies the essential knowledge and skills necessary for third graders to be able to

comprehend and write about informational text. According to the Framework for Reading

Informational Text, third grade students must learn to: “connect and explain types of

relationships, including chronology, sequence, and cause/effect” (MSDE, 2014). The Common

Core State Standards (CCSS) outline the following ability that third grade students must master:

“describe the relationship between a series of historical events, scientific ideas or concepts, or


steps in technical procedures in a text, using language that pertains to time, sequence, and

cause/effect” (MSDE, 2014).

In this case, it is clear that the SIP can be a tool used to determine the problem, and the

MAP-R can provide data about the growth in student ability in reading and writing over time.

The guidance provided by the Curriculum Framework for Reading Informational text and the

CCSS can provide the outline of objectives, however the solution, or the instruction necessary

for students to attain the essential knowledge and skills in third grade still needs to be designed.

The focus in this case is to create a plan that will strengthen the reading and writing ability of

third grade students. As Morrison, Ross and Kemp suggest, the focus will be narrow, specifically

on informational text (Brown & Green, 2011). The solution for this case would come after

analyzing the data, and proposing strategies that would strengthen the reading and writing

performance of students. A proposed solution is collaboration between classroom teachers and

the school library media specialist to develop and administer instruction using various forms of

non-fiction materials, and graphic organizers to support students as they decipher information

and conduct research.

Learner analysis. After understanding the needs and identifying a problem and possible

solutions, instructional designers will conduct a learner analysis. This type of analysis involves

exploring the pre-requisite knowledge, skills and attitudes of the learners (Brown & Green,

2011). Following Morrison, Ross and Kemp’s (2007) model, the learner analysis in this case

will focus on the general characteristics, entry competencies, learning styles and needs of

culturally diverse and disabled learners (Brown & Green, 2011). Morrison, Ross and Kemp’s

model stands out because it is the only framework that incorporates Universal Design for

Learning (UDL) principles and addresses the needs of students from different backgrounds and


with varying physical and cognitive abilities makes this model the best suited for today’s multi-

cultural schools, like Flora Singer Elementary School.

UDL principles will be employed to provide “appropriate instructional opportunities for

all learners” (Brown & Green, 2011, p. 75). This means that the instruction should not have to be

modified or be subject to add-on activities to address the abilities of a diverse classroom.

The chart below includes information collected based on Morrison, Ross and Kemp’s

learner-analysis model:

Learner Analysis Chart

General

Characteristics

Students are from a variety of different socio-economic and ethnic

backgrounds. The reading and writing ability of students vary. The

Montgomery County At-a-Glance report and the MSDE report card

provide data about the characteristics of the population.

Flora Singer Elementary: 35.5%-Hispanic, 35.3%-White, 7.8%-Asian,

5.4%-multi-racial, less than 5%-American-Indian, less than 5%-

Hawaiian/Pacific Islander (MCPS, 2013).

40%-FARMS, 28%-ESOL (MCPS, 2013)

Flora Singer 2013 MSA Data - 3rd grade Reading: Basic = 15.2%,

Proficient = 48.5%, Advanced = 36.4% (MSDE, 2013)

Specific Entry

Competencies

During the collaboration meeting between the classroom teacher and the

media specialist, the date instruction will be determined. The lesson

about graphic organizers will take place after students complete a series

of lessons in the media center and classroom about categorizing fiction

and non-fiction materials and going over the research process.

Learning Styles Student learning preferences will be addressed by providing information

in various formats including videos (with animation and music) that will

appeal to visual/spatial and musical/rhythmic learning styles, books

(with text and illustrations) read aloud that will appeal to

verbal/linguistic and visual/spatial learning styles, and the graphic

organizers that will appeal to logical/mathematical learning styles.

(Brown & Green, 2011, p. 78)

UDL Principle I:

Provide Multiple

Means of

Representation

(CAST, 2011).

2.1 Clarify vocabulary and symbols: The symbols and headings on each

graphic organizer will be defined in every lesson (CAST, 2011).

2.4 Promote understanding across languages: The video used in pebble 2

will not include narration, it will only include music and animation


(CAST, 2011).

UDL Principle II:

Provide Multiple

Means of Action &

Expression (CAST,

2011).

4.1 Vary the methods for response and navigation: Students will have

the option of recording notes in their graphic organizers with

words/sentences or sketched pictures (CAST, 2011).

4.2 Optimize access to tools and assistive technologies: Students will

read an article in PebbleGo (pebble 4), which is available on a computer.

In this format students can enlarge the text and utilize text-to-speech

technology (CAST, 2011).

UDL Principle III:

Provide Multiple

Means of

Engagement (CAST,

2011).

7.1 Optimize individual choice and autonomy: Students will learn skills

needed to conduct research, then apply the skills by researching a topic

of their choice (pebble 5). (CAST, 2011).

7.2 Optimize relevance, value, and authenticity: Students will create a

timeline (pebble 2) that depicts their own life milestones (CAST, 2011).

