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GRAPHIC ORGANISER
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- 2. Graphical organisers areinstruments of representation, illustration and modelling of information in visual or graphical forms that are used to achieve a meaningful learning. They are set of learning strategies which involves translating words expressed in linear forms into visual structures.
- 3. It helps studentsto organise structure the information and relate concept with other concept. Graphical organisers are pictorical way of constructing knowledge and organising information. They help to convert seemingly disjoint information into a structured simple to read graphic display. The resulting visual display conveys complex information in a simple to understand manner.
- 4. In general, theGraphic organisers function as a means for Clarifying and organising knowledge and reasoning Identify the conceptual errors Strengthening the learning process Integrating the new knowledge in the prior knowledge system, leading to a superior learning process
- 5. Graphic organisers areof different types. They are, Cyclic Eg:- cycle diagram Hierarchical Eg:- step by step, tree chart Sequential Eg:- flow chart, series of events Conceptual Eg:- fish bone, concept map, mind map
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- 7. A concept mapor conceptual diagram is a diagram that depicts suggested relationships between concepts. It is a graphical tool that instructional designers, engineers, technical writers, and others use to organize and structure knowledge.
- 8. A concept maptypically represents ideas and information as boxes or circles, which it connects with labeled arrows in a downward-branching hierarchical structure. The relationship between concepts can be articulated in linking phrases such as causes, requires, or contributes to. The technique for visualizing these relationships among different concepts is called concept mapping. Concept maps define the ontology of computer systems, for example with the object-role modeling or Unified Modeling Language formalism.
- 9. A concept mapis a way of representing relationships between ideas, images, or words in the same way that asentence diagram represents the grammar of a sentence, a road map represents the locations of highways and towns, and a circuit diagram represents the workings of an electrical appliance. In a concept map, each word or phrase connects to another, and links back to the original idea, word, or phrase. Concept maps are a way to develop logical thinking and study skills by revealing connections and helping students see how individual ideas form a larger whole. An example of the use of concept maps is provided in the context of learning about types of fuel.
- 10. Concept maps weredeveloped to enhance meaningful learning in the sciences. A well-made concept map grows within a context frame defined by an explicit "focus question", while a mind map often has only branches radiating out from a central picture. Some research evidence suggests that the brain stores knowledge as productions (situation-response conditionals) that act on declarative memory content, which is also referred to as chunks or propositions. Because concept maps are constructed to reflect organization of the declarative memory system, they facilitate sense-making and meaningful learning on the part of individuals who make concept maps and those who use them.
- 13. The technique ofconcept mapping was developed by Joseph D. Novak and his research team at Cornell University in the 1970s as a means of representing the emerging science knowledge of students. It has subsequently been used as a tool to increase meaningful learning in the sciences and other subjects as well as to represent the expert knowledge of individuals and teams in education, government and business. Concept maps have their origin in the learning movement called constructivism. In particular, constructivists hold that learners actively construct knowledge. Novak's work is based on the cognitive theories of David Ausubel, who stressed the importance of prior knowledge in being able to learn (or assimilate) new concepts: "The most important single factor influencing learning is what the learner already knows. Ascertain this and teach accordingly."
- 14. Novak taught studentsas young as six years old to make concept maps to represent their response to focus questions such as "What is water?" "What causes the seasons?" In his book Learning How to Learn, Novak states that a "meaningful learning involves the assimilation of new concepts and propositions into existing cognitive structures." Various attempts have been made to conceptualize the process of creating concept maps. Ray McAleese, in a series of articles, has suggested that mapping is a process of off-loading. In this 1998 paper, McAleese draws on the work of Sowa and a paper by Sweller & Chandler. In essence, McAleese suggests that the process of making knowledge explicit, using nodes and relationships, allows the individual to become aware of what they know and as a result to be able to modify what they know. Maria Birbili applies that same idea to helping young children learn to think about what they know. The concept of the knowledge arena is suggestive of a virtual space where learners may explore what they know and what they do not know.
