Monday, March 17, 2014

Cougar Communication: Graphic Organizer, 1-3-6 Protocol

Excellence in Education: Graphic Organizers
We’re all aware of the research that says students should create graphic representations to assimilate knowledge. Graphic organizers allow students to visually categorize information, their student friendly and creating them enables students to retain and remember the information. Additionally, when used as a study aid, they’re a lot easier to look at and understand than notes or text.

Over the past week, I’ve seen several graphic organizers used as
1.     a summarization activity in preparation for a quiz (Venn Diagram)
2.     part of a guided reading activity (a story strip)
3.     a means of providing structure to a class-wide conversation (viewpoints-reactions-reflections)
4.     a timeline of events
5.     a pre-writing strategy (RAFT-Role, Audience, Format, Topic)

In teaching academic coaching, I kept a binder of graphic organizers. Students were encouraged to find/create their own graphic organizers to represent information from their core classes. Through this process, I learned that it’s often best to allow students to create their own graphic organizers because this requires them to determine what graphic organizer best serves the class’s learning target. 

Ideas for the Classroom: 1-3-6 Protocol
The 1-3-6 protocol puts students in charge of their learning. Working both individually and in groups students develop ideas and opinions about an reading or topic. Most importantly, the students are responsible for their learning and are actively engaged.

1.     Students are given an article to read.  
2.     Students write their responses to the article. For example, you could ask students to write the 5 most important facts from the article.
3.     Students are placed in groups of 3 where they share their ideas. Each group classifies/group their ideas and write a list on newsprint, an overhead, etc.
4.     Merge 2 groups (6 people now) and have the students share their ideas.
5.     Again, groups of 6 write a list of their ideas and bring them together.
6.     Each group of 6 shares their list with the whole group.

Obviously, this is similar to think-pair-share, but by creating larger groups you can more easily manipulate the flexible groups to meet the diverse needs of your students. For example, in a think-pair-share setting, one student may do the majority of the hard work while the other is passively engaged.

Other points:
1.     It need not be an article. Students can be responding to an article, a topic, a video, etc.
2.     A simple graphic organizer can be created by you or by your students.
3.     To get to a higher level, it’s important that students classify their information in the group stages. Alternatively, students can evaluate/rank the ideas. In other words, take this beyond simply summarizing.
4.     In a class with tremendously, diverse students, you can assign and change roles. Some possible roles: summarizer, discussion leader, note-taker, presenter.

Administrative Notes
Please don’t forget that current employees that are covered by VRS may elect to opt-in to the hybrid plan, but this ends on April 30.

With the snow days, we’ve fallen behind in positive referrals. Please take a moment to nominate a student

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