Learner context. The learning environment is where “the instructor, the content and the

learners are placed” (Brown & Green, 2011). The physical space, and the learning context

established in the space, play a significant role in instruction. Bransford, Brown and Cocking

(2003) pinpointed four types of learning environments: learner-centered environments,

knowledge-centered environments, assessment centered environments and community-centered

environments. As the names suggest, each have a distinct focus and emphasize a different aspect.

These environments can exist harmoniously, and can in fact work in partnership (Brown &

Green, 2011). In this case, creating a knowledge-centered, and community-centered environment

will benefit students during instruction. In a knowledge-centered environment, the focus is on the

“information and activities” that promote an understanding of how to understand and analyze

non-fiction information, and take notes using a graphic organizer (Brown & Green, 2011, p.

117). A community-centered environment places emphasis on “people learning from one another

and contributing” (Brown & Green, 2011, p. 117). In the first four problems, the students will be

exposed to the same content, and will have time to independently fill out a graphic organizer, and


then share information from their completed graphic organizer. These two environments are

continually promoted in the media center, where information is available in several formats for

students to explore and interact with, and where information/projects created by students are

displayed.

Standards

Maryland College and Career Ready:

Curriculum Framework for Reading

Informational Text (RI)

Link to Progression of Problems

RI2 Determine the main idea of a text; recount

the key details and explain how they support the

main idea.

Essential Skills and Knowledge:

• Differentiate key details in an informational

text from minor details

• Paraphrase key details or information.

• Summarize an informational text, either orally

or in writing, including the main ideas and

significant supporting information from across

the text.

• Participate actively and appropriately in

discussions about informational texts.

• Apply knowledge of standard English when

writing about or discussing informational texts.

In problem 3-5 students will receive varying

degrees of support in order to accurately

complete a graphic organizer.

In problem 3, students will view a short movie

about the lifecycle of a butterfly, and are asked

to identify and write the key details that will be

included in their life cycle diagram. The entire

class will view the same content so that a

discussion will take place afterwards. Students

can volunteer to orally share the details they

summarized in their graphic organizer, and their

thought process in filling out the organizer.

In problem 4, students will read and/or listen to

an article in PebbleGo about a natural disaster.

While they read (or read and listen via text-to-

speech technology) students will be asked to

identify and write the key details that will be

included in their life cause & effect diagram.

The entire class will read the same content so

that a discussion will take place afterwards.

Students can volunteer to orally share the

details they summarized in their graphic

organizer, and their thought process in filling

out the organizer.

In problem 5, students will independently select

non-fiction content and the graphic organizer

that is best suited for their research topic.


Students must be able to identify and write the

key details that will be included in their graphic

organizer.

RI3: Describe the relationship between a series

of historical events, scientific ideas or concepts,

or steps in technical procedures in a text, using

language that pertains to time, sequence, and

cause/effect.

Essential Skills and Knowledge

• Connect and explain types of relationships,

including chronology, sequence, cause/effect.

• Use text-relevant information and language to

explain connections between and/or among

events, ideas or concepts, and steps in a text.

• Apply knowledge of standard English when

writing about or discussing informational texts. •

Apply academic and domain-specific vocabulary

to discuss and/or write about types of

relationships, including chronology, sequence,

cause/effect.

In problem 2, students will learn to define

“chronological order” and will learn how to use

a timeline. Students will make a connection

between a timeline and the progression of their

life by listing their major life events in

chronological order.

In problem 3, students will learn how to use a

cycle diagram, and learn about the specific

sequence or pattern that can be observed in

cyclical events. Students will view a video

about the butterfly lifecycle and make a

connection between the cycle diagram and the

butterfly’s lifecycle – both represent a specific

sequence that continually re-occurs.

In problem 4, students will learn about cause &

effect relationships and read about the cause

and effect of natural disasters. Students will be

asked to isolate and identify the cause and

effect in the article, and understand that the

“effects” would not have transpired if the

“cause” did not occur.

Source: MSDE, 2014

American Association of School Librarians

21st Century Learner Standards

Link to Progression of Problems

1.4.4 Seek appropriate help when it is needed. In all the problems, students will be working

in an environment staffed with their

classroom teacher, media specialist and

media assistant. Students will be encouraged

to seek assistance when necessary throughout

all the lessons.

1.3.3 Follow ethical and legal guidelines in

gathering and using information.

In problem 5, students will be given the

opportunity to select a research topic, and

locate materials. Databases and online

resources that are part of the media center

collection will be available to students.

Students will be expected to follow the

school’s Acceptable Use Policies (AUP)

when using computers and tablets in the

media center, and students must cite the


source of the information they gather.

2.1.2 Organize knowledge so that it is useful. In all lessons, students will learn about ways

to organize information using a graphic

organizer.

2.2.4 Demonstrate personal productivity by

completing products to express learning.

In problem 2-4, students will be assigned a

graphic organizer to complete. In problem 5,

students will select and complete a graphic

organizer for their research.

