Compensatory Support Introduction
Type of Compensatory Support: Graphic Organizers
Overview
DiCecco and Gleason define graphic organizers as “visual portrayals or illustrations that depict relationships among the key concepts taken from the learning task (2002). Graphic organizers assist learners who struggle with pre-writing, brainstorming and organizing their ideas. Graphic organizers help students to map out their ideas logically and sequentially, grouping their thoughts in categories or sub-groupings as the writing tasks become more complex. Graphic organizers also assist students in accessing expository texts. This type of support assists the learner who requires further refinement of organizational skills and benefits from a visual layout to which they can refer throughout the drafting, writing and editing process.
Students who may benefit
· Students who feel overwhelmed when approaching a new writing task
· Students who experience anxiety about writing
· Students with attention deficits who struggle to organize their ideas
· Students who can verbalize their ideas but struggle to transfer their ideas into writing
· Students who have physical disabilities who cannot hold a writing tool but can use a computer can organize their ideas clearly
· Students with poor fine motor coordination that results in dysgraphia
· Students whose handwriting is illegible to others and themselves
· Students with language learning difficulties and who struggle with spelling
Supporting Student Learning
Graphic organizers and graphic organizer software may support student learning by providing a tool that organizes the learner’s ideas in a clear and logical manner. Students who find writing tasks challenging might use a graphic organizer to help scaffold their beginning ideas to build a concept map that can then be used to support the rest of the writing process. A student with a non-verbal learning disability, for example, whose ideas are complex and well-articulated would find a graphic organizer helpful in managing ideas prior to beginning the writing process. Having a template to refer back to will help the student track his/her ideas and craft a well-organized piece of writing. The type of graphic organizer depends on the needs of the learner. A basic low-tech option, such as a template on paper, might best suit the student who does not experience fine motor difficulties or dysgraphia. Mid-high tech options available in various software offer additional supports for learners with greater physical disabilities who do not have the coordination to complete a written task manually.
Conditions in the Learning Environment
In order for graphic organizers to be implemented in the classroom effectively and purposefully the following considerations should be made:
· Student access to computers or personal devices that support digital software
· Time for training and practice using the software for graphic organizers
· Modeled use of a graphic organizers by the teacher prior to use by student
· Conferencing with the teacher to ensure effective use of the graphic organizer throughout the pre-writing process
· Visual reminders/anchor charts to scaffold the use of the organizer
· Templates created for reference or to use as a scaffold for students to follow if building their own is not effective
· A variety of template to choose from in order to offer choice
· A variety of choices of both low-high tech options to account for variance in student preference
· Different organizers for each new writing task as appropriate
· Physical environment allows for independent student access to materials/devices requires
Planning Considerations
Planning considerations for embedding graphic organizers in classroom instruction include:
· Utilization of direct or explicit instruction, guided practice, extended practice opportunities, allocated time for studying content, and feedback (Ciullo, S. P., & Reutebuch, C. p. 207).
· Explicit instruction is critical. As Ciullo & Reutebuch (2013) suggest, there is no evidence to suggest that students can use these tools to comprehend, improve writing, or acquire content without explicit instruction, guided practice, feedback to support learning, and to use the software proficiently. These components of effective instruction for students with LD continue to maintain a prominent role in LD intervention research (p.208).
· Graphic organizers enhance various types of learning activities including:
o Reading comprehension
o Written expression
o Note taking
o Expository writing
o Expository readings
o Story writing
o Organization of ideas and concepts
· Teachers who support learners using Graphic Organizers should plan to create templates that complement individual lessons and learning goals. They should teach to the organizer to help guide students as they use this support. Teachers should allow time for learners to become proficient with the AT. Modeling and providing opportunities to practice using the AT effectively will promote greater student success.
· Additional support from EAs who are also trained using the software would benefit the learner.
· Teachers need to determine whether a planning software option or written template best suits the learners’ needs and plan accordingly. For example, student with physical limitations should not be given a low-tech paper template which they cannot complete manually. Each learner’s unique needs should be considered.
