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List of all graphic organizers for Elementary Cycle 3
A graphic organizer is a visual learning tool that helps students and teachers organize their thoughts, either alone or in a group. A graphic organizer visually chunks a task into manageable segments or steps, guiding a student to think-through each step in the process. Graphic organizers can be content specific such as writing graphic organizers or more general such as planning or teamwork graphic organizers. The key to supporting differentiated learning processes is to purposefully select graphic organizers that meet the needs of each learner. The end goal of a graphic organizers is to work itself out of a job! Once students begin to appropriate a learning process, they no longer need the support of an organizer. Click here for more information about using graphic organizers.
These graphic organizers were adapted for the ERC program by Natalie Knott and Craig Bullett from LEARN's Focus - Elementary series.- Brainstorming 3 Options
- Comparing This and That
- Conducting a single-question survey
- Conducting an open-ended question Survey
- Developing a Point of View
- Dialogue – Group Evaluation
- Different Perspectives
- Examining Possible Actions or Options
- How’s it Going?
- Investigating Religious Phenomenon
- Organizing our thinking
- Our Roles during Research (2 members)
- Our Roles during Research (3 members)
- Our Roles during Research (4 members)
- Placemat A Group Discussion
-
Placemat B Group Discussion
- Placemat C Group Discussion
- Planning to Dialogue
- Plus / Minus / Interesting
- Point-Form Time Line
- Reflecting on How I exercise Critical Judgment
- Reflects Ethical Question (2 points of view)
- Reflection on Types of Information
- Religious Expression – Brainstorm & Explore
- Thinking about Dialogue
Brainstorming 3
Options
This tool helps students consider the pros and cons of 3 possible options.
They will use various resources to look for information regarding these options and help
redefine their own point of view.
Competency 1–e e e e Key Features: Evaluates options or possible actions.
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This tool provides a table for students to describe and associate forms of religious expression with traditions within a religion or across religions. The focus of the tool is to identify distinguishing features for religious phenomenon.
Competency 2 – Key Features: Explores forms of religious expression.
Makes
connections between forms of religious expression and Social/Cultural Environment. Considers
various ways of thinking/being/acting.
*This tool has generic qualities for use across all competencies!
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Conducting a
single-question survey
This tool is to help learners use different means to develop a point of view by gathering information from others. The table provides space for a question that would be asked to 10 different people. Space for 4 answers is available to choose from.
Competency 3 – Key Features: Interacts with others
Develops a point of view
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Conducting an open-ended question Survey
This tool is to help learners use different means to develop a point of view by gathering information from others. The table provides space for 4 open-ended questions that would be asked to one person.
Competency 3 – Key Features: Interacts with others.
Develops a point of view
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Developing a Point of View
This tool helps students to develop a point of view by describing the “facts” of a situation and placing this situation into a larger context (the BIG picture).
Competency 1 – Key Features: Identifies a situation from an ethical point of view.
Competency 3 – Key Features: Develops a Point of View.
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Dialogue – Group Evaluation
This tool is to help students
organize their ideas in various forms of dialogue.
It asks students to identify what worked well, what didn’t work,
how obstacles were resolved, what was learned,
and what could be done differently next time.
Competency 3 – Key Features: Organizes his/her thinking.
Interacts with others
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This tool allows students to examine perceptions, attitudes, feelings, ideas or values.
Space is provided for students to account for different points of view while constructing their
own.
Competency 3–
Key Features: Interacts with others
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Examining Possible Actions or Options
This tool is to help students explore the effects that options or actions have on oneself, others or a given situation. It allows students to contemplate several options and weigh the consequences of these. In conclusion, students will attempt to make choices that promote or foster community life.
Competency 1 – Key Features: Evaluates Options or Possible Actions
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This tool is to help students overcome obstacles that hinder dialogue. It asks them to
list the present task’s progress, to revise the plan by adjusting goals if things are not on track,
and to reflect on other changes that could improve the process.
Competency 3 –
Key Features: Interacts with Others
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Investigating Religious Phenomenon
This tool is to help students explore various ways of thinking, being or acting within a single religious tradition or in the context of several religious traditions. Examples provided include writings, food, clothing, and appropriate behaviour but should not need to be limited to these.
