Graphic Intelligence

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GR AP HI C I NTELLIGENCE

* See enlarged diagram in Appendix 18

2 © BAR RIE B E NNE TT C HAPTE R 1 : GR AP HIC ORGAN IZER S…A QU ICK I NTRODUCTION

Graphic Organizers… Chapter 1 A Quick Introduction

he focus of this book is on the intelligent application of Tgraphic organizers in kindergarten to university classrooms. To the right is a statement from a Curriculum Document: curriculum document. Statements such as this are Use and construct a variety of common in curriculum documents. That said, graphic organizers to clarify and knowing about graphic organizers and interpret information (e.g., cause understanding them is one thing; playing with them and effect diagrams linking the intelligently is another. More importantly, the environment and First Nation examples and ideas played out in this book focus on Cultures … apply Mind Maps to how students can eventually integrate multiple graphic connect the results of early organizers to clarify and illustrate their thinking. For contact … etc., etc.) example, the graphic organizer on the previous page integrates Fish Bone, Venn Diagrams, and Mind Maps. Mind Maps, Fish Bone diagrams and Venn diagrams encourage analysis.

Tangentially, this book represents one aspect of instructional intelligence (II). Instructional Chapter 1 intelligence refers to the intersecting of assessment, curriculum, instruction, how we learn, Overview educational change, and systemic change in the design of powerful learning environments. • Definition of Graphic This is examined with more precision and detail in Chapter Three: Graphic Organizers and Organizers Instructional Intelligence. • Brief description of the Graphic organizers represent one of many instructional areas. Other areas would be the Graphic Organizers woven into this book genres of questioning, effective group work, designing lessons, critical thinking, inquiry, role playing, inductive and deductive thinking etc.,—all of which morph into each other in the • Classification of those design of learning experiences. A delightfully complex process. Graphic Organizers according to classroom application

ASSESSMENT

CURRICULUM HOW WE LEARN

N INSTRUCTIO EDUCA TIONAL CHANGE SYSTEMIC CHANGE

For the most part, graphic organizers are intentionally (and often unknowingly) supported by the work of David Ausabel (1962, 1963). His work focused on providing frameworks to assist us in organizing or making sense of information. Organizers can be verbal or graphic. In this book, graphic organizers are visual frameworks that assist those involved in learning to organize, clarify, connect, rank, assess and evaluate their thinking. You immediately see that graphic organizers invoke levels of thinking—say from a taxonomy such as Bloom’s Taxonomy. They also invoke a type of thinking—like compare and contrast, inductive, inquiry, and predict.

Organizers can be placed on a continuum that ranks them from least to most complex in terms of introducing students to the process of constructing them. Time Lines and Flow Charts, when applied to more complex areas can be very complex. For the most part, the more complex the organizer, the more powerfully it impacts learning. Below, the organizers presented in this book are placed on a continuum of least to most complex in terms of the skills the students must have to complete them. This ranking is based on my work in classrooms with teachers over the last twenty-three years and their research into their use. You may rank them differently.

MPLEX MOST ST CO COM LEA ADDER, VENN DIAGRAM, FISH BONE, PLE WEB, RANKING L THEMATIC MA X RT, WORD P, CLUST OW CHA ER MAP, INE, FL MIND TIME L MAP, CON CEPT MAP

This ranking also, most likely, ranks them according to their impact on assisting students to organize information for learning—from least powerful to most powerful.

UL M WERF OST P ST PO OW LEA ADDER, VENN DIAGRAM, FISH BONE, ERF WEB, RANKING L THEMATIC MA UL RT, WORD P, CLUST OW CHA ER MAP, INE, FL MIND TIME L MAP, CON CEPT MAP

Power, when used in terms of impact on learning, is a statistical term that evolved from the invention of computers and the development of a statistical process known as meta- analysis (Glass, 1982). Power tells us how much of an effect something has on something else. For example, we might want to know the effect Mind Maps have on student retention of information. We could also understand the concept of ‘power’ when we think of buildng a house. If we wanted to reduce the size of a plank, then sand paper would not have as much power as a table saw in terms of reducing the size of a plank. Tools, such as, files and planes fit somewhere in between. In the world of medicine, penicillin has more power to fight infection than soap and water. On the following page is a more in-depth description of power as it relates to impact on learning.