- 15. Uses Concept maps areused to stimulate the generation of ideas, and are believed to aid creativity. Concept mapping is also sometimes used for brain-storming. Although they are often personalized and idiosyncratic, concept maps can be used to communicate complex ideas. Formalized concept maps are used in software design, where a common usage isUnified Modeling Language diagramming amongst similar conventions and development methodologies. Concept mapping can also be seen as a first step in ontology- building, and can also be used flexibly to represent formal argument. Concept maps are widely used in education and business.
- 16. Uses include: Note takingand summarizing gleaning key concepts, their relationships and hierarchy from documents and source materials New knowledge creation: e.g., transforming tacit knowledge into an organizational resource, mapping team knowledge Institutional knowledge preservation (retention), e.g., eliciting and mapping expert knowledge of employees prior to retirement Collaborative knowledge modeling and the transfer of expert knowledge Facilitating the creation of shared vision and shared understanding within a team or organization
- 17. Instructional design: conceptmaps used as Ausubelian "advance organizers" that provide an initial conceptual frame for subsequent information and learning. Training: concept maps used as Ausubelian "advanced organizers" to represent the training context and its relationship to their jobs, to the organization's strategic objectives, to training goals. Communicating complex ideas and arguments Examining the symmetry of complex ideas and arguments and associated terminology Detailing the entire structure of an idea, train of thought, or line of argument (with the specific goal of exposing faults, errors, or gaps in one's own reasoning) for the scrutiny of others. Enhancing metacognition (learning to learn, and thinking about knowledge) Improving language ability Assessing learner understanding of learning objectives, concepts, and the relationship among those concepts Lexicon development.
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- 19. A mind mapis a diagram used to visually organize information. A mind map is hierarchical and shows relationships among pieces of the whole. It is often created around a single concept, drawn as an image in the center of a blank page, to which associated representations of ideas such as images, words and parts of words are added. Major ideas are connected directly to the central concept, and other ideas branch out from those. Mind maps can be drawn by hand, either as "rough notes" during a lecture, meeting or planning session, for example, or as higher quality pictures when more time is available. Mind maps are considered to be a type of spider diagram. A similar concept in the 1970s was "idea sun bursting"
- 20. Origins Although the term"mind map" was first popularized by British popular psychology author and television personality Tony Buzan, the use of diagrams that visually "map" information using branching and radial maps traces back centuries. These pictorial methods record knowledge and model systems, and have a long history in learning, brainstorming, memory, visual thinking, and problem solving by educators, engineers, psychologists, and others. Some of the earliest examples of such graphical records were developed by Porphyry of Tyros, a noted thinker of the 3rd century, as he graphically visualized the conceptcategories of Aristotle. Philosopher Ramon Llull (1235–1315) also used such techniques. The semantic network was developed in the late 1950s as a theory to understand human learning and developed further by Allan M. Collins and M. Ross Quillian during the early 1960s. Mind maps are similar in radial structure to concept maps, developed by learning experts in the 1970s, but differ in that the former are simplified by focusing around a single central key concept.
- 21. Mind map guidelines Buzansuggests the following guidelines for creating mind maps: •Start in the center with an image of the topic, using at least 3 colors. •Use images, symbols, codes, and dimensions throughout your mind map. •Select key words and print using upper or lower case letters. •Each word/image is best alone and sitting on its own line. •The lines should be connected, starting from the central image. The lines become thinner as they radiate out from the center. •Make the lines the same length as the word/image they support. •Use multiple colors throughout the mind map, for visual stimulation and also for encoding or grouping. •Develop your own personal style of mind mapping. •Use emphasis and show associations in your mind map. •Keep the mind map clear by using radial hierarchy or outlines to embrace your branches.