2.4.3 Recognize new knowledge and

understanding

In problem 2-5, students will be using non-

fiction content. Students will construct new

understanding of both the content and the

application of graphic organizers.

3.1.3 Use writing and speaking skills to

communicate new understandings effectively

In problem 2-4, the class will take notes

based on same material. This allows students

to write down information, and share

information orally during a class discussion

about the reference materials.

3.1.4 Use technology and other information tools

to organize and display knowledge and

understanding in ways that others can view, use,

and assess.

In problem 2, students will be given the

opportunity to choose to create their timeline

on paper or digitally, using a web 2.0 tool.

All timelines will be collected/printed and

the class will review each other’s timelines.

3.1.6 Use information and technology ethically

and responsibly.

In problem 2, some students may construct

their timeline using a web 2.0 tool. In

problem 4, students will be using PebbleGo

to read and article about natural disasters. In

problem 5, students may use online resources

for their research. While using the computer,

and especially on the internet, the student

must adhere to the Acceptable Use Policies

set forth by the school, and must cite the

sources for the information gathered.

Source: AASL, 2007

Evaluation

Formative evaluation. Formative assessments provide critical insight into the strengths

and weaknesses of the instruction (Brown & Green, 2011). These important assessments take

place before and during instruction. Formative assessments provide information before the

instruction is over, this is key because it allows the instructional designer to make changes in

real-time that will maximize the opportunity for the instruction to bring about the anticipated


change in knowledge, attitude or skill (Brown & Green, 2011). For this instructional design, the

formative evaluation outlined by Smith and Ragan (2004) will ensure that the instruction is well

developed before being used systematically. The first phase of this evaluation is design reviews,

which should be carried out during the creation of the instruction, including the needs analysis,

task analysis, goal and objective analysis and learner analysis (Brown & Green, 2011). By

continually reviewing the information/data, and editing the design at each phase, the instructional

designer will be well prepared to design instruction. Expert reviews allow individuals with a

superior understanding of the content that the instruction covers, to provide necessary feedback

to the instructional designer (Brown & Green, 2011). Smith and Ragan also outline three levels

of learner validation that the instruction should undergo: one-on-one, small-group and field test

(Brown & Green, 2011). Each level increasingly simulates the actual learner of the instruction,

and environment where the instruction will take place. By receiving feedback at each level, the

instructional designer can make changes before the instruction is presented to the next audience,

that is more closely aligned with the intended audience and setting. Once the instruction is

administered to the proposed learners, continual evaluation should take place (Brown & Green,

2011).

The design review in this case will be conducted by the instructional designer, who must

take time between each analysis phase (needs analysis, task analysis, goal and objective analysis

and learner analysis) to confirm that the design addresses the needs, tasks, goals, objectives and

learners that were identified during analysis. To gain subject matter expert feedback, the design

should be evaluated by third grade teachers and the school media specialist. These content,

pedagogical, and technological experts can review the projected lesson plan, and provide insight

about the environment where the instruction will take place, and the feasibility of the lessons


being conducted within their class’s schedule and time-constraints. The classroom teacher will

also have more intimate knowledge of her class’s interests, and the students with Independent

Learning Plans (IEPS) and disabilities and can make any suggestions to the design to ensure their

needs have been taken into account. However, if UDL principles were implemented correctly to

guide the design of the instruction, there should not be a need for add-on’s or modifications. The

media specialist can provide input regarding the media center resources and capabilities, as well

as the policies, such as a validation that the design aligns with the Acceptable Use Policy (AUP)

for using technology in the school setting. Finally, both the classroom teacher and media

specialist can determine if the instruction meets the state mandated goals and objectives for

reading informational texts.

Once the learner validation phase has been reached, the instruction design may have

changed as a result of the design and expert review. However, it is important to know that not all

expert advice needs to influence the design, in fact, skilled instructional designers will be able to

categorize feedback from experts and intentionally ignore questionable suggestions (Brown &

Green, 2011). The learner validation levels should be carried out in a specific order: one-on-one,

small-group and field test (Brown & Green, 2011). For the one-on-one level, a volunteer student

will be the target audience. A classroom teacher will select a small group of students that can be

described as the “average learner” in his/her classroom, and a student from this group who is

willing to undergo the instruction will receive the instruction. The student will take a short-

answer pre-test. The student must identify and define all the graphic organizers pictured, and

define the symbols and areas that each graphic organizer contains. All short answers can be

either written, or provided orally. In addition, the student would watch a short video then

demonstrate the ability to select a graphic organizer that would capture the content from the


video, and explain (orally or written) his/her selection by contrasting the selected graphic

organizer’s features with the features of the other graphic organizer. After the pre-test,

instruction would be administered, the instruction has built-in formative assessments, including

prompts/questions to ask learners to get real-time feedback. During instruction the instructor will

also provide assistance when asked by learners. If students are confident in the skills they are

learning and do not ask for help, and complete the graphic organizer correctly, this is an

observable measure that designates that students are attaining both knowledge and skills to

progress to more complex problems. The instructional designer will observe and take notes

regarding the learner’s engagement, confidence and attainment of skills and knowledge. The

completed graphic organizer will be assessed based on a rubric. The rubric will measure

completeness, and if information was placed in logical areas of the graphic organizer.