4 © BA RRIE B E NN ET T C HAPTE R 1 : GR AP HIC ORGAN IZER S…A QU ICK I NTRODUCTION

Instructional Power One responsibility we have as educators is to create learning situations that maximize student learning. One approach to maximizing student learning is selecting those instructional methods that have the most power to impact student learning.

In addition to selecting the most powerful instructional method, we can also integrate multiple instructional methods to compound the effect. The statistical term researchers use to communicate ‘power’ is known as ‘effect size (ES)’. Simply put, it tells us how much of an effect an innovation has on student learning by subtracting the mean score of the control group (Xc) from the experimental group (Xe) and then dividing the result by the standard deviation of the control group (SDc)

The formula is below.

ES = ______Xe – Xc SDc

Below is an example of how this looks on a normal curve. The Blue is the control group normal curve with the mean score at the 50th percentile; the Red is the experimental group with the mean score unknown. So, how do we calculate it?

Note that the area inside each standard deviation represents a standard percentage; those percentages are rounded up to whole numbers. You can see that once you get beyond three standard deviations you have almost 100 percent of a population.

So, looking below, the effect size is 1.25, so you simply add up the percentages inside each standard deviation. The first standard deviation represents 34 percent; then add to that .25 of 1 the second, which is –4 of 12 or 3 percent. So this represents a shift from the 50th to the 87th percentile in favour of the experimental group.

So, now we know we can have instructional methods that are less complex and less powerful to more complex and more powerful. In addition, we could describe a teacher’s instructional repertoire as containing a low number of instructional methods to a high number of instructional methods.

ODS HIGH N OF METH UMBER MBER OF M W NU ETH LO ODS

We could also add in the dimension of using these methods in isolation or integrating them.

ON HIG GRATI H INT INTE EGRA LOW TION

Below is what it might look like if we combined those continuums into a 3-D diagram.

Notice that the lines leave the dimension of the box; the box is only there to illustrate the 3-D nature of the diagram. The idea of a teacher’s repertoire having an end point is not realistic; nor do we know the ultimate level of power we might achieve by integrating instructional methods in an endless number of patterns. As we invent or design new methods, the combinations simply increase. This would imply that all teachers could teach the same two week unit and teach it differently and be equally effective or ineffective.

6 © BAR RIE B E NN ET T C HAPTE R 1 : GR AP HIC ORGAN IZER S…A QU ICK I NTRODUCTION

A Brief Historical Perspective: The use of graphics to portray thinking has been around for centuries … and employed in many cultures. For example, Venn Diagrams were not ‘invented’ by John Venn. Although he influenced their use in Education, George Boole applied them in the early 1800’s. (Have you heard of Boolean Logic in computer searches?) Interestingly, the Christians and Muslims used graphic organizers in the 12th Century. You may like to know that both Boole and Venn were mathematicians.

BLOME, Richard (1685). MUSICK. A hand coloured copper engraving from 1685. This engraving bore the arms of John Reresby of Thribergh. A beautifully worked engraving, showing the symbols and notations of music, surrounded by a variety of instruments, and with an ensemble of musicians to the bottom of the engraving.

EX M OMPL OST C ST C OMP LEA LEX

INE TIME L

Time Lines are like Flow Charts, but not all Flow Charts are like Time Lines. The Venn Diagram below illustrates that relationship.

CHA EHICLE OW RT V S FL S

All cars are TIME vehicles; but LINES not all vehicles CARS are cars. CAR

Please see Chapter 6 for Time Lines, like the one presented on the next page, represent a way of having students a more detailed grasp the evolving nature of something as it relates to time (seconds, hours, days, weeks, application of months, years, decades, centuries etc.). For older students, Time Lines are not complex to Time Lines. understand. For younger students Time Lines can be formidable; younger students often do not grasp the abstract nature of time. If students do not grasp the unit of time required for that Time Line (say centuries) then their work will not be meaningful for them—therefore less motivating.

