1. Using
Graphic Organisers
in
Teaching and
Learning
S ECOND L EVEL
SUPPORT SERVICE
SEIRBHÍS TACAÍOCHTA
DARA LEIBHÉAL
The SLSS is funded by the Department of Education and
Science under the National Development Plan

2. Acknowledgements
This resource has been made possible by the generosity of practising teachers working at CPD days
facilitated by the SLSS. It is an admirable example of the generosity of teachers willing to share their
expertise and ideas with colleagues across the teaching community.
This resource was produced by members of the
Second Level Support Service (SLSS) Team
- Project Leader: Maria Garvey
- Design: Gabrielle Moran
Printed by Costello Print, Navan - 046 9028775
2 © SLSS 2008

3. Table of Contents
Introduction … … … … … … … … … … … … … … … … … … … … 4
Ranking Ladder … … … … … … … … … … … … … … … … … … … 5
Stair Steps … … … … … … … … … … … … … … … … … … … … … 8
Chain of Events… … … … … … … … … … … … … … … … … … … 11
Sequence Charts … … … … … … … … … … … … … … … … … … 14
Funnel … … … … … … … … … … … … … … … … … … … … … 17
Fishbone … … … … … … … … … … … … … … … … … … … … … 21
Brain Droplets (Wisdom Pearls) … … … … … … … … … … … … … 24
Cross Classification Chart … … … … … … … … … … … … … … … 27
Double Venn Diagram … … … … … … … … … … … … … … … … 30
Triple Venn Diagram … … … … … … … … … … … … … … … … … 33
Four Corner Organiser … … … … … … … … … … … … … … … … 36
Tri Pie … … … … … … … … … … … … … … … … … … … … … 39
Starburst … … … … … … … … … … … … … … … … … … … … … 42
Research Grid … … … … … … … … … … … … … … … … … … … 45
Blanks for use in classroom … … … … … … … … … … … … … … … 49
© SLSS 2008 3

4. Introduction
Graphic Organisers provide a visual method of developing, organising and summarising
students learning. They help to structure disjointed information. They facilitate the learning
process by providing a scaffold for the development of ideas and the construction of
knowledge. Visual, auditory and kinaesthetic learners all benefit from using the organisers.
High quality teaching in mixed ability classrooms is also facilitated.
Highest quality results are achieved when one organiser is shared by a small group of (2/3)
students with diverse abilities and learning styles. Leadership is distributed in the group with
each student having a leadership role to fulfil. Roles of Recorder, Timekeeper, Turn-taker,
Summariser, Reporter, Clarifier, Checker, Scout etc are distributed among the group.
The resource needs only pen and paper to use.
Some organisers are more applicable to the different aspects of the learning process than
others, for example: collecting information, comparing and contrasting, developing ideas,
sequencing information, summarising and extending thinking and learning. Some are also
more relevant to different subjects and topics than others. They can all be used at the various
stages of the learning process:
• Pre - teaching
• Introducing a topic
• Teaching a topic
• Independent Learning
• Study and revision
• Preparing answers to examination questions
They scaffold learning and help to build student confidence. They also facilitate formative
assessment as students can clearly see how much they understand.
Detailed explanations on how to use each organiser are provided throughout the pack.
Contents of Pack:
Section 1
1. Guidelines on how to use each Graphic organiser
2. A list of suggestions for possible uses of each organiser that teachers have shared at CPD
days
3. Completed and in some cases adapted organisers shared by practicing teachers
Section 2
A set of blank Graphic organisers (which may be photocopied) for use in the classroom
4 © SLSS 2008

5. Ranking Ladder
This ladder can be used to prioritise or rank ideas
and/or information. It can also be used for topics
with a series of stages or steps. It is suitable for
subject matter with a definite beginning and end.
At the pre-teaching stage the teacher can have
pairs/triads of students fill in any information they
know about the topic on the correct step. The
teacher can monitor the results and then focus the
teaching more accurately on the needs of the class.
Active learning can be facilitated if the teacher
provides the information in jumbled form and
students work together to rank the information
correctly.
Suggestions from teachers
History Business Home Economics Music
• Becoming a Knight • Writing a letter • Digestion of proteins • Answering an
• Cortés and the Aztecs • A business transaction • Production of cheese examination question
• Life of George • Making a complaint • Milling flour on harmony
Washington • Recruitment • 10 steps of HACCP • Writing a melody
• Rise and Fall of Third • New product • Making a Christmas • Scales
Reich development wreath • Musical Eras
• Work of an • Calculate net pay • Design Brief • Composers
archaeologist • Household Budget • Yoghurt making
• Bank Reconciliations
Mathematics Geography English Religion
• Order of operations • Cloud formation • Descent of a tragic • Stages from slavery to
• Solving a triangle • Formation of an ox- hero into calamity, Passover
• Proving a theorem bow lake e.g. Macbeth’s descent • The development of
• Difference Equations • Volcanic eruption into evil Islam
• Differentiation from • Formation of a • Trace the theme of a • From the Passion to
first principles waterfall poem — thread of Pentecost
• Water cycle thought, main idea
• Stages of a Novel
© SLSS 2008 5