After instruction is completed, a post-test, that is very similar to the pre-test, will be

administered. The pre-test, post-test, and the student’s observed performance will be evaluated

and changes will be made accordingly. Once changes have been made, a small group of students,

representing a range of ethnic and linguistic backgrounds, as well as reading and writing

abilities, will receive the pre-test, instruction and post-test. Their tests and observed performance

will be evaluated to prepare for the field test. The field test will take place in the media center,

with a classroom teacher and media specialist providing instruction. A small group of students

with varying backgrounds and abilities will receive the pre-test, instruction and post-test. A final

round of changes and adjustments to the design will be made before it is prepared for use with an

entire class. Further formative assessment in this setting will continue through observations of

the student’s ability to complete each graphic organizer in the progression of problems.


Summative evaluation. Summative evaluation is conducted after the instruction is

complete. This type of evaluation provides instructional designers with information to assess if

the instruction created led to the intended outcome, or brought about the change in skill,

knowledge or attitudes, outlined in the instructional goals and objectives (Brown & Green,

2011). Summative evaluations can be post-tests, or observations after instruction that display a

change in the learner’s knowledge, skill or attitude (Brown & Green, 2011). To assess the

change, Morrison Ross and Kemp recommend conducting a summative evaluation that includes:

specifying the program objectives, determining the evaluation design for each objective,

developing data collection instruments, carrying out the evaluation, analyzing and interpreting

results, and disseminating results and conclusions (Brown & Green, 2011).

Morrison et al.’s recommendation to start the evaluation process with reviewing the

instructional and goals and objectives, ensures that the instructional designer is focused on

producing an evaluation process to assess if the instruction brought the desired change in

knowledge, skill or attitude that the instruction was created to change. In this case, the goals and

objectives were available through the state curriculum framework which stated that third grade

students should be able to:

Determine the main idea of a text; recount the key details and explain how they support

the main idea (MCPS, 2014).

Describe the relationship between a series of historical events, scientific ideas or

concepts, or steps in technical procedures in a text, using language that pertains to time,

sequence, and cause/effect (MCPS, 2014).

In order to meet these goals, students will attain the following skills and knowledge:


• Differentiate key details in an informational text from minor details (MCPS, 2014).

• Paraphrase key details or information (MCPS, 2014).

• Summarize an informational text, either orally or in writing, including the main ideas

and significant supporting information from across the text (MCPS, 2014).

• Participate actively and appropriately in discussions about informational texts (MCPS,

2014).

• Apply knowledge of standard English when writing about or discussing informational

texts (MCPS, 2014).

• Connect and explain types of relationships, including chronology, sequence,

cause/effect (MCPS, 2014).

• Use text-relevant information and language to explain connections between and/or

among events, ideas or concepts, and steps in a text (MCPS, 2014).

• Apply knowledge of standard English when writing about or discussing informational

texts (MCPS, 2014).

• Apply academic and domain-specific vocabulary to discuss and/or write about types of

relationships, including chronology, sequence, cause/effect (MCPS, 2014).

Once the goals and objectives are revisited, the next step is to develop an evaluation design for

each objective, and locate data collection instruments (Brown & Green, 2011). In this case, the

evaluation design can include both observational data from the instructor and a portfolio of the

collection of graphic organizers completed during the period that students receive instruction

about graphic organizers, as well as subsequent usage of graphic organizers during the research

process. A rubric will be created to evaluate the organizers based on completeness and accuracy

in placing appropriate information in the correct areas of the graphic organizer. During this


instruction, students will gain an understanding of three types of organizers: a cycle diagram,

cause and effect organizer and timeline. The portfolio will capture the student’s ability to utilize

and apply the knowledge and skills attained across different content areas, and throughout the

rest of the school year. Hopefully, as students’ ability to select an appropriate graphic organizer,

and accurate take notes using the organizer will progress and improve student’s ability to

understand informational text, and develop the student’s ability to write research papers.

Section II – Lesson Plan

Progression of problems. The Pebble-in-the-Pond (PITP) design created by Merrill

addresses the design and development of instruction, in a content focused approach (Merrill,

2002). Merrill suggests creating a progression of increasingly complex problems, coupled with

diminishing guidance and assistance (Merrill, 2002). By centering instruction on these problems,

and not the objectives, the instruction stays centered on the content early-on in the process,

instead of later in the development phase (Merrill, 2002). The PITP chart for this lesson is in

Appendix A. The instructional problem and goal align with the objectives for the lesson, but the

unique aspect of the PITP method is that the problems were constructed first. The problems

address the instructional problem, which in this case is that students need to organize the

information that they gather during the research process. Graphic organizers can assist students

during the note-taking process, but they need to be able to identify the organizer that will best be

suited for their topic/content. The instructional goal is: students will be able to use a timeline,

cause and effect organizer and a cycle diagram, and will be able to choose an organizer that is


the best fit for their research topic. In order to arrive at the goal, students will complete five

problems.