In most applications Time Lines represent the recall and comprehension level of Bloom’s Taxonomy.

8 © BA RRIE B E NNE TT C HAPTE R 1 : GR AP HIC ORGAN IZER S…A QU ICK I NTRODUCTION

Time Line— The French Revolution

Flow Charts

EX M OMPL OST C ST C OMP LEA LEX RT OW CHA INE, FL TIME L

Flow Charts are one of the most pervasive of all graphic organizers. You can find them applied at all levels (primary to university) and into the world of business. The example below illustrates a secondary students’ Flow Chart.

Do I have Do I know find a topic for the Writing one if no step 2 a paragraph step 1 what a paragraph paragraph? is? if yes step 4 if yes if no go to step three step 3 write go to find Bloom’s my topic step two out sentence Do I know Taxonomy find what a topic one if no sentence step 5 • Synthesis is? Do my • Evaluation if yes write my supporting sentences supporting step 6 all relate to the topic sentence sentences and do they flow one • Analysis into the other? go to step 7 • Application step four if yes if no write my • Comprehension concluding or transition sentence go to edit •Recall step seven your supporting sentence step 8

You are Does it Rework your done. Fill in conclude or provide concluding your rubric. a transition? sentence.

Flow Charts are more complex than Time Lines. Although Flow Charts can also integrate with Time Lines, they also ‘ask’ the learner to prioritize the sequence of steps through the analysis of each step in that sequence. Most Mind Maps and Concept Maps may at times act as Flow Charts as the ideas flow in a hierarchical structure. The Venn Diagram below illustrates that relationship. For the most part, like Time Lines, Flow Charts support the Recall and the Comprehension levels of Bloom’s Taxonomy. One could also argue analysis. That said, if on an exam, the students are simply labeling or constructing what was done in class, then that exam question is most likely at the recall Level of Bloom’s Taxonomy.

D MIN MAP NCEPT M CO AP Please see Chapter 7 for a more detailed application FLOW FLOW of Flow Charts. CHART CHART

1 0 © BARRIE BENNETT CHAPTER 1: GRAPHIC ORGANIZERS…A QUICK INTRODUCTION Word Webs

MPLEX MOST T CO COM LEAS PLE WEB X RT, WORD OW CHA INE, FL TIME L

Word Webs, because they usually start in the middle of the page, are like Mind Maps without the pictures and colour. From another perspective, they are like Concept Maps without the linking words. Word Webs could be considered precursors to Mind Maps and Concept Please see Maps. Word Webs often push the recall and comprehension levels of Bloom’s Taxonomy. Chapter 8 for Below is an example of a simpler Word Web. a more detailed application of Word Webs.

Although Word Webs, when done at the most refined level are hierarchical, they tend to be more of a ‘free write’ where students start with a key idea and branch out with a flow of ideas that are more like a Brain Storm and Flow Chart merged than a hierarchical structure that involves analysis. Below is a more sophisticated Word Web, that is pushing toward a Mind Map.

* See enlarged diagram in Appendix 37

Ranking Ladders

MPLEX MOST ST CO COM LEA ADDER PLE WEB, RANKING L X RT, WORD OW CHA INE, FL TIME L

Ranking Ladders are one of the only Graphic Organizers to primarily encourage the evaluation level of Bloom’s Taxonomy. For that reason they are considered more complex than Time Lines, Flow Charts, and Word Webs. That said, that is only likely to happen if the students and teachers have taken the time to share their thinking as to why they prioritized them the way they did. If not, then the Ranking Ladder would slip down to one of the easiest to apply. Below is an example of a Ranking Ladder.

Please see Chapter 10 for a more detailed application of Ranking Ladders.