Competency 2 –
Key Features: Explores Forms of Religious Expression. Considers various ways of
thinking/being/acting.
This tool is for students to find similarities in various points of view by first identifying
differences and identifying essential information.
Competency 1 –
Key Features: Identifies a situation from an ethical point of view
Competency 3 –
Key Features: Organizes his/her thinking.
Interacts with
others.
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Our Roles during Research (2 members)
This tool is to help 2 students plan out who will do what during a research project while
expressing their own point of view and listening to view of another.
Competency 3 – Key Features: Interacts with others.
*This tool has generic qualities for use across all competencies!
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Our Roles during Research (3 members)
This tool is to help 3 students plan out who will do what during a research project while
expressing their own point of view and listening to views of others.
Competency 3 –
Key Features: Interacts with others.
*This tool has generic qualities for use across all competencies!
Our Roles during Research (4 members)
This tool is to help 4 students plan out who will do what during a research project while
expressing their own point of view and listening to views of others.
Competency 3 –
Key Features: Interacts with others.
*This tool has generic qualities for use across all competencies!
This tool is for students to lay out various thoughts and distinguish essential information from
secondary during a group discussion. This tool also accounts for each participant’s point of
view. (See Placemats B & C for different formats of this same tool).
Competency 3 –
Key Features: Organizes his/her thinking.
Interacts with
others.
Placemat B Group Discussion
This tool is for students to lay out various thoughts and distinguish essential information from secondary during a group discussion. This tool also accounts for each participant’s point of view. (See Placemats A & C for different formats of this same tool).
Competency 3 – Key Features: Organizes his/her thinking.
Interacts with others.
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Placemat C Group Discussion
This tool is for students to lay out various thoughts and distinguish essential information from secondary during a group discussion. This tool also accounts for each participant’s point of view. (See Placemats A & B for different formats of this same tool).
Competency 3 –
Key Features: Organizes his/her thinking.
Interacts with others.
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This tool is to help students organize their thinking in a variety of dialogue situations.
The tool guides students to identify key information, questions, and sources to support a
successful dialog.
Competency 3 –
Key Features: Organizes his/her thinking.
Plus / Minus / Interesting
This tool is for students to take stock of their learning by reflecting on what worked and what didn’t within the context of dialogue.
Competency 3 –
Key Features: Key Features: Organizes his/her thinking.
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Point-Form Time Line
This tool enables students to contextualize forms of religious expression and to place them in space and time.
Competency 2 – Key Features: Explores forms of religious expression.
Makes connections between forms of religious expression and Social/Cultural Environment.Considers various ways of thinking/being/acting.
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Reflecting on How I exercise Critical Judgment
This tool enables students to identify tensions or conflicting values that exist among various people. It also helps students reflect on how they develop a point of view by examining perceptions, attitudes, feelings, ideas and values of their own and those of others.
Competency
1 – Key Features: Identifies a situation from an ethical point of view.
Competency 3 – Key Features: Interacts with others.
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Reflects Ethical Question (2 points of view)
This tool allows students to compare their point of view with that of others by answering Who? What? Where? When? Why? And How? About a given situation. In addition, students are asked to consider what has influenced their own point of view.
Competency 1 – Key Features: Identifies a situation from an ethical point
of view.
Competency 3 – Key Features: Interacts with others.
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Reflection on Types of Information
This tool helps students reflect on sources of information by looking at several references. It encourages students to question the reliability of certain information and to identify the existence of stereotypes or prejudices.
Competency 1 – Key Features: Examines several
cultural/moral/religious/scientific/social references.
Competency 3 – Key Features: Develops a Point of View.
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Religious Expression – Brainstorm & Explore
This tool allows students to explore forms of religious expression by brainstorming several forms and choosing one to put into religious context. By sharing with peers, students will make connections between various forms of expression and different religious traditions.
Competency 2 – Key Features: Explores forms of religious expression.
Competency 3 – Key Features: Organizes his/her thinking.
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Thinking about Dialogue
This tool helps students make connections between prior and new knowledge. It also allows students to think of ways to overcome obstacles experienced during their dialogue.
Competency 3 – Key Features: Organizes his/her thinking.
Interacts with others.
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