- 22. Uses As with otherdiagramming tools, mind maps can be used to generate, visualize, structure, and classify ideas, and as an aid to studying and organizing information, solving problems, making decisions, and writing. Mind maps have many applications in personal, family, educational, and business situations, including notetaking, brainstorming (wherein ideas are inserted into the map radially around the center node, without the implicit prioritization that comes from hierarchy or sequential arrangements, and wherein grouping and organizing is reserved for later stages), summarizing, as a mnemonic technique, or to sort out a complicated idea. Mind maps are also promoted as a way to collaborate in color pen creativity sessions. In addition to these direct use cases, data retrieved from mind maps can be used to enhance several other applications; for instance expert search systems, search engines and search and tag query recommender. To do so, mind maps can be analysed with classic methods of information retrieval to classify a mind map's author or documents that are linked from within the mind map.
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- 26. A flowchart isa type of diagram that uses an algorithm, workflow or process, showing the steps as boxes of various kinds, and their order by connecting them with arrows. This diagrammatic representation illustrates a solution model to a given problem. Flowcharts are used in analyzing, designing, documenting or managing a process or program in various fields.
- 27. Flowcharts are usedin designing and documenting simple processes or programs. Like other types of diagrams, they help visualize what is going on and thereby help understand a process, and perhaps also find flaws, bottlenecks, and other less-obvious features within it. There are many different types of flowcharts, and each type has its own repertoire of boxes and notational conventions. The two most common types of boxes in a flowchart are: •a processing step, usually called activity, and denoted as a rectangular box •a decision, usually denoted as a diamond. A flowchart is described as "cross-functional" when the page is divided into different swimlanes describing the control of different organizational units. A symbol appearing in a particular "lane" is within the control of that organizational unit. This technique allows the author to locate the responsibility for performing an action or making a decision correctly, showing the responsibility of each organizational unit for different parts of a single process.
- 28. Flowcharts depict certainaspects of processes and they are usually complemented by other types of diagram. For instance, Kaoru Ishikawa defined the flowchart as one of the seven basic tools of quality control, next to the histogram,Pareto chart, check sheet, control chart, cause- and-effect diagram, and the scatter diagram. Similarly, in UML, a standard concept-modeling notation used in software development, the activity diagram, which is a type of flowchart, is just one of many different diagram types. Nassi-Shneiderman diagrams and Drakon-charts are an alternative notation for process flow. Common alternative names include: flowchart, process flowchart, functional flowchart, process map, process chart, functional process chart, business process model, process model, process flow diagram, work flow diagram, business flow diagram. The terms "flowchart" and "flow chart" are used interchangeably. The underlying graph structure of a flow chart is a flow graph, which abstracts away node types, their contents and other ancillary information.
- 29. Types Sterneckert (2074703) suggestedthat flowcharts can be modeled from the perspective of different user groups (such as managers, system analysts and clerks) and that there are four general types: •Document flowcharts, showing controls over a document-flow through a system •Data flowcharts, showing controls over a data-flow in a system •System flowcharts, showing controls at a physical or resource level •Program flowchart, showing the controls in a program within a system
- 30. Notice that everytype of flowchart focuses on some kind of control, rather than on the particular flow itself. However, there are several of these classifications. For example, Andrew Veronis (1978) named three basic types of flowcharts: the system flowchart, thegeneral flowchart, and the detailed flowchart. That same year Marilyn Bohl (1978) stated "in practice, two kinds of flowcharts are used in solution planning:system flowcharts and program flowcharts...". More recently Mark A. Fryman (2001) stated that there are more differences: "Decision flowcharts, logic flowcharts, systems flowcharts, product flowcharts, and process flowcharts are just a few of the different types of flowcharts that are used in business and government". In addition, many diagram techniques exist that are similar to flowcharts but carry a different name, such as UML activity diagrams.
- 31. Building blocks Common Shapes Thefollowing are some of the commonly used shapes used in flowcharts. Generally, flowcharts flow from top to bottom and left to right.
- 34. Shape Name Description FlowLine An arrow coming from one symbol and ending at another symbol represents that control passes to the symbol the arrow points to. The line for the arrow can be solid or dashed. The meaning of the arrow with dashed line may differ from one flowchart to another and can be defined in the legend. Terminal Represented as circles, ovals, stadiums or rounded (fillet) rectangles. They usually contain the word "Start" or "End", or another phrase signaling the start or end of a process, such as "submit inquiry" or "receive product". Process Represented as rectangles. This shape is used to show that something is performed. Examples: "Add 1 to X", "replace identified part", "save changes", etc....