Types of tasks this support would facilitate
· Expository reading and writing tasks
· Problem-solving scenarios in math
· Following a procedure (i.e. scientific method) and organizing outcomes/results
· Note-taking for secondary/college students
· Organizing story elements in creative writing tasks
· Representing understanding of new topics using images rather than writing for learners who are ELL or LD and experience written output challenges
· Brainstorming ideas independently or in a group
· Mapping out study notes
· Lists key ideas and concepts
· Study-notes for secondary students
· Organization of main ideas following a reading
· Written expression for reluctant writers
References
Ciullo, S. P., & Reutebuch, C. (2013). Computer-Based Graphic Organizers for Students with LD: A Systematic Review of Literature. Learning Disabilities Research & Practice (Wiley-Blackwell), 28(4), 196-210. Doi:10.1111/ldrp.12017
DiCecco, V., & Gleason, M. (2002). Using graphic organizers to attain relational knowledge from expository text. Journal of Learning Disabilities, 35(4), 306-320.
Compensatory Support—Graphic Organizers
ATL Tools Supporting Literacy in the Inclusive Classroom
ATL Tool #1
Resource: MindMeister
Access:
Summary:
MindMeister is an idea mapping software that allows users to organize ideas and information independently or in collaboration with peers using a versatile platform (MeisterLabs, 2015). The software facilitates digital creation of mind maps using graphic organizers that are flexible to the needs of the user. From simple to complex project planning, brainstorming and note-taking the application possibilities are numerous. MindMeister supports learners who experience difficulties organizing their ideas and information. Limited motor skills, dysgraphia, and poor spelling are supported by this application. Note-taking is facilitated for students who experience difficulty organizing information in a logical manner.
Check out MindMeister’s tutorial videos to gain a deeper look at this application: http://www.mindmeister.com/blog/tutorial-videos/ (MindMeister, 2015).
Rational:
This tool is effective as a graphic organizer as it enables learners to plan out their ideas in a way that compliments their learning style. Whether linear, web, lists, etc. the software is extremely flexible in that it provides users the tools to organize their thoughts and information in a way that best fits their learning needs and preferences. MindMeister also provides a simple and accessible platform for users of all ages and abilities. From young elementary students to adults, the application can be implemented as an AT for a variety of abilities and to support a wide spectrum of challenges. Additionally, this tool facilitates collaborative tasks and bridges the learning differences between peers, promoting inclusive learning. Students who previously may not have been able to access information in the same way as others, due to the limiting and exclusive characteristics of more traditional approaches, are now able to share, collaborate and contribute equally using this application.
I also like that this tool can be presented and taught to a group of various learners and its use then becomes a choice—rather than a specialized tool that effectively promotes access to a smaller cohort of learners. Those who might benefit the most are not at risk of assuming a stigma for implementing the tool and peers who become more proficient can assist others in its application later on, fostering a community of learners rather than dividing students based on level of ability or assistive tools.
Affordances:
Benefits include:
Constraints:
Limitations include:
Supports Required:
In order for this compensatory support to be implemented effectively in the educational setting the following considerations are required:
1. Internet access
2. Access to computers and devices (*preferably authentic access)
3. Effective and purposeful planning of the introduction, practice and modeling of the tool
4. Time to learn the tool with EAs and other support staff who may assist learners
5. Administration support to ensure learners have access and permissions to use Google accounts
6. A Growth-Mindset to promote increased implementation of digital tools within the classroom
7. PL/PD opportunities to share the resources and introduce its benefits with all teaching and support staff
8. Opportunities for students to showcase the affordances of this tool with parents and teaching community—Student Learning Showcases
9. Opportunities for staff to trouble-shoot and access support throughout the implementation of the tool
Visual Support: YouTube video (Anzur, 2011).
*text and images are used to communicate ideas.
Resource: MindMeister
Access:
- Online following the link: https://www.mindmeister.com/
- Google Play Store for Android devices
- App Store for iPod and iPad
Summary:
MindMeister is an idea mapping software that allows users to organize ideas and information independently or in collaboration with peers using a versatile platform (MeisterLabs, 2015). The software facilitates digital creation of mind maps using graphic organizers that are flexible to the needs of the user. From simple to complex project planning, brainstorming and note-taking the application possibilities are numerous. MindMeister supports learners who experience difficulties organizing their ideas and information. Limited motor skills, dysgraphia, and poor spelling are supported by this application. Note-taking is facilitated for students who experience difficulty organizing information in a logical manner.
