***Note: Because my new website does not include archives before February, 2012, I will occasionally repost old favorites. Here's one!

Graphic Organizers are frequently used in classrooms as an aid to comprehension and organization. While I have been using them for many years, I have only found them to be most effective since developing them into interactive puzzles. Students find the puzzles to be more engaging and concrete than the 2 dimensional paper and pencil tasks.

We started using the GO Puzzles for writing by laminating lots a basic shapes. Students would develop a plan by brainstorming their ideas, writing (with transparency markers) on the laminated puzzle pieces, and then arranging them in the sense that made the most sentence for their paper. We eventually added shapes that represented the 5 senses to encourage students to plan sensory detail into their writing. These shapes are available in my book Engage All Students through Differentiation.

Recently I presented a workshop in North Dakota and shared this idea with teachers. Vicki, a middle school math teacher, took the idea and soared with it! She used a different color of paper for each operation, added words that are commonly associated with the process, and put it all together in laminated folders.  Students used the organizers at the beginning of an algebra unit to start writing expressions and equations from story problems. Vicki reported that students were highly engaged, especially when given the opportunity to move around and show their work to their peers.

Thanks, Vicki, for sharing your twist on this idea!

Many teachers use the Frayer Model (1969) as a vocabulary application activity. The Frayer Model typically involves asking students to fold or divide their paper into four sections. In one quadrant the students write the word and definition, in another they write facts/characteristics, in another quadrant examples, and finally non-examples.

To mix things up a bit, last week I asked a co-teacher to replace her use of the Frayer Model in algebra with a Word Toss activity. We placed students into pairs and provided each pair with a die and a Word Toss worksheet. (See below. I'd be happy to email the worksheet to you!) Students were directed to role the dice and perform the task associated with the number on the face of their die.

The change in routine increased alertness by adding some novelty and tactile interaction to the lesson. Afterward, my co-teacher and I brainstormed alternative tasks that could go on the Word Toss worksheet:

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Two years ago I came across an innovative website called Cognician. This site describes itself as the “original thought processor.” Cognician offers free and low-cost “cogs,” which are sort of like apps for thinking processes. A cog provides a structure for thinking systematically and creatively about a topic.  As the site explains

“Learning to use Cognician is a bit like learning to be a good conversationalist. Sometimes it's your turn to add something to the conversation; sometimes it's the other person's turn. In this case the "other person" is a cog.”

Intrigued by the cogs, I worked collaboratively with Cognician designers to develop a Differentiated Lesson Planner cog for teachers. This is available as a free download. Positive reviews prompted me to collaborate with Eileen Adair, a friend and high school English teacher, to develop another cog, this time for students. It is now available!

The Literary Analysis Cog guides secondary students through a series of questions aimed at developing a comprehensive literary analysis. The major components include point of view, plot, characterization, setting, conflict, literary devices and theme. Because students have various readiness levels, each component includes guiding questions at a Basic, Intermediate and Advanced Level. Several links to lists will prompt students’ thinking as they develop their responses. The cog’s visual display and flexibility will entice students to begin their literary analysis, to stay focused as they move through the prompts, and to complete an effective plan for their paper.