- 35. Decision Represented as adiamond (rhombus) showing where a decision is necessary, commonly a Yes/No question or True/False test. The conditional symbol is peculiar in that it has two arrows coming out of it, usually from the bottom point and right point, one corresponding to Yes or True, and one corresponding to No or False. (The arrows should always be labeled.) More than two arrows can be used, but this is normally a clear indicator that a complex decision is being taken, in which case it may need to be broken-down further or replaced with the "predefined process" symbol. Decision can also help in the filtering of data. Input/Output Represented as a parallelogram. Involves receiving data and displaying processed data. Can only move from input to output and not vice versa. Examples: Get X from the user; display X.
- 36. Annotation Annotations represent commentsor remarks about the flowchart. Like comments found in high-level programming languages, they have no effect on the interpretation or behavior of the flowchart. Sometimes, the shape consists of a box with dashed (or dotted) lines. Predefined Process Represented as rectangles with double-struck vertical edges; these are used to show complex processing steps which may be detailed in a separate flowchart. Example: PROCESS-FILES. One subroutine may have multiple distinct entry points or exit flows (see coroutine). If so, these are shown as labeled 'wells' in the rectangle, and control arrows connect to these 'wells'.
- 37. Preparation Represented as ahexagon. May also be called initialization. Shows operations which have no effect other than preparing a value for a subsequent conditional or decision step. Alternatively, this shape is used to replace the Decision Shape in the case of conditional looping.
- 38. On-Page Connector Generally represented witha circle, showing where multiple control flows converge in a single exit flow. It will have more than one arrow coming into it, but only one going out. In simple cases, one may simply have an arrow point to another arrow instead. These are useful to represent an iterative process (what in Computer Science is called a loop). A loop may, for example, consist of a connector where control first enters, processing steps, a conditional with one arrow exiting the loop, and one going back to the connector. For additional clarity, wherever two lines accidentally cross in the drawing, one of them may be drawn with a small semicircle over the other, showing that no connection is intended. Off-Page Connector Represented as a home plate-shaped pentagon. Similar to the on-page connector except allows for placing a connector that connects to another page.
- 39. Other Shapes A typicalflowchart from older basic computer science textbooks may have the following kinds of symbols: Labeled connectors Represented by an identifying label inside a circle. Labeled connectors are used in complex or multi-sheet diagrams to substitute for arrows. For each label, the "outflow" connector must always be unique, but there may be any number of "inflow" connectors. In this case, a junction in control flow is implied. Concurrency symbol Represented by a double transverse line with any number of entry and exit arrows. These symbols are used whenever two or more control flows must operate simultaneously. The exit flows are activated concurrently, when all of the entry flows have reached the concurrency symbol. A concurrency symbol with a single entry flow is a fork; one with a single exit flow is a join.
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- 41. Storyboard That hasa few different layouts available for your storyboards. The grid layout is a format option that compares items across two axes. Grids are often the best choice for storyboards with lots of information, because grids are organized in a matrix. For simpler comparisons, we suggest you use a T-Chart.
- 42. Grids Help You: •OrganizeInformation •Compare Multiple Characteristics of a Topic or Topics •Create Graphic Organizers for Reading •Make Visual Tables
- 43. Left-Hand Column withRow Titles The grid layout distinguishes itself from the traditional layout by having separate boxes for titles in addition to the cells. All grid layouts have a column on the left-hand side that cannot be removed. Subjects, topics, or major important criteria should be named in the title bars of this column. The size and the position of the title bar cannot be changed, but you are free to choose the font and color. Leave the white space below the title bar blank, or use it to show an example or description of the word in the title bar. While you can configure your grid however you choose, the grid was designed so that the main subjects occupy the row title bars, and the criteria or examples fill in the columns. For more advanced or more detailed storyboards, use the description boxes to explain the images in the cell.
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