Check out MindMeister’s tutorial videos to gain a deeper look at this application: http://www.mindmeister.com/blog/tutorial-videos/ (MindMeister, 2015).
Rational:
This tool is effective as a graphic organizer as it enables learners to plan out their ideas in a way that compliments their learning style. Whether linear, web, lists, etc. the software is extremely flexible in that it provides users the tools to organize their thoughts and information in a way that best fits their learning needs and preferences. MindMeister also provides a simple and accessible platform for users of all ages and abilities. From young elementary students to adults, the application can be implemented as an AT for a variety of abilities and to support a wide spectrum of challenges. Additionally, this tool facilitates collaborative tasks and bridges the learning differences between peers, promoting inclusive learning. Students who previously may not have been able to access information in the same way as others, due to the limiting and exclusive characteristics of more traditional approaches, are now able to share, collaborate and contribute equally using this application.
I also like that this tool can be presented and taught to a group of various learners and its use then becomes a choice—rather than a specialized tool that effectively promotes access to a smaller cohort of learners. Those who might benefit the most are not at risk of assuming a stigma for implementing the tool and peers who become more proficient can assist others in its application later on, fostering a community of learners rather than dividing students based on level of ability or assistive tools.
Affordances:
Benefits include:
- Digital and easy to access on personal devices and computers
- One tool for many purposes
- Mind-maps can consist of text, images, files, and tasks
- Simple, easy to access—intuitive interface
- User friendly and flexible
- Visually appealing
- Fosters collaboration
- Organizes ideas and thoughts in a variety of ways
- Suits a variety of varying abilities
- Students can access their work from school and home seamlessly and effectively
- Linked to Google, so students with these accounts (RVS) can share their work easily with peers and teachers
- Interactive and fluid—students can contribute and collaborate in live time
- Promotes digital citizenship Inexpensive—FREE! (for Basic account)
Constraints:
Limitations include:
- Dependent on Internet access
- Computer or personal device access is required
- Learning curve—time and guided practice are required to ensure the tool is implemented to its full advantage
- Moderate reading level required to navigate the site and implement its features effectively
- Level of independence and appropriate use required—opportunities to be off-task or unproductive as access to internet can be distracting
- Requires flexibility and willingness to troubleshoot and explore the tool with students
- Requires greater support for younger learners with limited digital literacy and comfort level
- Opportunity for technical glitches and other difficulties to arise as per digital tools
Supports Required:
In order for this compensatory support to be implemented effectively in the educational setting the following considerations are required:
1. Internet access
2. Access to computers and devices (*preferably authentic access)
3. Effective and purposeful planning of the introduction, practice and modeling of the tool
4. Time to learn the tool with EAs and other support staff who may assist learners
5. Administration support to ensure learners have access and permissions to use Google accounts
6. A Growth-Mindset to promote increased implementation of digital tools within the classroom
7. PL/PD opportunities to share the resources and introduce its benefits with all teaching and support staff
8. Opportunities for students to showcase the affordances of this tool with parents and teaching community—Student Learning Showcases
9. Opportunities for staff to trouble-shoot and access support throughout the implementation of the tool
Visual Support: YouTube video (Anzur, 2011).
*text and images are used to communicate ideas.
Access:
Summary: Lino is a sticky and photo sharing application that allows users to collaborate using an interactive, digital platform (Infoteria Corporation, 2015). Inspired by a "bulletin board", or canvas format, Lino facilitates brainstorming, planning, and organization of ideas by using digital sticky-notes to communicate quick, short written or visual ideas. Users can share their work by inviting other users to participate and contribute to a board/canvas. Lino enables mind mapping, photo and file sharing and is compatible with all digital devices. Accessible from home, school or on the go, Lino promotes access to learning in multiple environments. Lino supports learners who experience fine motor challenges and struggle to communicate ideas in writing, as well as students with speech difficulties who cannot communicate their ideas effectively through oral discussions. This tools promotes collaboration between learners on an accessible platform. Colour-coding of the stickies helps visual learners manage their work more effectively.