Their power is the ease with which they can be woven into other Graphic Organizers such as Fish Bone Diagrams. See the example below. The Ranking Ladder can play out in two places—from the front to the back of the Fish Bone and also down each of the lines that come down from the key ideas. Below is the structure for integrating a Ranking Ladder and Fish Bone. 3 1 1 1 2 2 3 3 4

3 3 2 2 1 1

4 2

1 2 © BAR RIE B E NN ET T C HAPTE R 1 : GR AP HIC ORGAN IZER S…A QU ICK I NTRODUCTION Venn Diagrams

MPLEX MOST ST CO COM LEA ADDER, VENN DIAGRAM PLE WEB, RANKING L X RT, WORD OW CHA INE, FL TIME L

Venn Diagrams are widely used and just as widely misunderstood. Rarely do we see books that illustrate any other configuration than two circles overlapping. Their ease of use make them viable in Kindergarten to University classrooms. Below are the three basic configurations each employing two circles . 1 2 3

ouns Verbs o t N Biotic Abi tic ving hin Li gs

lants P

CAR

They push the analysis level of Bloom’s Taxonomy. For younger students they can employ cutting and pasting or drawing pictures. See Example 1 below. Please see Chapter 11 for a They can also be integrated easily into other Graphic Organizers. See Example 2 more detailed application of below of an excerpt from a concept map on the Biosphere to sense how the Venn Diagrams. Venn Diagram is integrated into a Concept Map.

Example 1 Example 2

Fish Bone Diagram

MPLEX MOST ST CO COM LEA ADDER, VENN DIAGRAM, FISH BONE PLE WEB, RANKING L X RT, WORD OW CHA INE, FL TIME L

The Fish Bone diagram (a process created by Kaoyu Ishikawa in Japan) is a graphic organizer that facilitates the organizing of multiple key areas and the related components of each key area. The more the students can generate and classify data (the essence of thinking inductively) the more powerful the Fish Bone. Fish Bone Diagrams encourage the analysis level of Bloom’s Taxonomy. When students first start to apply them, the thinking is more at the recall and comprehension levels. See the example below.

Please see Chapter 12 for a more detailed application of Fish Bones.

In conversations with secondary teachers, they have told me that the Fish Bone diagram is a powerful structure for assisting students to organize their thinking for the writing process (Peacock, J. 2005). Given it easily allows other organizers such as Ranking Ladders, Venn Diagrams and Time Lines to be integrated into the structure, it can be very useful for allowing students to more thoughtfully and thoroughly organize their thinking.

1 4 © BAR RIE B E NN ET T CHAPTER 1: GRAPHIC ORGANIZERS…A QUICK INTRODUCTION Thematic Maps

MPLEX MOST ST CO COM LEA ADDER, VENN DIAGRAM, FISH BONE, PLE WEB, RANKING L THEMATIC MA X RT, WORD P OW CHA INE, FL TIME L

Thematic Maps are designed to have students structure their thinking around a theme. The theme provides meaning to the structure. It also provides a connection to art. When Please see done effectively, Thematic Maps push analysis through classification or a clear flow of page 317 for ideas such as in a Flow Chart. Given it employs images and colour (like a Mind Map) another example the hypothesis is that the Thematic Map would increase the chances students retain of Thematic Maps. information. See the example below.

Importantly, all other types of graphic organizers presented in this book can be integrated into a Thematic Map. That is why it is placed higher up on the complexity scale.

Cluster Maps

MPLEX MOST ST CO COM LEA ADDER, VENN DIAGRAM, FISH BONE, PLE WEB, RANKING L THEMATIC MA X RT, WORD P, CLUST OW CHA ER MAP INE, FL TIME L

Please see pages Cluster Maps are employed to have students classify the relevant information in a specific 319, 320, 321 unit of study. Like Mind Maps, they start with the key idea in the middle. Cluster Maps for other examples encourage the analysis level of Bloom’s Taxonomy. They can be linguistic or graphic or a of Cluster Maps. combination of the two. Students usually prefer to use colour as a way of organizing the different clusters. See the example below.

