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Paper Abstract: Uses in education; background of graphic organizers. Paper Introduction: Graphic Organizers Introduction Visual aids are common in all areas of life. This is a visual society with a super-abundance of visual images, including television, magazines, newspapers, billboards, video games, and ordinary art. As we have become a more visual society, it seems as if visual aids in education have become an increasingly important part of learning. Background Basically, graphic organizers, or visual aids, are two-dimensional presentations that provide learners with a visual representation of relationships between concepts. Monroe (1998) noted that their use is often explain in relationship to schema theory which contends that human beings tend to organize information into catego Text of the Paper: The entire text of the paper is shown below. However, the text is somewhat scrambled. We want to give you as much information as we possibly can about our papers and essays, but we cannot give them away for free. In the text below you will find that while disordered, many of the phrases are essentially intact. From this text you will be able to get a solid sense of the writing style, the concepts addressed, and the sources used in the research paper. In using this adapted model with fourthgraders during a two-week period with 1 separate lesson plans, Monroefound that this model appeared to be more effective than a strictlydefinitional model in teaching mathematical vocabulary and having fourth-grade students use the concepts correctly in their written material. Their own early work serves as precursor visual aids tocreating more effective perspectival artwork. Any new informationmust be located in one of these categories. The firstuse of visual aids was with younger children who were pre-readers.According to later research, these are actually less able to benefit fromgraphic organizers because they are more appropriate for those with enoughcognitive development to use abstract thinking (Dunston, 1992).Contemporary use Visual aids can be used for assisting student learning in anysubject. The KWL chart can be utilized with any one ofthese to help students and teachers work together to understand where thechildren are located and how they can move to a different place along thespectrum of knowledge. Inthis, students simultaneously provide information to several small groups,using poster boards. This is a visualsociety with a super-abundance of visual images, including television,magazines, newspapers, billboards, video games, and ordinary art. Poster sessions: Enhancing interactivelearning during student presentations. (1984). Arts and Activities,125(2), 5 -51. Journal of Management Education,w23(5), 618-622. Finally, mention should be made of KWL charts, which can be used witha wide variety of age groups and subjects. (1992). In mathematics, for example, Venn diagrams are a visual aid that canhelp students understand how to use and reduce fractions. A quantitative andqualitative review of graphic organizer research. and Yopp, R.H. using graphic organizers to teach vocabulary:Does available research inform mathematics instruction? One of the best overviews of graphic organizers themselves ispresented by Ekhaml (1998). Taflin (1999) described how her use of visualaids to explain and explore perspective enabled her students to createartwork that was much more sophisticated than was usual for that age group. Des Moines, IA: Allyn Bacon. Monroe, E.E. This breaks up the audience for each student, andallows for greater interactions within the small groups and among the smallgroups and the student leader. Yopp, H.K. Visual aids can positivelyimpact the integration process. As wehave become a more visual society, it seems as if visual aids in educationhave become an increasingly important part of learning.Background Basically, graphic organizers, or visual aids, are two-dimensionalpresentations that provide learners with a visual representation ofrelationships between concepts. (1998). The visuallearner can see, and comprehend this, more readily. She noted that visual aids have been used fora long time by designers, writers, and scientists to communicate theirideas, but that research increasingly indicates that graphic organizersimprove the learning process and benefit teachers. (1998). Literature-based readingactivities. Graphic OrganizersIntroduction Visual aids are common in all areas of life. The region shared by both circles in the Venn diagram showsstudents the prime factorization of the greatest common factor. She proceeded todescribe the various kinds of graphic organizes, which include, at aminimum, sequential, conceptual, hierarchical, cyclical, Venn, fishbone orIshikawa, squeeze and stretch, why-why, t-chart, KWL chart, web, mind map,and flowcharts. Monroe (1998) noted that their use isoften explain in relationship to schema theory which contends that humanbeings tend to organize information into categories. Ekhaml, L. (1999). His device forchanging the situation was to develop the small-group poster session. There areseveral aspects to learning literature, including new vocabulary andconcepts, narrative thread, character development, and overall constructionand effect of the piece. (1999). Moore, D.W. and Readence, J.E. Actually, she makes use of several visual aids, including the use ofcityscapes by other artists, her own drawings on the blackboardrepresenting ground line, horizon line and vanishing point, photographs andpictures brought in by the students, and posters. There are two drawbacks here I would identify. Taflin, G. References Bradley, E.H. This section provides an overview of examples from severalfields, and several age groups. (1996). Thus, Monroe tried to make use of the best information shecould glean from the research about effective vocabulary/conceptpresentation. Then several studentsimultaneously present their projects, while small groups flow from oneposter presentation to the other, looking at the material and askingquestions. While Bradley and Monroe focused on a younger group, Pineda (1999)designed a more useful approach to student oral presentations at theuniversity level. Graphic organizers: Outlets for your thoughts.School Library Media Activities Monthly, 14(5), 29-33. In addition, it provides the instructorwith greater flexibility in designing the session and scheduling oralpresentations. In addition, she goesthrough several phases with the students, helping them to create their ownvisual aids for their continuing developing of the understanding ofperspective. Graphicorganizers have been found to be effective in teaching technicalvocabulary, such as that in science and math, although they need to becarefully designed to be successful. In this experience, students create and present posters astheir alternative to the oral presentation. One must havesufficient space, and the noise level could become a problem.Nonetheless, it is a good idea to reduce the anxiety of students who arenot good speakers to large groups, and a way of engaging the whole class bygetting them to move, participate, and interact. He noted that often student presentations became anxiety-ridden for the student, and boring for the listeners. A critique of graphic organizer research.Reading Research and Instruction, 3192), 57-65. One of the more interesting, and unsuspected uses, of visual aids wasin a visual field itself. The KWL chart essentially is achart that comprises what children already know about the subject (K), whatthey want to know about it (W), and what they will be expected to learn bythe end of the lesson (L). Oneimportant factor is that the model was used at the end of the daily sessionand involved collaborative student/teacher construction of the graphicorganizer. Education, 118(4),538-54 +. Finding common ground. Pineda, R.C. For example, Monroe (1998) discussed a model that adapted twodifferent form, the Frayer model which used a discussion form forunderstanding new words, and the concept of definition model, which was agraphic form that was similar. Perspective in cityscapes. Bradley (1999)described how using these circles can help students understand thedifference between the greatest common factor and the least commonmultiple. Thus, the students have to process theideas they are trying to illustrate and may come up with effective ways tocommunicate these to their peers (Moore and Readance (1984).History Interestingly enough, the history of the use of visual aids showsthat they were initially used in ways that were less effective. There is also some evidence that student-created graphic organizersare actually more effective than those created by teachers, perhaps becausethey are at the student's level. Yopp and Yopp (1996) present a detailed discussion of how to usethese KWL charts in the classroom when working with literature. Journal of EducationalResearch, 78(1), 11-17. Monroe (1998) was more concerned in exploring the literature dealingwith how graphic organizers can held children learn concepts inmathematics, which is the most concept-dense subject matter. Dunston, P.J. Mathematics Teachingin the Middle School, 5(4), 236. (1999). 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