Rational: I chose this resource because of its simple interface and collaborative applications. Students can easily contribute to a shared conversation using the program without even being in the same room. Students "pin" their stickies to the board/canvas and can communicate using strategies that best suit their learning styles. For example, students can pin text, images, video clip, audio clips and other files to represent their learning. This tool also promotes active participation as users can take ownership of their contributions. Lino also removes barriers that students with disabilities might experience. A student who may feel isolated, limited or embarrassed by their learning challenges can gain access to the conversation without the focus being on their difficulty to communicate orally for example, as their input is expressed through the Lino platform. Lino is also visually appealing and user-friendly. The familiar bulletin board format is comfortable and casual--promoting a safe, informal and relaxed online environment.
Affordances:
Benefits include:
Constraints:
Limitations include:
Supports Required:
In order for this compensatory support to be implemented effectively in the educational setting the following considerations are required:
1. Internet access
2. Access to computers and devices (*preferably authentic access)
3. Effective and purposeful planning of the introduction, practice and modeling of the tool
4. Time to learn the tool with EAs and other support staff who may assist learners
5. Administration support to ensure learners have access and permissions to use the application
6. A Growth-Mindset to promote increased implementation of digital tools within the classroom
7. PL/PD opportunities to share the resources and introduce its benefits with all teaching and support staff
8. Opportunities for students to showcase the affordances of this tool with parents and teaching community—Student Learning Showcases
9. Opportunities for staff to trouble-shoot and access support throughout the implementation of the tool
Visual Support: YouTube Tutorial (Kuninsky, 2013).
- Online following the link: http://en.linoit.com/
- Google Play for Android devices
- App Store for iPad and iPod
Summary: Lino is a sticky and photo sharing application that allows users to collaborate using an interactive, digital platform (Infoteria Corporation, 2015). Inspired by a "bulletin board", or canvas format, Lino facilitates brainstorming, planning, and organization of ideas by using digital sticky-notes to communicate quick, short written or visual ideas. Users can share their work by inviting other users to participate and contribute to a board/canvas. Lino enables mind mapping, photo and file sharing and is compatible with all digital devices. Accessible from home, school or on the go, Lino promotes access to learning in multiple environments. Lino supports learners who experience fine motor challenges and struggle to communicate ideas in writing, as well as students with speech difficulties who cannot communicate their ideas effectively through oral discussions. This tools promotes collaboration between learners on an accessible platform. Colour-coding of the stickies helps visual learners manage their work more effectively.
Rational: I chose this resource because of its simple interface and collaborative applications. Students can easily contribute to a shared conversation using the program without even being in the same room. Students "pin" their stickies to the board/canvas and can communicate using strategies that best suit their learning styles. For example, students can pin text, images, video clip, audio clips and other files to represent their learning. This tool also promotes active participation as users can take ownership of their contributions. Lino also removes barriers that students with disabilities might experience. A student who may feel isolated, limited or embarrassed by their learning challenges can gain access to the conversation without the focus being on their difficulty to communicate orally for example, as their input is expressed through the Lino platform. Lino is also visually appealing and user-friendly. The familiar bulletin board format is comfortable and casual--promoting a safe, informal and relaxed online environment.
Affordances:
Benefits include:
- Easy to access on all devices
- Simple and streamlined interface facilitating user-friendly application
- Allows students to share ideas in short, quick "stickies", promoting collaboration
- Great brainstorming tool
- Colour-code and organize ideas easily
- Images, files and text can be used to contribute to discussions and mind mapping boards
- Promotes digital citizenship and self-directed learning; students must take ownership of their contributions
- Enables students to communicate ideas and represent understandings in an alternative way
- Auditory and speech related challenges do not limit the access to this application
- Lino facilitates organization of ideas and information--various applications
- Can be used my students of varying ages and cognitive abilities
- Can be as simple or complex as required
- FREE!