6. Approach to Harmony Question
Double check bass notes,
match chord selected
above
Fill in the bass notes in
the style of the given
opening
Fill in the chord
progressions
Examine the melody –
each note and each bar.
Plot possible chord
choices over each box
Identify the Cadence
points – write out
good progressions
Establish the Key
signature, fill in the
grid appropriately
6 © SLSS 2008

7. Pizarro and the Incas
The desire for gold led Francisco Pizarro to explore and conquer
the Inca empire of South America. However, his conquest of the
Incas was a bloody one, filled with violence and double-crossing
treachery. After years of intense fighting and explorations, Pizarro
was murdered over the land he had conquered.
June 1541
1540
August 1533
April 1531
© SLSS 2008
Jan 1531
1470
7

8. Stair Steps
Stair steps can be used when a topic involves a
step by step process or for plotting a course of
action. It can sometimes be used interchangeably
with the step ladder. Pupils can show preferences
for particular models depending on their learning
style.
Learning is most effective when pupils work in
small groups. They share and bounce ideas off
each other. They can clarify and extend each others
learning and they gain in confidence.
Pupils practice the interpersonal skills of listening
and explaining, summarising, questioning,
clarifying and extending each others ideas. They
can be taught to praise each others ideas and to
work together. Work completed on a shared
Graphic Organiser can be reproduced at home for
study/revision.
Suggestions from teachers
Gaeilge Music Science Modern Language/
• Struchtúr a léiriú e.g. • Development of • Steps in the scientific Geography
Struchtúr abairte Western Classical method • Telling the time
• Codarsnachtaí idir Music • Levels of organisation • Oral Project work
aidiachtaí a léiriú • Triads - backing • Steps in digestion
chords • Costal erosion features
• Céimeanna sa litir • Steps in separation of • Atmosphere readings
• Aistí • Tonic solfa notation rock salt
Business/Accounting PE/History Mathematics Art
• Formation of Private
Company • Free throw in • Linear Programming • Movements in Art
• Resource management basketball • Differentiate from • Life of Monet
• Business transaction
• Making a complaint • Forward roll first principles
• Taking out insurance • Renaissance - artists,
• Decision making in sculptors, writers
the EU
• Steps in Financial
Accounts
8 © SLSS 2008

9. Preparer le Document Oral
© SLSS 2008
EXAMEN
BLANC
Entraînement avec un
autre élève
Vérification pour le professuer
Préparer des réponses possibles
Établir une liste de questions avec vos amis; votre famille
Choisir un document
9

10. 10
e
}
Resolving a Trade Dispute iv
sl
at External
gi Arbitration
e
L
Labour Court or
External Employment Appeals
Conciliation Tribunal
Labour Relations Explanation
Commission or Rights
Commissioner or The dispute is referred
Equality Officer to the Labour Court if it
External has not been resolved at
Negotiation an earlier stage. The
} Internal
Negotiation
Workers and
Supervisor
Explanation
Negotiation if possible with
ones immediate supervisor
whether it is a dispute
involving all workers or an
N
on
L
eg
is
la
tiv
Internal
Negotiation
e
Shop Steward and
Supervisor
Explanation
Workers approach
the shop steward to
resolve a dispute if
they have been
unsuccessful in
attempts to negotiate
a solution with their
immediate supervisor
Internal
Negotiation
Shop Steward and
Manager
Explanation
Shop steward
negotiates with
management in an
attempt to resolve a
dispute
Union Officials and
Senior Management
Explanation
Senior Management
negotiate with Union
Head Office to find a
resolution to a dispute
Explanation
The dispute is referred
to the Labour Relations
Commission if it
involves all workers or a
large group of workers.
It is referrred to a
Labour Court decision
is binding.
If an individual feels
that their statutory
employment rights have
been infringed they may
take their case to the
Employment Appeals
Rights Commissioner if Tribunal. Its decision is
it involves one worker or binding
a small group of
workers.
It is referred to an
Equality Officer if it
involves equality issues
© SLSS 2008
individual worker

