For one of my literacy engagements, I employed the technique of a visual graphic organizer as a summation of the week’s notes by allowing the students to actively participate in the formulation of the graphic organizer that I displayed on the smart board. It allowed the students to be actively engaged in the discussion and gave them an opportunity to help out their team members who were filing in the blanks in the graphic organizer.
Since my class is split up into 4 different groups I had four different media graphic organizers on the smart board. Each graphic organizer increased in difficulty and content. I did this on purpose, to show how the graphic organizer may not only be used for simple vocab retention but also as a way for students to organize their own ideas and more complex thought processes related to the content at hand.
The first web was related to public opinions, where the student would fill in key vocabulary. Second web was types of influence on political socialization, which dealt with a more in depth understanding of a complex concept in the unit. Third was types of cleavages in public opinion, which connected the first graphic organizer to the second. Last, the types of media and their cleavages of options. On this, I challenged students to not only take from the previous three but also to pull from their own prior experience what kinds of media would relate to the three distinct concepts dealt with in the unit, covered by the last three graphic organizers. This last graphic organizer proved to be the most valuable, considering it was primarily a student formulated note taking strategy with all content written on the board from student discussions, not from notes, as from the prior three graphic organizers.
In this literacy engagement I learned that graphic organizers can not only help the students reorganize the content given through notes and vocab but also can help organize group discussion into a more meaningful synthesis of content information.
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