Angie,
I agree. They help to put the pieces together for students as they graphically can see what they are studying and how the parts complement to total.
Gary
Gary Meers, Ed.D.
I like to write on the board prior to class the objectives which also serve to present in just a few sentences the information that is required to succeed in the course. Then, by giving the learner what they want in a graphical way they tend to learn more and retain more.
In teaching local anesthesia and its effects on the nerve, I use graphic oragnizers to go through the steps of neural responses. It make it much easier to understand and retain.
I feel as though graphic organizers help those visual learners to become more involved in open discussions and comparisons to various key points in the chapters.
Andre,
I think this is a great strategy. It gives the learner color, context and flow to integrate into their minds. This method greatly enhances the retention of the content while helping them to see how applications can be made.
Gary
Gary Meers, Ed.D.
I've actually handed out different colored markers to the students. Then I handed out copies of a diagram that I made. I will duplicate the diagram in the board using similar colored markers. I have the students match what I put on the board to their copies of the diagram. I specify that the colors will indicate the "order" of things, or in some cases the "importance" of things, on the diagram. Additionally, I will add a "key" to the board, specifying "which colors mean what" (and I ask the students to add this to their diagrams). In some way, I feel this adds an element of "color-coordinating" as a method of graphic organization.
Joseph,
Thank you for these comments about how sometimes we have to remind ourselves of how often we have to remind and reinforce our students as they move through the content. Repetition is a powerful learning tool and we need to use it in relation to graphic support of the content.
Gary
Gary Meers, Ed.D.
In online classes, I have a "laundry" list of directions for a certain project, a set of guidelines of what not to do (mistakes not to make) for success. I talk about them in the chats, I email the list to them, and I post it in the classroom. Despite those efforts, I've found that students make many of those mistakes anyway, and their grades suffer simply from not following the directions.
I recently "re-did" the list graphically. I did some quick layouts as examples of what to do, and what not to do in their projects. I also go over this new graphically-based laundry list in the chants, post in the classroom and email it to them, and I've found an improvement in understanding of the rules.
I teach graphic designers - visual artists, visual learners. I need to kick myself in the head sometimes to remind myself of that.
Nicole,
The key is to select the devices and/or methods that will work in specific situations. The more strategies you have in your "educational toolbox" the more resources you have to call upon when needed. Good point because one strategy does not fit every situation.
Gary
Gary Meers, Ed.D.
I like to use flow charts to organize information. It has worked for some classes and not for others. It depends on the content. When teaching students to understand how to troubleshoot a computer issue it would be appropriate. When trying to apply this technique to creating test questions, not so much.
Any time I can find a good excuse to put information on the white board I think it adds a dimension to the students learning. I use multi-colors to emphasize key points
PowerPoint presentations are good to a degree. Unless the PP is extrememly well-composed, (usually not the case, BTW), there must be alternative delivery methods implemented to assist in better education. I'll make great use of whiteboards with my own drawings and diagrams, or simply to emphasize key points. Roughly 98% of the student respond by copying their own version into their notebooks. This seems to work far better than continually handing them more papers with the drawings or notes already printed. The students retain the info better when they write or draw for themselves, live, during class. They apply their own organization in these cases, which also allows the instructor to help them understand their own methods if need be.
Maria,
They are so valuable in helping students to store and sequence content as it is presented. Also sets up a system that they can refer back to the content when needed for such things as exams.
Gary
Gary Meers, Ed.D.
Graphic organizers help students identify key notes and ideas easier. They show them the main concepts in a more compressed presentation and help students to absorb concepts easily.
Sheri,
Good study strategy. We may sit longer but cognitively we have checked out in most cases. These mini-breaks help the human brain to refocus and get back on track.
Gary
Gary Meers, Ed.D.
One thing I always tell my students is to study in small increments of time, like 15-20 minutes and then walk away for a while and then come back. They are more prone to retain the information they were working on.
Amy,
So true. Not sure how a person would teach your content without a lot of graphics to support the content.
Gary
Gary Meers, Ed.D.
graphics are helpful in dentistry by giving the students a decision making framework. students are expected to make decisions based on treatment planning, medical emergencies, etc and this gives them a graphic description of what comes next. They study and learn this so as to do automatically and without hesitation, particularly with emergency situations.
Lisa,
I like to use this learning strategy as well for the reasons you cite. They need to see how each part fits together to form the whole and once they do they start to see the interaction that each part has on the other components.
Gary
Gary Meers, Ed.D.
I find breaking down the picture into smaller parts is always helpful rather then trying to comprehend the large concept. Then putting it back together make you realize how certian concepts are related.