11. Chain of Linked Events
When a teacher wishes to build links between
events or when the topic involves a series of
interlinked events, this model can be used. This
visual method assists students who find it difficult
to memorise from notes. It can help to bring
coherence to a large quantity of information and to
establish or clarify the links in the pupil’s mind.
As with previous organisers it can be used for pre-
teaching i.e. identify what pupils know about the
topic so teaching can be accurately focused at the
level of students knowledge. It can be used for
teaching a topic where information is provided in
disjointed form and pupils have to link it correctly.
It works best when a small group (2/3) students
work together. One records agreed information on
the model, one researches, one ensures that all
contribute ideas and reach consensus or checks that
all understand the material.
Suggestions from teachers
Gaeilge History Science Technology
• Scéal a chumadh má • Plantations • Microscopic study of • Trees — seeds to
thugtar an chéad abairt • Formation of new plant cells recycling
• Aiste a scríobh – na State • History of the atom
tuairimí a bhailiú le • War of Independence
chéile in altanna • Irish Civil War
• Aiste don Árdteist — • 1916 Rising
Sláinte
Art/Music Geography Home Economics Business
• Art movements early • Economic/Social • Making cheese • Introducing new
20th Century effects of natural • Digestion of proteins product to the market
• Composition disasters • Development of • Solving a Trade
• Cord Progressions/ • Features of costal family in Ireland Dispute
cadences erosion • Product Life Cycle
© SLSS 2008 11

12. 12
King Lear’s decision to divide his kingdom
Dea Dé
th no
cen s of tr uemen
tral agic t
cha her
rac o a
hter nd
s
Le b
Sto
rm
ar ette
ee
and
“s r
s”
po
mad desce
G w
Lea
du
nes nt in
rs’ s to
de
ra er an
on pende
al d s t
two nce
lo a
of
Ke
D au for daug ss tus
sh ht
Co nt
ght
e sus elter aers
dec rs’ for
rd Ban
tena nd
eli i
and lara ced nce
nd
Cor tion
K
a a shed
deli of lo
D i
a’s
refuve
ivi ngdo
s al
no
f
sio m
impLear ’s
ulsi ras
ve n h
atu
re
© SLSS 2008

13. Digestion (Mitch*)
Mouth
Physical and chemical
digestion begin
Peristalsis begins
Oesophagus
Physical and Chemical Digestion
Stomach
continue
Digestion completed and Absorption
Small Intestine
for assimilation of food begins
Absorption of H2O
Large Intestine
Egestion
Rectum and Anus
* Mitch was designed and named by an imaginative colleague!
© SLSS 2008 13

14. Sequence Chart
When a topic involves a sequence of events
this organiser can be helpful. It is particularly
useful when multiple or sequential factors
need to be put in order and remembered.
It is effective for pre-teaching and teaching the
!
!
causes of an event. Pupils work together to
correctly sequence disordered information.
!
They are actively engaged in constructing the
learning. They need to discuss and agree on
the correct answer(s).
!
!
A group can consult with another group if they
!
are unsure about their answers. The teacher
may have a rule that s/he only be asked for
clarification if another group has been unable
!
!
to help.
For some students the teacher may provide
information in jumbled form to be correctly
sequenced.
Suggestions from teachers
Gaeilge/Modern Language English History Art
• Scéal a chumadh má
thugtar an chéad abairt • Trace sequence of • Rise of Hitler • Lino Printing Process
• Aiste a scríobh – na events in plot of a text • Downfall of Parnell • Irish Art Time Line
tuairimí a bhailiú le (novel, play, film, etc.) • Renaissance-Astronomy • Colour Wheel
chéile in altanna • Outline progress of • Magellan’s Journey • Any craft at Junior
• Aiste don Árdteist – • Life on Medieval Manor Certificate
Sláinte thought in a poem
• Feudal System • Project Design
• Teicnicí Fileata • Voyage of Columbas
• Writing a postcard or • Impressionist
message influences
Home Economics Geography Music Technical Subjects
• Procedure for cookery • Rock Cycle • Any Symphony • Design Brief
class • Water Cycle • Melody Writing • Drilling
• Design & craftwork • Formation of a river • Writing 16 bar melody
brief feature • Composition
• Any recipe • Weathering - Freeze, • Set Works (form and
Thaw action structure)
• Plotting a Journey
14 © SLSS 2008

15. Causes of Second World War
© SLSS 2008
Economic
WW1 Guilt Clause Conditions
!
!
(post-war
depression)
Wall Street Ideologies Taking
Weimar Germany
!
Crash
! Root !
Hitler’s Aggressive
Appeasement Invasion of Poland
!
!
Foreign Policy
15