In problem one, students will be given the maximum amount of guidance and support,

and students will be introduced to graphic organizers. Students will begin by recalling the pre-

requisite knowledge they learned in previous lessons in the media center. Specifically, students

will be expected to differentiate between fiction and non-fiction materials, and recollect the steps

in the research process. In the introduction to the graphic organizers, the media specialist will

define all the symbols and the flow of each chart. Next, the media specialist will discuss the

structure and areas to take notes in each graphic organizer. Students will be asked questions to

explore student’s current familiarity with graphic organizers, and any ideas they have regarding

how and when these organizers are used.

In problem two, students will receive slightly less guidance than the previous lesson, and

will receive a task to complete. Students will learn new vocabulary words: timeline,

chronological, and biography. Students will examine a timeline graphic organizer more closely.

In this lesson, students will construct a timeline digitally or on paper to depict the events that

happened the day before. Students will share their completed timelines with classmates to review

different examples of timelines. Before the session is over, a class discussion about additional

topics suited for a timeline will serve as a real-time feedback to the instructor about the success

of the lesson design and tasks.

In problem three, students will receive less guidance than in the previous lesson and will

receive a more complex task than in the previous lesson. Students will watch a short animated

movie that illustrates the lifecycle of a butterfly. While watching, students will take notes on the

key details that they think is important in the movie. Students will examine the cycle diagram as


a class, and have the opportunity to fill out the chart on their own. Then, a class discussion will

allow students to share the key ideas, and their understanding of how the cycle diagram could

organize their notes. The instructor will model how to correctly fill-out the cycle diagram. The

discussion will continue with brainstorming other topics that the cycle diagram could be used

for. This will provide real-time feedback to the instructor about the success of the lesson design

and tasks.

In problem four, the students will receive less guidance than the previous lesson, and be

tasked with a more complex assignment than the previous lesson. Students will review

information about natural disasters using the PebbleGo database. Students will have the option to

read the text independently, or utilize text-to-speech features in PebbleGo to listen to the

information. Then, a graphic organizer that fits this data will be discussed, and a class decision

will be made regarding the graphic organizer that is the best fit. The instructor will ask several

questions to guide students and help them through the process of thinking and selecting the

correct organizer. Students will complete the cause and effect organizer independently. Before

the session is over, a class discussion about additional topics suited for a cause and effect

diagram will serve as a real-time feedback to the instructor about the success of the lesson design

and tasks.

In problem five, students will receive the minimum amount of guidance, and the most

complex task. Students will have the opportunity to apply and exercise the skills and knowledge

gained through instruction by selecting a topic, locating content related to the topic, and taking

notes about the topic using a graphic organizer. Students must recall all the unique features of

each graphic organizer to determine which organizer is best suited for their research. Their

research assignment will conclude with an additional lesson in the classroom, where the teacher


will assign a final product (ie. sculpture, essay, etc.) to be created using the research information

gathered in the graphic organizer.

Task analysis. In order to thoroughly discuss the task analysis, instructional strategies

and learner evaluation process involved in this instructional design, a thorough breakdown of

problem five will illustrate the models that are used to guide the development of the task,

strategies, and learner evaluation (Brown & Green, 2011). The task analysis outlines the type of

tasks and content that will be covered in the instruction, and the sequence and scope of the

instruction (Brown & Green, 2011). The model developed by Jonassen, Hannum & Tessmer

(1998) offers a five-step process to complete a task analysis that is fitting for this particular

instructional design. Jonassen et al.’s model is focused on selecting feasible and appropriate

tasks. This process of whittling down options will be useful to educators who have experience

utilizing several tasks, and can easily determine which tasks will work the best for their students.

Jonassen et al’s task analysis begins with an inventory of tasks or “identifying tasks that

need to be developed for instruction” (Brown & Green, 2011, p. 59). In this example, the tasks

include awareness of symbols used in graphic organizers, knowledge of the structure of three

specific graphic organizers, familiarity with reading informational text, understanding

vocabulary associated with each graphic organizer and the ability to select non-fiction materials

in the library.

To gain a more comprehensive understanding of the tasks, each of the tasks from the

previous step will be described (Brown & Green, 2011). For example, learners need to be aware

of the symbols, and define their meaning in connection with the structure of the graphic

organizer. Learners need to be able to identify and explain the specific structure of a timeline,

cause and effect chart and cycle diagram. Students will need to make the connection between


non-fiction information, and the layout of each graphic organizer, recognizing that specific types

of information are better suited for specific organizers. Students need to know how to read

informational text in order to gather content that can be arranged using a graphic organizer.

Learners need to know how to find and select non-fiction materials in the library and have

knowledge about the features of various graphic organizers in order to conduct research using a

graphic organizer.

