Skip to content

Three Dozen Graphic Organizers for Students

Organizing yourself, you time and your thoughts is such a critical skill.  I loved this collection:

Three Dozen Graphic Organizers for Students

The Learning Curve has a great collection of more than three dozen graphic organizers for students.

“Higher Order Thinking Strategies and Tools

The following Online Interactive Thinking Strategies and Tools are designed to provide a scaffold which enables students to think with more depth and structure. When using them, ask students to continually reflect on and justify which Habits of Mind best suit how they are thinking.

When students are presenting their thoughts and findings, encourage them to use their dominant Multiple Intelligences. Their presentations could be a talk, role play, poster, power point, essay, flowchart, idea map, song, dance or a combination of them.

This collection of thinking strategies and tools have been created and inspired from Mick Walsh’s experiences using the Thinking Curriculum, CoRT Thinking, Tribes Program and Visible Thinking from Harvard University.

Please click on each heading to be taken to the Interactive Form.

Claim, Support, Question– ask students to make a claim about a topic or part of it, what support do they have for their claim and what questions are there to be asked about it. (Acknowledgement Visible Thinking Harvard)

Colours, Symbols, Pictures, Animals – enables students to tap into their visual impressions of what a topic or issue may look like.

Connect, Extend, Challenge – through a question structure enables students to relate to a topic or issue, stretch their thinking in relation to it and identify areas to explore which still puzzle them.

Creative Ripples – enables students to identify the core components of the issue, the related and supporting aspects and how the issue causes ripples in other areas.

Fact or Fiction – a graphic thinking organiser which enables students to analyse what is accepted as true or untrue about a topic or issue and what needs further clarification.

Fives E’s of Learning– provides a powerful structure to enable a comprehensive investigation into a topic or issue under the headings of Engage, Explore, Explain, Elaborate, Evaluate. (Acknowledgement Tribes Program)

Glad, Mad, Sad – enables students to use their social emotional intelligence in connecting with and developing a feel for a topic or issue.

Hand – Who, What, Where, When, Why, How– provides a simple question structure to guide students’ thinking when exploring a topic or issue.

Idea Maps – ask students to create ideas about a topic, sort them into like areas, write them on the idea map and then draw connecting lines between them with their reasons written on the lines.

Ideas, Questions, Bridge– at the beginning of a topic ask students to create three ideas about it, two questions about it and an example about it. After investigating it ask them to repeat the process to see what’s changed.

Intersections – a graphic thinking organiser which enables students in threes to find intersections in what they know and feel about a topic or issue.

Interview Panel– assemble a panel of five students and ask them to brainstorm a response to an issue. The class asks questions, the panel answers and the students record both the questions and answers.

Issues Matrix– enables students to critically examine a topic or issue from numerous angles through searching for the answers to the many questions in the grid.

Know, What, How, Learnt (KWHL)– enables students to make connections with a topic or issue, identify what they need to learn, how they will go about it and reflect on what they have learnt.

Learning Jigsaw – brainstorm to break up a topic into five areas. Have the class in five groups and allocate an area to each group to investigate. Ask each group to present their findings to develop a class overview of the topic.

Look, Think, Wonder– asks students what they see is happening with a topic, incident or image and then provide reasons why they think it’s happening and what else they are wondering about.

Mottos – look at a motto, could be school motto, and ask students what it means for them, what actions do they have to do to live up to it and how would they build those behaviours into their lives to make the motto meaningful.

Newspaper Headlines – ask students at the beginning of a topic to make their own newspaper headline about it and then after exploring it see how they would change their headlines and why.

Options; Give and Take – brainstorm possible options for resolving a controversial issue and look at trade offs and associated side effects to create the best option to take. (Acknowledgement Visible Thinking Harvard)

Outlooks Circle – prompts students to create outlooks and opinions on a topic from a different role, different place and time and then adopt a particular outlook to investigate.

Pluses, Minuses, Interesting (PMI) – provides a structure for students’ thinking when investigating the positives, negatives and issues of a topic. (Acknowledgement Edward De Bono)

Points of Compass – asks students to look at a topic from E – excited about, W – worried about, N – need to know about, S – suggestion where to now.

Question Explosion– when revising, in sixes ask students one at a time to ask a question, have the group answer it, record both the question and answer. Students in turn continue to ask questions.

Real, Care, Perceive – for a difficult situation ask students to adopt the roles of the people involved and think about what is real and matters for each person, what he/she cares about and what he/she may perceive or believe.

Relate, Question, Explore – when beginning a new topic it encourages students to create questions about what they wish to know and how they wish to explore the topic.

Six Thinking Hats– enables students to recognise and use different ways to think about a topic or issue to gain a well rounded viewpoint. (Acknowledgement Edward De Bono)

State, Describe, Justify – prompts students to state what they think about a topic, describe how they relate to and interpret it and justify why they have formed their opinion on it.

Strengths, Weaknesses, Opportunities, Threats Analysis (SWOT)– enables students to thoroughly analyse the bare data through hard and logical thinking to identify the four components of SWOT.

Think, Pair, Share– enables and values the input from all students in the class to develop a big picture view of a topic or issue. Build from individual to pair to group of three pairs.

Three Amigos – students in threes adopt the roles of speaker, listener and scribe in turn. The speaker talks for one minute on his/her beliefs to the listener who paraphrases back for a minute while the scribe records what is said.

Three JOY’s –students share three things they wish to under the headings J for Just happened, O for One thing they would like, Y for the part which makes You feel special. (Acknowledgement Tribes Program)

Time Machine– There, Then, Here, Now – when exploring a issue ask students to be time travellers and look at how it was perceived in the past and how it is now viewed. (Acknowledgement Visible Thinking Harvard)

Truth Traffic Lights – look at a controversial issue and ask students to write points which they believe are true in Green, are unsure of in Yellow and are not true in Red section.

Unfair, Fair, Fairer– when considering an issue which students believe is unfair, as a class brainstorm what might make it fair and then extend their thinking to what would make it even fairer.

Urgency versus Importance Matrix – look at a situation and brainstorm what people would do. Ask students in threes to categorise peoples’ actions into the four quadrants and explain why they think people act this way.

What, Why, Why, What– ask students to look at something and then provide explanations to the questions what happened? Why it happened? Why it happened that way? What makes you think so?

Where do You Stand?– introduce three issues one at a time to the class and ask students to move to the front of the room for strongly agree, back for strongly disagree and in between. Ask students in each area to share their reasons.

Y Diagram – enables students to tap into their senses to build a greater connection with and understanding for a topic or issue.

Yes, Maybe, No – Break classroom into Yes front of room, No back and Maybe in between. Give students post its and ask them to write points for Yes true, No not true and Maybe in need of clarification and stick them on the floor.”



Posted on: November 3, 2012, 6:43 am Category: Uncategorized

0 Responses

Stay in touch with the conversation, subscribe to the RSS feed for comments on this post.