Constraints:
Limitations include:
- Dependent on internet access
- Requires a computer or personal device
- Mobile application are highly ad-supported and require expensive subscription to remove ads
- Using a teacher account to help moderate the use of the application
- Trial and error to become effective and familiar with the tool--may become frustrating for some learners
- Requires moderate level of literacy to navigate the interface and collaborate with peers
- Mind Maps cannot transfer into a written document or link to existing accounts (i.e. Google Drive)
- Requires email address to register
- Service use agreement states users must be 13 years of age to register
- Colourful design might be too busy or over-stimulating for some users
- Icons and menu buttons are quite small--visually challenging for some users
Supports Required:
In order for this compensatory support to be implemented effectively in the educational setting the following considerations are required:
1. Internet access
2. Access to computers and devices (*preferably authentic access)
3. Effective and purposeful planning of the introduction, practice and modeling of the tool
4. Time to learn the tool with EAs and other support staff who may assist learners
5. Administration support to ensure learners have access and permissions to use the application
6. A Growth-Mindset to promote increased implementation of digital tools within the classroom
7. PL/PD opportunities to share the resources and introduce its benefits with all teaching and support staff
8. Opportunities for students to showcase the affordances of this tool with parents and teaching community—Student Learning Showcases
9. Opportunities for staff to trouble-shoot and access support throughout the implementation of the tool
Visual Support: YouTube Tutorial (Kuninsky, 2013).
Access:
Summary: ReadWriteThink is a website providing interactive graphic organizers tailored to specific literacy goals (ReadWriteThink, 2015). This resource offers grade level appropriate tools to help students communicate their ideas using a structured digital platform. Teachers can search for tools that are specific to age, learning objective, capability of the tool and even theme. For example, using the capabilities search, you can narrow the focus to tools that include audio, email and save functions. Once a tool is selected, students use the structured organizers to map their ideas and represent their understanding with increased clarity. Read Write Think offers a plethora of literacy resources and tools, however the specific tools that I would like to highlight are the interactive graphic organizers that the website provides. By following the Classroom Resources tab-->Student Interactives, teachers can access a wide variety of tools and select the appropriate graphic organizer for their students.
Rational: I chose this tool because it is very learning outcome specific. While other mapping tools are blank canvases where students can create a mind map in any form they choose, the structure of the organizers on ReadWriteThink provide learners who struggle to plot their ideas a very prescribed format that indicates where information should be included. I also find this tool effective as it is accessibly for students, interactive and therefore engaging,outcome specific (i.e. persuasive writing, poetry, summarizing, etc.) This resource also provides grade level specific lessons that implement the interactive. There is a lesson guide as well as a classroom and professional development resource guide linked to each interactive to further support teachers. Follow this link to see an example of the story map organizer: http://www.readwritethink.org/files/resources/interactives/storymap/ (ReadWriteThink, 2015). You will notice that there is still student choice, for example, what element of story writing are you going to focus on? (character, setting, conflict, resolution maps) including images to help guide users. Students can save their interactive maps and email to the teacher. The paper-less feature is also an asset.
Affordances:
Benefits include:
Constraints:
Limitations include:
Supports Required:
In order for this compensatory support to be implemented effectively in the educational setting the following considerations are required:
Visual Support:
- Online following the link: http://www.readwritethink.org/classroom-resources/student-interactives/
Summary: ReadWriteThink is a website providing interactive graphic organizers tailored to specific literacy goals (ReadWriteThink, 2015). This resource offers grade level appropriate tools to help students communicate their ideas using a structured digital platform. Teachers can search for tools that are specific to age, learning objective, capability of the tool and even theme. For example, using the capabilities search, you can narrow the focus to tools that include audio, email and save functions. Once a tool is selected, students use the structured organizers to map their ideas and represent their understanding with increased clarity. Read Write Think offers a plethora of literacy resources and tools, however the specific tools that I would like to highlight are the interactive graphic organizers that the website provides. By following the Classroom Resources tab-->Student Interactives, teachers can access a wide variety of tools and select the appropriate graphic organizer for their students.
Rational: I chose this tool because it is very learning outcome specific. While other mapping tools are blank canvases where students can create a mind map in any form they choose, the structure of the organizers on ReadWriteThink provide learners who struggle to plot their ideas a very prescribed format that indicates where information should be included. I also find this tool effective as it is accessibly for students, interactive and therefore engaging,outcome specific (i.e. persuasive writing, poetry, summarizing, etc.) This resource also provides grade level specific lessons that implement the interactive. There is a lesson guide as well as a classroom and professional development resource guide linked to each interactive to further support teachers. Follow this link to see an example of the story map organizer: http://www.readwritethink.org/files/resources/interactives/storymap/ (ReadWriteThink, 2015). You will notice that there is still student choice, for example, what element of story writing are you going to focus on? (character, setting, conflict, resolution maps) including images to help guide users. Students can save their interactive maps and email to the teacher. The paper-less feature is also an asset.