Cluster Maps (just like Thematic Maps, Mind Maps and Concept Maps) also work with other graphic organizers woven into the process. This increases the Cluster Map’s power to impact student thinking. As Cluster Maps become more complex, they will also have a sense of order or hierarchical structure within each cluster.

1 6 © BARRIE BENNETT CHAPTER 1: GRAPHIC ORGANIZERS…A QUICK INTRODUCTION Mind Maps

MPLEX MOST ST CO COM LEA ADDER, VENN DIAGRAM, FISH BONE, PLE WEB, RANKING L THEMATIC MA X RT, WORD P, CLUST OW CHA ER MAP, INE, FL MIND TIME L MAP

Although forms of Mind Maps have been around for centuries, Tony Buzan (1993) was responsible for more thoroughly developing them for application in education. Mind Maps, when constructed correctly, push the analysis level of thinking and have a clear sense of hierarchical structure. Colour and images along with key words form the essential components. See the example below.

Mind Maps also facilitate the integration of other graphic organizers. Please read Chapter 13 for a more Once the Mind Map is complete some teachers have students do a in-depth analysis of Mind Maps. Ranking Ladder of the key ideas in the Mind Map. Students have to provide criteria for their ranking of the ideas.

Concept Maps

MPLEX MOST ST CO COM LEA ADDER, VENN DIAGRAM, FISH BONE, PLE WEB, RANKING L THEMATIC MA X RT, WORD P, CLUST OW CHA ER MAP, INE, FL MIND TIME L MAP, CON CEPT MAP

Concept Maps are the most complex and potentially the most powerful for organizing one’s thinking. In terms of assessing students’ learning, few processes would be as thorough once students become skilled users of this graphic organizer. They were started by Joseph Novak.

Concept Maps usually start at the top. That said, they can start from any part of the page. They are hierarchical and when done effectively may possibly have students applying all levels of Bloom’s Taxonomy—no other graphic organizer has that potential without integrating other graphic organizers. Concept Maps do not have to have colour or pictures. That said, in a conversation one of my graduate students had with Joseph Novak, he stated that if he could re-think this organizer, he would have students use colour and images. Below is an example of a Concept Map completed by a grade three student using the graphic program Kidspiration.

Like Mind Maps, Concept Maps can also integrate Go to Chapter 14 for a more other graphic organizers. On the following page is in-depth analysis on Concept an example of a Mind Map and Concept Map merged, Mapping. with a Venn Diagram “on the side”.

1 8 © BARRIE BENNETT C HAPTE R 1 : GR AP HIC ORGAN IZER S…A QU ICK I NTRODUCTION An Example of a Mind Map and Concept Map merged…with a Venn Diagram emerging on the side

Please note that this is a student’s first attempt at merging these graphic organizers. Imagine the possibilities if the student had been playing with these for the previous four years.

Imagine what students may do in secondary school if they continue to refine these skills as they move up through the grades.

Graphic organizers serve different purposes. Just like we select hammers, saws, screwdrivers etc., for specific tasks when building a house, we select graphic organizers to support different aspects of learning. One would not say that a hammer is more powerful than a saw unless the task was specified. For example, if the task is cutting wood, then the saw is more powerful. That said, in building a house the integration of multiple tools is required to complete a task; likewise in learning—multiple organizers can be integrated to complete a unit of study.

That idea of integrating instructional innovations connects to curriculum expectations. Expectations encourage students to think and interact in certain ways and at different levels around a given topic of inquiry.

Assessing Organizing Thinking Classifying (only) Learning for Writing Concept Map Fish Bone Mind Map Mind Map Word Web Venn Diagram Fish Bone Mind Map Fish Bone Venn Most Diagram Cluster Map Cluster Map Classifying Graphic Least Organizers Least Har

Ranking Ladder d Concept Map Time Line Most Thematic Map Easy Mind Map Concept Map Concept Map Word Web Ranking Ladder Mind map Flow Chart Flow Chart Time Line Memory Ease of Use Sequence

We can classify graphic organizers into different groups based on a variety of criteria. If the criteria were Thinking Inductively, then the groups would be different than if they were grouped based on the level of thinking they encouraged related to assessment. We can also classify graphic organizers based on their use. The Fish Bone Diagram above summarizes one way of classifying graphic organizers. You may rank them differently than I did. The key piece is to begin sensing their role and power to affect learning.