16. 16
Modh Cóinniolach
!
!
Glan Glanf– Ghlanf–
!
Ghlanfadh sé
! Ghlanfá
! Ghlanfainn
!
!
Ghlanfaimis Ghlanfadh sibh Ghlanfaidís
© SLSS 2008

17. Funnel
When synthesising ideas, drawing
conclusions, reducing a body of information
to it’s core e.g. creating a definition, this
model is useful. All details, components or
parts of the information or picture are
placed inside the funnel. They emerge as a
conclusion, definition or synthesis.
It can also be used to challenge or test
pupils e.g. find the elements that are
missing from the funnel.
Like other models it can prove a very potent
tool for visual and kinaesthetic learners. It
facilitates active experiential learning. Roles
of researcher, recorder and tester may be
assigned to students. The tester ensures that
all will be able to answer questions posed
by the teacher.
Suggestions from teachers
Science History Geography Home Economics/
• Rates of reaction • Causes of 1916 Rising • Traffic Management Technical Subjects
• Prep oxygen gas • Source of US • The Burren • Planning a craft
• 7 characteristics of economic Boom • Improving the project
living things 1945-69 environment • Healthy lifestyle
• Photosynthesis • Causes of any major • Volcanos • Design brief
• Magnetic force event e.g. French • Earthquakes • Conics
• Urine Revolution, American
Civil War of
Independence
Business/Maths Gaeilge Music/Art English/RE
• Wage Negotiation • Foclóir a bhailiú faoi • Jazz • Essay preparation
• Sale of Goods and topaic ar bith. • Dance • Persuasive writing
Supply of Services • Tuairimí a bhailiú • Instruments of the • My favourite place
Act 1980 d’aiste. orchestra • Components of Islam
• Sets • Melody
• Impressionist and Post
Impressionist painters
© SLSS 2008 17

18. Components of fitness
cardiovascular muscular endurance
endurance
flexibility / suppleness
dynamic strength
static
strength
power
speed
Fitness
18 © SLSS 2008

19. Elements of The Burren
250,000,000 years old Limestone
Shale Swallow Hole
Fossils
Stalactite
Stalagmite Flora
Tourism Goats
Fauna Cave
Limestone Pavement
The Burren
© SLSS 2008 19

20. Influences on the Development of Cubism
Ar
Characteristics
tis
of Cubism
ts
y
db
In
vo
ce
lv
en
n
ed
di
flu
un
In
Fo
Photography
Geometric
Pi ge
ca r,
shapes
Lé
ss Li
o, pc
e
Br hi
ur
ct
aq yz
ru
ue
Sculpture
St
,
and
Painting
CUBISM
20 © SLSS 2008

21. Fish Bone
A whole topic may be summarised in one
coherent space. Many students find that
information summarised in this way is easier
to remember than pages of text. It helps to
organise and structure the information in a
comprehensible form. It can help to collate
factors associated with a complex topic and
show how they interrelate.
Each fishbone is built by a small team (2/3).
The teacher can supply the headings and
pupils fill in the details. It is suitable for use
in mixed ability groups and students can
contribute according to their ability,
perception and interest.
Intergroup cooperation is encouraged— one
member may become the scout and seek out
ideas from other groups.
Students may repeat the exercise for
homework/revision and then use the
organiser for self assessment when they
return to class.
Suggestions from teachers
Maths Modern Language History/Geography Art
• Statistics • The Family • Ancient Ireland • Poster Design
• Revision of formulae • La Journée Scolaire • Reformation • What is needed to
• Sets - Key • La maison • Summary of learn to draw
words/concepts • Topics for oral plantations • Painting Curriculum
• Aspects of life in • Graphic Design
1950s • Modern Painting
• Mass movements Schools
• Volcanos
Science Business Home Economics/ PE/Music
Technical Subjects
• Organic chemicals • Forms of taxation • Physical fitness
• Human systems • Marketing Mix • Balanced diet • Dance
• Ecology • Law of Contract • Fats • PE variety of activities
• Radioactivity • Consumer Law • Proteins • Family of instruments
• 7 characteristics of • Marketing • Classify foods • General study Junior
living things • Insurance • Meat Certificate Music
• Systems & organs of • National Budget • Welding
the human • Financial Accounts
• Water treatment
© SLSS 2008 21