Since some tasks will be more pertinent than others for the intended instruction, the next

step in this process is to select tasks based on practicability and suitability (Brown & Green,

2011). For example, the pre-requisite tasks cover the student’s understanding of the research

process and their ability to identify non-fiction and fiction materials in the school library. Also,

each day the students have a dedicated reading lesson. Therefore, the tasks regarding reading,

selecting materials and the research process will be deemphasized. Instead, the priority in this

lesson will be focused on the utilization of graphic organizers.

Once the tasks are selected, the sequence or order in which they will take place will be

determined (Brown & Green, 2011). For this lesson, the sequence will follow the PITP

recommendation to increase complexity over time. First, the students will be introduced to the

vocabulary and structure of graphic organizers, and will learn about their purpose. Then, simple

graphic organizers, like a timeline will be examined first, followed by a more complex organizer,

the cycle diagram, then finally the complex cause and effect chart.

The final step will be to define the type of response essential to the task (Brown & Green,

2011). By utilizing UDL principles in creating this lesson, multiple form of representation,

multiple means of action and expression, and multiple means of engagement will be embedded

in the lesson (CAST, 2011). These principles take into account a range of learners, including


students with different interests, different backgrounds, experiences and emotional responses and

different ability levels.

Instructional strategies. Each problem will be taught using Merrill’s “tell, show, ask,

do” structure of instruction (Merrill, 2007). This instructional strategy benefits students because

it provides a more comprehensive view of the content. Instead of learning each topic separately,

as a collection of isolated subjects, Merrill suggests providing a whole task view to students,

with sub-tasks that relate to the broader final project (Merrill, 2007). For problem five in this

lesson, here is an outline of how the tell-show-ask-do model would look like:

Problem 5:

Tell -Tell students the objective: We will be able to use a timeline, cause and

effect organizer and a cycle diagram, and will be able to choose an

organizer that is the best fit for their research topic.

-Today you will select a non-fiction topic to research in the library and

you will use a graphic organizer to take notes on your topic.

-First, you will have 10 minutes to find your non-fiction material(s), then

you will pick the best graphic organizer for taking notes on your topic

Do Students will pick non-fiction materials (book, article in PebbleGo,

magazine, etc.)

Tell Take a seat at a chair in front of the Promethean board. Let’s quickly go

over some of the graphic organizers you know about.

Ask What is a timeline?

Tell A timeline is an organizer that is used to organize information in

chronological order

Ask What does chronological order mean?

Tell Chronological order means arranging events in their order of occurrence

in time

Show Show students an example of someone’s completed timeline from

problem 2 on the Promethean board

Ask When might you want to use a timeline?

Tell Timelines are often used to organize information in a specific order, if you

are researching a topic where particular events happen over a span of time,

like historical events or events in someone’s life, you may want to use a


timeline.

Ask What is a cycle diagram?

Tell A cycle diagram visually organizes information in a circular pattern to

show the progression of the events in a cycle

Ask What is a cycle?

Tell A cycle is something will continually occur in a specific order

Show A completed cycle diagram depicting the lifecycle of a butterfly from

problem 3 on the Promethean board

Ask What is a cause and effect chart?

Tell - A cause & effect organizer is used to show the source and outcome of

events

- The effect(s) occur as a result of the cause(s)

- The cause(s) occurs before the effect(s)

Show A completed cause & effect chart from problem 4 on the Promethean

board

Ask What is the purpose of using a graphic organizer?

Tell -In research, using a graphic organizer is helpful because it can organize

information in a way so that it is easier to understand and identify the

relationships in the content.

- Graphic organizers can serve as an outline in writing research papers or

other projects

Tell Now we have quickly reviewed the graphic organizers we learned about in

earlier lessons. Now, review your book/magazine/database article/etc. and

pick the graphic organizer that you think will be best for taking notes on

your topic

Do Students select and complete a graphic organizer about their research

topic. (Examples of graphic organizers are available in Appendix B,

Appendix D and Appendix E)

Learner evaluation. To evaluate the transfer of skills and knowledge that students

attained through the instruction, a learner evaluation will be conducted. Unlike the formative and

summative assessment that evaluate the design of the instruction, the learner evaluation analyzes


the learner achievement (Brown & Green, 2011). This lesson will utilize a rubric that will

address specific criteria that learners will be evaluated on. The rubric will include the following

areas of assessment:

Sample Rubric for Evaluating Student Learning

Excellent Satisfactory Needs Improvement

Topic

A topic that is

researchable using

non-fiction materials

has been selected by

the student

A topic has been

selected by the

student

No topic has been

selected by the

student

Source The source of

information is written

in the graphic

organizer in the

correct space. The

title, author and year

of publication or

website is listed.

The source of

information is written

in the graphic

organizer in the

correct space. Two of

the following are

listed: title, author,

year of publication or

website

No source is listed, or

only one of the

following is listed:

title, author, year of

publication or

website.