Affordances:
Benefits include:
- Outcome and goal specific graphic organizers
- Interactive and engaging
- Structured and offers step-by-step instruction=chunking of expectations
- Digital platform=paperless
- Ability to save, email and access audio features
- Multitude of graphic organizers in one location
- Variety of organizers to choose from for one outcome (i.e. 22 options for organizing and summarizing
- Versatile--one organizer can be applied to a wide range of lessons (goal specific, but not lesson specific)
- Students have the option to print their organizers after in order to have a copy of the finished product
- Video tutorials for some organizers available
- FREE!
Constraints:
Limitations include:
- English only
- Limited to literacy based lessons
- Independent work only (no collaborative features)
- Cannot add files to organizers
- Dependent on internet and computer access
- Not easily accessible to students--multiple steps to access the appropriate organizer unless URL is shared from the teacher
- Strong literacy skills required to navigate the website--not student friendly, therefore requiring direct support for access
Supports Required:
In order for this compensatory support to be implemented effectively in the educational setting the following considerations are required:
- Internet access
- Appropriate time and planning to select the proper organizer to best meet the needs of the students using the tool
- Student email addresses and access to these accounts
- Printing privileges from student accounts to print if desired
- Plug-ins required: Acrobat reader, QuickTime Player, Flash Player, Shockwave Player
Visual Support:
- YouTube Tutorial for Venn Diagram Interactive Organizer and Finding Resources (Mrsgalbreath27, 2013).
- YouTube Tutorial for ReadWriteThink Review: Finding Resources (ReadWriteThink.Org, 2012).
References
Anzur, Amir. (2011, June 15). The benefits of mind mapping with Tony Buzan [Video file]. Retrieved from https://www.youtube.com/watch?v=lHIbriUuNRU
Infoteria Corporation (2015). Lino (Version 1.7.3) [Mobile application Software]. Retrieved from http://itunes.apple.com
Kuninsky, Steve. (2013, March 4). Linoit.com tutorial [Video file]. Retrieved from https://www.youtube.com/watch?v=gLenDjfQMjM
MeisterLabs (2015). MindMeister (Version 6.3.2) [Mobile application Software]. Retrieved from http://itunes.apple.com
MindMeister (2015). Mindmeister tutorial – getting started in mindmeister. Retrieved from http://www.mindmeister.com/blog/tutorial-videos/
Mrsgalbreath27. (2013, October 4). Tutorial for ReadWriteThink's interactive venn diagram [Video file]. Retrieved from https://www.youtube.com/watch?v=x- 3E1xoKWp0
ReadWriteThink.Org (2012, March 29). Readwritethink review: finding resources for Your grade level at readwritethink.org [Video file]. Retrieved from https://www.youtube.com/watch?v=gF0oVp8wfCg
ReadWriteThink (2015). Student Interactives. Retrieved April 8, 2015, from http://www.readwritethink.org/classroom-resources/student-interactives/
Anzur, Amir. (2011, June 15). The benefits of mind mapping with Tony Buzan [Video file]. Retrieved from https://www.youtube.com/watch?v=lHIbriUuNRU
Infoteria Corporation (2015). Lino (Version 1.7.3) [Mobile application Software]. Retrieved from http://itunes.apple.com
Kuninsky, Steve. (2013, March 4). Linoit.com tutorial [Video file]. Retrieved from https://www.youtube.com/watch?v=gLenDjfQMjM
MeisterLabs (2015). MindMeister (Version 6.3.2) [Mobile application Software]. Retrieved from http://itunes.apple.com
MindMeister (2015). Mindmeister tutorial – getting started in mindmeister. Retrieved from http://www.mindmeister.com/blog/tutorial-videos/
Mrsgalbreath27. (2013, October 4). Tutorial for ReadWriteThink's interactive venn diagram [Video file]. Retrieved from https://www.youtube.com/watch?v=x- 3E1xoKWp0
ReadWriteThink.Org (2012, March 29). Readwritethink review: finding resources for Your grade level at readwritethink.org [Video file]. Retrieved from https://www.youtube.com/watch?v=gF0oVp8wfCg
ReadWriteThink (2015). Student Interactives. Retrieved April 8, 2015, from http://www.readwritethink.org/classroom-resources/student-interactives/