Graphic+Organisers

A Graphic Organizer is a graphical or spatial representation of text concepts. It is an instructional tool that can help students to organise, structure the information and concepts that relate to the other given concepts. In addition, the spatial arrangement of Graphic Organisers allows the students to identify the missing information or absent connections in one’s strategic thinking (Ellis, 2004). Graphic Organisers are visual representations, models, or illustrations that depict relationships among the key concepts involved in a lesson, unit, or learning task (Braselton & Decker, 1994). Other names for the graphic organiser include; visual maps, mind mapping and visual organisers.

Studies have shown that meaningful learning can be assisted through the use of Graphic Organisers. Students who used Graphic Organisers as a learning strategy performed better rather than the students who used underlining (Amer, 1994), note-taking (Reader & Hammond, 1994), discussing with co-students (Chularut & De Backer, 2004) or outlining (Robinson & Kiewra, 1995).

I think that Graphic Organisers are a great tool to be used in the classroom for those students that a learning disability. They can help students in all areas of the curriculum and can be the physical element that will enable a student to grasp the concepts of what they are learning. They can help students both with and without learning disabilities in organising themselves and the work that they complete.

References *Amer, A.A. (1994). The effect of knowledge-map and underlining training on the reading comprehension of scientific texts. //English Specific Purposes, 13 //, pp. 35-45. Retrieved Malaysian Journal of Educational Technology Volume 10, Number 1, June 2010, []

* Ellis, E. (2004). What’s the big deal about GO? Retrieved on January 23 rd, 2010, from http://graphicorganizer.com Retrieved Malaysian Journal of Educational Technology Volume 10, Number 1, June 2010, []

* Robinson, D.H., & Kiewra, K.A. (1995). Visual argument: GOs are superior to outlines in improving learning from text. //Journal of Educational Psycology, 87 //, 455-467. Retrieved Malaysian Journal of Educational Technology Volume 10, Number 1, June 2010, []

* Chularut, P., & DeBacker, T.K. (2004). The influence of concept mapping on achievement, self-regulation, and self-efficacy in students of English as a second language. //Contemporary Educational // //Psychology, 29 //, pp. 248-263. Retrieved Malaysian Journal of Educational Technology Volume 10, Number 1, June 2010, []