Information Key details and

important information

was included in the

graphic organizer.

The notes are taken in

understandable

sentences, phrases or

pictures.

Some of the key

details and important

information was

included in the

graphic organizer.

The notes are taken in

understandable

sentences, phrases or

pictures.

None of the key

details and important

information was

included in the

graphic organizer.

Organization The selected graphic

organizer is suitable

for taking notes on the

chose topic. All

information is

organized correctly in

the graphic organizer.

The selected graphic

organizer is suitable

for taking notes on the

chose topic. Most of

the information is



The selected graphic

organizer is not

suitable for taking

notes on the chose

topic, therefore

information is not



Conclusion

Instructional designers are charged with conducting a front-end analysis, creating an

instructional design, developing the various aspects of instruction, creating a guide for


implementing instruction, and evaluating the instruction throughout the entire process (Brown &

Green, 2011). When done correctly, instruction developed under the Analysis, Design,

Development, Implementation and Evaluation (or ADDIE) model will address the goals and

objectives of instruction, and bring about a change in attitude, skill or knowledge among

learners. In this lesson, the goal is to provide third graders in diverse school districts with the

skills and knowledge to take notes using a graphic organizer when analyzing informational text.


References:

American Association of School Librarians (AASL). (2007). Standards for the 21stcentury

learner. Retrieved from http://www.ala.org/aasl/standards-guidelines/learning-standards

Brown, A., & Green, T. G. (2011). The essentials of instructional design: Connecting

fundamental principles with process and practice (2nd ed.). Upper Saddle River, NJ:

Merrill Prentice Hall.

Center for Applied Special Technology (CAST). (2011). UDL guidelines graphic organizer.

Retrieved from

http://www.udlcenter.org/aboutudl/udlguidelines/udlguidelines_graphicorganizer

Flora M. Singer. (2013). School improvement plan. Retrieved from

http://www.montgomeryschoolsmd.org/uploadedFiles/schools/singeres/about/SIP 2013-

2014 Draft Plan-updated.pdf

Maryland State Department of Education (MSDE). (2013). Flora M. Singer elementary school

report card. Retrieved from

http://www.msp.msde.state.md.us/printreports/2013/15/SchoolReports/English/150770_2

013ReportCard.pdf

Maryland State Department of Education (MSDE). (2014). Maryland college and career ready:

Curriculum framework for reading informational text. Retrieved from

http://mdk12.org/share/frameworks/CCSC_Reading_Informational_Text_gr3-5.pdf

Merrill, M.D. (2002). A pebble-in-the-pond model for instructional design. Performance

Improvement, 41(7), 39-44.

Merrill, M.D. (2007). A task-centered instructional strategy. Journal of Research on Technology

in Education, 40 (1), 33-50.

http://www.ala.org/aasl/standards-guidelines/learning-standards

http://www.udlcenter.org/aboutudl/udlguidelines/udlguidelines_graphicorganizer

http://www.montgomeryschoolsmd.org/uploadedFiles/schools/singeres/about/SIP%202013-2014%20Draft%20Plan-updated.pdf

http://www.montgomeryschoolsmd.org/uploadedFiles/schools/singeres/about/SIP%202013-2014%20Draft%20Plan-updated.pdf

http://www.msp.msde.state.md.us/printreports/2013/15/SchoolReports/English/150770_2013ReportCard.pdf

http://www.msp.msde.state.md.us/printreports/2013/15/SchoolReports/English/150770_2013ReportCard.pdf

http://mdk12.org/share/frameworks/CCSC_Reading_Informational_Text_gr3-5.pdf


Montgomery County Public Schools (MCPS). (2013). MCPS: Schools at a glance. Retrieved

from http://www.montgomeryschoolsmd.org/departments/sharedaccountability/glance/

Montgomery County Public Schools (MCPS). (2014). Measures of academic progress-Reading.

Retrieved from

http://www.montgomeryschoolsmd.org/departments/techtraining/instructional/map-r/

http://www.montgomeryschoolsmd.org/departments/sharedaccountability/glance/

http://www.montgomeryschoolsmd.org/departments/techtraining/instructional/map-r/


Progression

of Problems

Guidance

Provided

Appendix A: Pebbles Project Graphic Organizer

Instructional Problem: Students need to organize the information that they gather during the

research process. Graphic organizers can assist students during the note-taking process, but they

need to be able to identify the organizer that will best be suited for their topic/content.

Instructional Goal: Students will be able to use a timeline, cause and effect organizer and a cycle

diagram, and will be able to choose an organizer that is the best fit for their research topic.