22. 22
PE - Dance
Contemporary step
Solo dance types Sean nós dance
dance
Jig 6/8 Loose posture Upright posture
Reel 4/4 Hand movement Hands rigid
Slip Jig 9/8 Flat of feet Ball of foot
Hornpipe 4/4 Casual Competitive
Irish
Connemara Costume
Dance
Walls of Limerick
Half set
Polka 2/4 Kerry Siege of Ennis
Slide 2/4
Group dances Set dances Céilí dances
© SLSS 2008

23. Eggs
© SLSS 2008
Nutrition Dietetic Structure
HBV Protein Shell
13% sat. fat Easy to digest Yolk
74% water Growth & repair White
Iron, Sulphur Omega 3 Membrane
No Ca, No CHO Cholesterol Air Cell
Few Vitamins Suit convalescents Chalazae
Eggs
Emulsifying agent Kill Bacteria Grading
Coagulation Registration
Enriching Change of colour Class & size
Glazing Quantity
Binding White and yolk set Storage
Hot/Cold Provider
Uses Cooking Labelling
23

24. Brain Droplets (Wisdom Pearls)
This can be used for thought showering in
any context or for generation of ideas — for
essays, exam questions, compositions in any
subject.
Teachers frequently seek ideas when
introducing a new topic. Usually this is done
in a whole class context. When pupils
Ideas thought shower in small groups using an
organiser to give focus to the work, the
quality and quantity of ideas increase
significantly.
The dynamic of the small group means that
everyone is motivated to contribute to the
group goal. It feels safer to contribute ideas
in a small group rather than in front of the
whole class. Ideas may be shared with other
groups so the entire class benefits from all
ideas generated.
Suggestions from teachers
Gaeilge English Music Religion
• Foclóir a bhailiú. • Brainstorming ideas • Listening to set work • Signs and symbols
• Tuairimí a bhailiú for compositions • Essay on traditional • Kingdom of God
d’aiste. • Pre-teaching - Irish Dance • Moral Issues
• Tuairimí a lorg faoi drawing out ideas at • Characteristics of • Christianity
ghné ar bith den start of a topic musical eras
litríocht. • Poetic terminology
Mathematics/Business History Geography Science
• Complex numbers • Stalins Domestic • Pollution • Human hormones
• Line geometry Policy • Core Regions • Using the microscope
• Functions of a bank • Renaissance – main • Earthquakes • Learning light
points and characters • Weathering • Human defence
• Introduction to any system
topic
• Civil War
24 © SLSS 2008

25. Characteristics of an Entrepreneur
© SLSS 2008
Risk Decision
Taker Maker
Reality
Perception
Self belief Hardworking
Innovative
and creative
Motivated
25

26. 26
Earthquakes
Tremors
Seismologist
Richter Scale
Seismograph Aftershock
Destruction Epicentre
Focus
© SLSS 2008

27. Cross Classification Chart
Criteria
Topic
When condensing and organising
comparative data according to various
criteria, this chart helps. The data is gathered
together in a coherent form. The chart
provides a structure in which to build the
information.
It can be used to summarise information in an
easy to remember way and has a wide variety
of applications in language, science,
technology, social and business subjects.
Students build up the information. Criteria
are provided by the teacher and placed across
the top of the chart. Students may be
encouraged to contribute relevant
criteria themselves.
This organiser provides an excellent revision
tool and a framework for study.
Suggestions from teachers
Gaeilge History/RE Home Economics/ Art/English
• Stages in development Mathematics
• Comparáid a • Early Irish Artifacts
dhéanamh idir na of modern Ireland • Food additives • Paintings
dánta atá á ndéanamh • World Religions • Cooking methods • Art in various ages
don T.S. faoi • Milk • Poets/poems
cheannteidil éagsúla. • Line, circle, • Themes/concepts
• Comparáid ar bith trigonometry,
transformations
• Cone, cylinder,
hemisphere, sphere
Geography Business Music Technical Subjects/
• Regions • Set Works for L. Cert Science
• Business Ownership
• Growing crops • Production Methods • Set and choice songs • Woods: types of
• Various climates • Sources of Finance finishes
• Methods of • Insulation locations
Communication • Soil types and crop
• Forms of Transport growth
© SLSS 2008 27

