Graphic organisers & other visual representations Chapter 10 – Evidence Based Teaching Geoff Petty Nelson Thornes.

Graphic organisers &other visual representations

Chapter 10 – Evidence Based Teaching Geoff Petty Nelson Thornes

Effect Size Summary

• A teaching method with an effect size of 0.5 gives a one grade leap.

• A teaching method with an effect size of 1.0 gives a two grade leap.

• Changing anything gives a small effect size, probably because it increases engagement and motivation !

Graphic Organisers? – Chapter 10

• Little awareness• Large effect size 1.2 – 1.3 2 grades +

• Useful as a revision tool• Differentiation

Types of Graphic Organisers• Illustrative• Mind maps

– Atomistic– Tree– Target

• Venn Diagrams• Comparison• Continuum lines – time lines• Principals diagrams• Story Board• Flow Diagram – cycles; decision trees.

Illustrative

Illustrative

Mind maps – Atomistic; Tree; Target• Target diagram – Reactivity series• Tree diagram – Classification KPCOFGS• Atomistic – anything at all! & in all ways!

Venn Diagrams

True or False / yes no

Same same but different

Why is it different?

Why is it different?

Why is it different?

Why are these two the same?

Why are these two the same?

Why are these two the same?

What links themall?

Examples to try

• Geotropism• Phototropism• Chemotropism

• Diamond• Graphite• Buckminster Fullerenes

• Gravitational potential energy

• Kinetic energy• Elastic potential energy

• Alpha radiation• Beta radiation• Gamma radiation

different?

Different

different?

same? same?

same?

all?

Why is it different?

Why is it different?

Why is it different?

Why are these two the same?

Why are these two the same?

Why are these two the same?

What links themall?

Comparison

Continuum – time lines

• Processes• Timelines• Self evaluation of progress against

objectives

Principals – Hot particles rise

•Reasons why…

eg Smoke Rises

•Reasons why…

eg Air above a heater

•Reasons why…

eg Heating soup in a

pan

Story Board

• Processes • Changes in state• Chemical reactions• Infection of a micro-organism

Flow Diagrams – cycles; decision trees

The next step

• Incorporation into planning – routinely.• Revisit the book and use more complex

diagrams.• Ensure I receive feedback.• Identify a further part of the book that

will help me.

Graphic organisers &other visual representations

Thank you for listening Any Questions?