S/K – P1 S/K – P2 S/K – P3 S/K – P4 S/K – End P

Knowledge:

- Graphic

organizers are used

to organize

notes/facts/ideas

- There are many

different kinds of

graphic organizers

-Each organizer

has a unique format

and/or flow

- Symbols (like

arrows) and labels

describe the flow

and type of

information that is

appropriate for

each area in an

organizer

- Each organizer

has a distinct way

to categorizing

information

Knowledge:

- A timeline is an

organizer that is

used to organize

information in

chronological

order

-Chronological

order means

arranging events

in their order of

occurrence in

time

- Timelines are

often used to

organize

historical events

or the milestones

in a person’s life

- A biography is

a detailed

description of the

events in

Knowledge:

-Reoccurring events

can be captured in a

cycle diagram

-A cyclical occurrence

contains several events

that will

continually

occur in a

specific order

-A cycle diagram

visually organizes

information in a

circular pattern to show

the progression of the

events in a cycle

-The arrows in a cycle

diagram represent the

flow/sequence of the

cycle

- Each cycle has a

unique number of

Knowledge:

- A cause & effect

organizer is used to show

the source and outcome

of events

-There are 2 ways to

distinguish a cause &

effect relationship:

1) One specific

cause/event/occurrence

creates multiple effects

2) Several

causes/events/occurrences

created one specific effect

-The arrows in a cause &

effect diagram show the

relationship between the

cause and effect. The

arrows always point

towards the effect(s)

- The effect(s) occur as a

result of the cause(s)

Knowledge:

-There are a

variety of graphic

organizers, each

captures

information in a

different way

-Graphic

organizers can

serve as an

outline in writing

research papers

or creating other

final products

Skills:

-Define what a

graphic organizer

is, and how it is

used during

research

-Understand and

Learners: 3rd grade

Students will be

able to use a

timeline, cause and

effect organizer

and a cycle

diagram, and will

be able to choose

an organizer that is

the best fit for

their research topic

Students will

learn about non-

fiction books and

be introduced to

graphic

organizers and

learn why they’re

used during

research

Students will

fill out a

timeline

organizer with

the events that

happened the

day before

(Morning to

evening)

Students will be

read an article

about natural

disasters on

PebbleGo, and

will fill out a

cause & effect

organizer

Students will

view a short

movie about the

lifecycle of a

butterfly and fill

out a cycle

diagram


-A non-fiction

book is a book with

facts and

information about

events, science,

geography, art,

history, people, etc.

-Non-fiction books

can be used for

research

Skills:

- Identify and

define “non-

fiction” books

-Explain why a

graphic organizer

may be helpful

during research

-Understand that

there are a variety

of graphic

organizers

-Recall the

shape/structure of

1-2 types of

graphic organizers

someone’s life

- In research,

using a timeline

is helpful because

it can organize

information in

chronological

order so that it’s

easier to see the

progression in an

event or lifetime

- Graphic

organizers can

serve as an

outline in writing

research papers

or other final

products

Skills:

-Define what a

timeline is

-Explain when it

would be useful

to use a timeline

in the research

process

-Recall the steps

to fill out a

timeline

-Explain and

illustrate

important events

in one’s personal

life using a

timeline

events

-There are many

examples of cycles in

nature: water cycle,

butterfly life cycle,

Plant cycle

-In research, using a

cycle diagram is helpful

because it can organize

cyclical events so that it

is easier to understand

and identify each part

in a cycle

- Graphic organizers

can serve as an outline

in writing research

papers or other final

products

Skills: -Define what a cycle

diagram is

-Explain when it would

be useful to use a cycle

diagram in the research

process

-Recall the steps to fill

out a cycle diagram

-Explain the lifecycle

of a butterfly using a

cycle diagram

- The cause(s) occurs

before the effect(s)

- In research, using a

cause & effect organizer

is helpful because it can

categorize information so

that it is easier to

understand, and identify

the origin and outcome of

a situation.

-Graphic organizers can

serve as an outline in

writing research papers or

other final products

Skills:

-Define what a cause &

effect organizer is.

-Explain when it would

be useful to use a cause &

effect organizer in the

research process.

-Explain the cause and

effect relationship and

sequence.

-Recall the steps to fill

out a cause & effect

organizer.

-Explain the source and

outcome of a natural

disaster using a cause &

effect organizer.

distinguish the

differences

between graphic

organizers

-Recall how to

fill out a cycle

diagram, cause &

effect diagram

and timeline

-Determine and

explain why a

specific type of

graphic organizer

is the best fit for a

particular topic

-Explain why a

graphic organizer

is helpful during

the research

process


Appendix B: Timeline

Name_______________________

Topic: __________________________

Source: ______________________________________________________________________

You can also construct your timeline digitally using Microsoft Paint, or this website:

http://www.readwritethink.org/files/resources/interactives/timeline_2/

http://www.readwritethink.org/files/resources/interactives/timeline_2/


Appendix C: Cycle diagram

Name: _______________________________

Topic: _______________________________

Source: ______________________________________________________________________


Appendix D: Cause & Effect Chart

Name: _______________________________

Topic: _______________________________

Source: ______________________________________________________________________

Cause:

Effect

Effect: :

Effect

Effect: :

Effect

Effect: :

Effect

Effect: :

effectively using graphic organizers for research sarah ... · a trained instructional designer...

Documents