28. 28
Manufactured Boards
Criteria
Board Raw Characteristics Uses Thickness
Material
External plywood available
for Boats and flat roofs.
Hardwood and softwood Grain visible. Available in Furniture, walls and
Plywood 3mm to 25mm
veneers. large sheets. Strong ceilings. Thin plywood
needs to be framed.
Grain visible. Available in Furniture panels, doors.
Strip-core board Strips of wood and veneers large sheets. Strong. Does 12mm to 25mm
Framing not necessary
not warp or split.
No grain unless veneered. Furniture manufacture, wall
panels, edges require
Chipboard Wood chips and sawdust Available in large sheets. covering. Framing not 9mm to 25mm
Easy to decorate. necessary
No grain unless veneered. Furniture backs, drawer
Wood chips which have Does not split. Available in bottoms, partitions and
Hardboard 3mm to 9m
been reduced to a pulp large sheets. Hard, Durable, ceilings.
Tough. Can be painted Framing necessary
Distinct wood grain. Very Ornamental surfaces for
Veneers Thin sheets of wood thin. Weak until bonded to artificial boards or solid 1mm
a base wood. Marquetry
© SLSS 2008

29. Early Irish Metalwork Artifacts
Criteria
© SLSS 2008
Era Shape Function Nature of Methods of Materials
Decoration Decoration Used
Bronze Age Abstract Incision
Decorative badge or
Sun Disc Mostly flattened gold
button Geometric
2000 -500BC Repousse
Semi Abstract
Iron Age
Decorative horse Organic Incision and
Petrie Crown Bronze
trapping Repousse
500BC – 500AD Based on plant
imagery
Incision Repousse
Celtic fret work
Early Christian Gold filigree Silver
Tara Brooch Pseudo pennicular
Gold filigree
Brooch Enamelling
500AD – C7th Enamelling
Enamelling
Soldering Gold
Incision
Celtic fret work Engraving Gold
Late Christian Repousse
St Patrick’s Bell Shrine House St Patrick’s Bell Gold filigree Silver
Gold filigree
C7th – C12th
Enamelling Enamelling Enamelling
Soldering
29

30. Double Venn Diagram
The double Venn is a simple and highly
effective model for examining the similarities
and differences between two items. Students
work in small groups to compare and
contrast. One student records the agreed
information in the organiser on behalf of the
group.
Students of all abilities and learning styles
can work together and contribute according
to their interest, learning style and ability.
No student is held back and the class does
not move too fast for any student.
Students are actively involved in the
learning. They learn to agree, disagree, listen,
explain and help each other. They orally
process the learning. These soft skills need to
be encouraged and actively taught in the
classroom.
Suggestions from teachers
English Gaeilge Religion/Mathematics Home Economics
• Two poems • Comparáid idir • Two religions e.g. • Comparing ovens
• Relationships in texts dhánta/scéalta./charachtéir Judaism and • Mould reproduction
• Essay planning • Comparáid idir téamaí e.g. Christianity • Accommodation
• Tabloids/Broadsheets An saol mar atá is mar a bhí • Decimals • Nuclear/extended
• Capulets/Montagues • Faoiseamh a Gheobhadsa (percentages) family
Comparáid idir saol na Fractions • Commercial/
tuaithe agus saol na Homemade food
cathrach
• Accusative/Dative case
Music/Art Technical Subjects History/Geography Science
• RNA v DNA
• Baroque music vs. art • Metals and alloys • Luther and Calvin • O2 v CO2
• (Hallelujah vs. St • Ferrous/Non-ferrous • Munster and Leinster • Photosynthesis v respiration
George and the metals Plantations • Plant cell v animal cell
Dragon) • Hard/Soft woods • Italian renaissance artists • Male v female endocrine
• Set vs. Choice songs • War of Independence/ system
• Mitosis v meiosis
• Musical eras Civil War • Endocrine v nervous
• Romanesque/Gothic • Mesolithic/Neolithic control
ages • Circulatory/Lymphatic
• Photograph/OS Map system
30 © SLSS 2008

31. Preparing an essay on holidays
© SLSS 2008
Verbs are common to both holidays—nouns are different for each
Winter Summer
Nouns Verbs Nouns
31

32. 32
Vein and Artery
Vein Artery
towards heart away from heart
carry blood in
less muscular lumen thick muscle
wider lumen cylindrical shape narrow lumen
less pressure – muscle layer pulse
valves present blood under
elastic layer pressure
de-oxygenated
except for lining epithelium oxygenated
pulmonary except for
pulmonary
© SLSS 2008

33. Triple Venn Diagram
This is a very powerful tool for answering
higher level questions that require three items
(books, texts, characters, regions,
phenomena) to be compared and contrasted.
Exam questions prepared in class as a group
can be attempted alone for homework.
The purpose of the team is to build stronger
individuals — “What we can do together
today we can do alone tomorrow”.
Formative assessment is facilitated as
students can clearly see how much they know
about a topic by the time they have finished
the work. It may be used to develop the
ability - ‘attack skills’ - to tackle questions
that students find challenging.
Suggestions from teachers
English Religion/Maths Home Economics Technical Subjects
• Food types
• The comparative • Main religions • Effects of alcohol abuse • Technical drawing -
question ( comparing • Forms of Christianity • Compare dairy, meat and types of projections /
three texts) for higher • Volume of cone, vegetable views
level Leaving cylinder, sphere • Compare protein, fats, • Joining different
Certificate carbohydrates materials
• Main concerns of a • Special diets • Types of energy
body of a poet’s work • Effects of unemployment • Wood, plastic, metal
(Higher Level) on family, society,
individual
History Art/Music Science Gaeilge/Modern
• Organs of excretion Language
• Three leaders e.g. • Colour Mixing • 1st year science pre-
Hitler, Stalin & • Comparing songs in learning • Comparáid idir
Mussolini general study • Compare protons, scéalta/danta/
electrons, neutrons carachtéir.
• Conduction, • Past, present, future
convection and tense
radiation
• Water in physics,
chemistry, biology
© SLSS 2008 33

34. 34
Solids, Liquids, Gasses
GAS LIQUID
particles can particles can
move far evaporation and move or flow
condensation are
away from the changes of a little;
each other to state for these take the
fill every shape of
available all contain their
space atoms or container
molecules;
going
straight all are
from solid matter melting and
to gas is solidifying
called are the
sublimation changes of
‘dry ice’ state for
these
particles can’t
be seen
moving; keeps
the same shape SOLID
© SLSS 2008

35. Comparative Question
Silas Mariner Of Mice and Men
© SLSS 2008
Fairy tale story Race
A lot of unlikely Bullying
coincidences Rural Life American Setting
English Setting Isolation Unsettled Nomadic Life
Remote society Depression
Superstition
Working People
Poverty
Violence
Tragedy
Desire for
wealth (will Realism
and gold) Escape from
Role of reality
women Working Class
Betrayal Life
Violence
Alcohol
Urban Life
Civil War
Irish Setting
Juno and the Paycock Nationalism
35

36. Four Corner Organiser
When characteristics of four related
concepts/topics/people are being explored,
the four are placed in the centre of the
organiser and two criteria are placed on the
outside.
Examples of criteria are route and
accomplishments of explorers, rights and
responsibilities of stakeholders, formulae for
and examples of how to solve equations,
sources and uses of vitamins, examples and
evidence for physics laws, characteristics and
actions of characters.
This is a very powerful tool when used by
small groups to actively construct and
organise knowledge. It promotes higher
© 2004 Corwin Press Press. Permission to reproduce granted by kind permission of Copyrght Clearance Centre.
level thinking.
© 2004 Corwin Press Press. Permission to reproduce granted by kind permission of Copyrght Clearance Centre.
Suggestions from teachers
Maths Science Home Economics Art
• Factorising • Trends in the periodic table • Nutrients • Analysing a painting
• Differentiation by rule • Genetics • Food constituents • Art Movements
• Coordinate geometry • History of the atom • Food types
of the line • Food tests
• Area and Volume • Le Chatelier’s principle
• Numbers • Separation techniques
• Number sets • Four physics laws —
examples and evidence
• Blood composition
Geography Music Business Technical Subjects
• Erosion/Deposition • Periods - Composers - • Community • Production of steel
(2 corner organiser) Works Development Partners from Iron Ore
• Irish Dances • Stakeholders in
Business
• Financial Institutions
• Marketing Mix
• Statistics Charts
36 © SLSS 2008

37. Embroidery Stitches
Use Use
to form a border or to form an
© SLSS 2008
fill in an area i.e. outline
centre of a flower
French Stem
Knots Stitch
Satin Lazy
Stitch Daisy
Use Use
to for
fill in hand-stitched
an area flowers
outline
37

38. 38
Equations
Example Example
How to solve it - How to solve it -
Describe the process Describe the process
Linear Quadratic
Equation Equation
Simultaneous Cubic
How to solve it - Equation Equation How to solve it -
Describe the process Describe the process
Example Example
© SLSS 2008

39. Tri Pie
This organiser is suitable for Leaving
Certificate higher level questions/topics. It
requires very high level thinking to hold
Pro Con two opposing viewpoints in one’s mind at
the same time. To hold two opposing
viewpoints and consider areas of
uncertainty requires particularly high
levels of maturity in thinking.
Students sometimes tend to be black or
white in their views and indeed often only
see one point of view.
This model helps students expand their
thinking to examine all aspects of a
problem / issue. Students are required to
place some information in each section.
Small groups are particularly effective in
providing the breadth of viewpoints
needed to give high quality answers in this
context.
Grey Area
Suggestions from teachers
Gaeilge English Science Technical Subjects
• Díospóireacht a • Debate style • Should all cars run on • CNC Lathe Machine
ullmhú. compositions biofuel?
• Tuairimí a bhailiú faoi • Discuss a statement on • Should genetic
théama/carachtar i a literary text/or a engineering be
scéal character banned?
• Advantages/
disadvantages type
questions
Religion History Business Geography
• Moral Dilemmas • Was the ratification of • Social and Ethical • Planning issues
the Anglo-Irish Treaty responsibilities of a
the only cause of the business
Irish Civil War?
© SLSS 2008 39

40. 40
Is Macbeth responsible for Duncan’s death?
Yes No
Had dark desire Lady M. taunts him
already – emotional
He followed the blackmail
witches and actively Supernatural
sought their influences
predictions
Easily persuaded by
Suffers from his
witches and wife own vaulting
Does the deed ambition
Disregards his own Scorpions in his
conscience mind
Immediate regret
Follows the airborne dagger – is
this supernatural influence
© SLSS 2008
Maybe So!

41. Should the death penalty be imposed?
© SLSS 2008
Yes No
Victim gets justice Innocent people put to death
An eye for an eye All life is sacred
Deterrant to crime Minority groups over represented
Nature of the crime
Depends on response of convicted person
Effect on society in general
41
Maybe So!

42. Starburst (all points covered)
Many examination questions
require 5 points in the answer.
This organiser helps the visual
learner to remember the points
more easily. Agreeing the points
in a small group aids long term
memory retention.
Note to teachers:-
Approximately 10 to 15% of
students prefer to learn from
lists of notes in text form and
they can memorise text more
easily.
Suggestions for use in some subjects
Gaeilge/Modern Maths Business Science
Language • Principles of insurance
• Order of operations • Forming a company • Particle physics
• Céimeanna i scríobh • Coordinate geometry • TQM • Bacteria
of Line • Marketing Mix • Periodic table
litreach/nóta. • Light
• Solving equations • Elements of Business
• Achoimre ar dhán e.g. Letter • Ag. Science—
téama, mothúcháin, (JC, OL)
• Sale of Goods and Supply coniferous trees
íomhanna etc of Services Act 1980
• Learning vocabulary • Budgeting
associated with a topic
• Sole trader
Music Home Economics History Art/English
• Characteristics of Irish • Food types • Parnell and the Land • Impressionism
Music • Cheese League • Modern periods
• Sean Nós Singing • Energy requirements • Any key person in • Aspects of a character
• Leaving Certificate set history • Aspects of poems
works
42 © SLSS 2008

43. Music Style
© SLSS 2008
Nasal tone
Mellismatic style
of singing Originally a Solo
Art Form
Sean Nós
singing
Words –the most
important feature
Ornamentation No dynamics,
43
No expression

44. 44
Nóta a Scríobh
Cád? Céard?
a dhéanfaidh tú? a chonaic tú?
a cheannóidh tú? a léigh tú?
a fheicfidh tú? a bhí ann?
a íosfaidh tú?
Conas? Cathain?
a rachaidh tú ann?
a thiocfaidh tú abhaile? a bheidh sé ar siúl?
a rachaidh tú ann?
Ábhar a bhuailfidh sibh le
chéile?
a thosóidh sé?
a bheidh ann?
a fheicfidh tú?
mbeidh sé a siúl?
© SLSS 2008
Cé? Cá? mbuailfidh sibh le chéile?

45. Research Grid
Q1 Q2
This is a question and answer learning
Answer Answer methodology. It is particularly suitable for
independent learning in small groups.
Questions are written by the teacher and
students research the answers and write
them in.
Q3 Q4
Students take responsibility for their own
Answer Answer learning. They can consult within the
group to reach the best answer to a
particular question. They help each other
to build high quality answers.
A wide variety of topics in many subject
Q5 Q6 areas can be taught using this method.
Answer Answer
One organiser is shared by a small group.
Students can fill their own organiser for
homework and keep it for study and
revision.
Suggestions from teachers
Gaeilge Modern Language English History
• Suibhé ranga a • Se Présenter • Analysing a poem • Northern Ireland
dhéanamh. • Recapping a text 1920-49
• Ceisteanna a thabhairt • Themes of the
ar mhír scannáin/ alt Holocaust
léamhthuisceana
Science/Maths Home Economics Business Music
• Functions of skeleton • Marriage • Marketing • Cadances
• Plant reproduction • EU Institutions • Works/songs
• Stages in solving LC • Legislation • Key signatures
HL problems • Notation
• Irish music
• Aural skills
© SLSS 2008 45