On each of the following pages is a single- page discussion of these classifications.

2 0 © BAR RIE B E NN ET T C HAPTE R 1 : GR AP HIC ORGAN IZER S…A QU ICK I NTRODUCTION Graphic Organizers Classified by Function

Grouped to Encourage Inductive Thinking: Venn Diagrams, Fish Bone, Word Webs, Mind Maps, and Concept Maps all encourage students to think inductively—to classify information based on specific criteria. That said, they also represent increasingly complex and powerful options.

The objectives below from Canadian and Australian Curriculum Documents illustrate examples of where students are being asked to think inductively and where a teacher might apply one of the inductive thinking Graphic Organizers. Note that other instructional methods can be employed to have students think inductively. The two strategies of Concept Attainment (Jerome Bruner’s work) and Concept Formation (Hilda Taba’s work) are two examples. These are discussed later in this book and are also more intensely covered in Chapters Eight and Nine in Beyond Monet (Bennett and Rolheiser, 2001) and in Models of Teaching (Joyce, Weil and Calhoun, 2008).

Considers the interrelationships The student combines Identifies, categorizes between texts, contexts, several ideas in a logical and makes inferences speakers, and listeners. sequenece to write a small about visual texts (Perhaps use a Venn range of text types; based on familiar Diagram or Concept recognizes the needs of Map) particular audiences and structures. (Perhaps use Mind Maps purposes in writing. or Concept Maps) (Perhaps a Fishbone, Flow Chart merged)

Students will acquire (From a district math document) Select the interrelationship of a topic or use vocabulary associated with visual and performing a topic and have students identify a arts and the relationships central image or visual that represents Organize data, of the arts to other the subject/topic being mapped. information and ideas disciplines. (Perhaps a Individually or in groups have students into useful forms Venn Diagram) brainstorm all the related themes or (including charts, ideas about the central topic. Students graphs, outlines) then identify graphics or visuals that go for analysis or with these ideas and represent them presentation. radiating like branches from that central Identify, analyze and image – etc., (This is clearly telling teachers compare the to encourage students to do a Mind Map.) institutions, traditions, and art forms of past and present societies. Use illustrations, key words, Compare population and simple sentences (e.g., density and diversity in timeline of major family urban and rural events, simple family tree) to Connect the real experiences communities; compare sort and classify, and record of Canadians to information buildings and structures basic information about about the causes and effects in urban and rural family history and traditions. of migration. (Fish Bone communities. (Venn They are suggesting the use Diagrams were designed to Diagrams would be of a Time Line). show cause and effect useful here.) relationships – although they can be used in a variety of different ways.)

Grouped According to Assessing or Evaluating Student Learning: Clearly, all graphic organizers can be employed to assess or evaluate student learning. The most complex and most powerful graphic organizer, based on research, is Joseph Novak’s Concept Mapping (as stated earlier, this is based on the work of David Ausabel).

The reason is that the assessment or evaluation refers to students’ thinking at the analysis level of Bloom’s Taxonomy—to explore relationships. If a more precise analysis is required within a larger analysis, then the students may also weave a Venn Diagram and/or a Fish Bone into the Concept Map. Below is an example of a Concept Map with two Venn Diagrams; you can see the complexity of the student’s thinking.

* See enlarged diagram in Appendix 5

If the assessment or evaluation is to illustrate sequence or time, then Flow Charts and Time Lines would be used respectively. Of course, if the objective requires students to demonstrate relationships (analysis) as it relates to time and sequence, then students would integrate all three graphic organizers.

2 2 © BARRIE BENNETT C HAPTE R 1 : GR AP HIC ORGAN IZER S…A QU ICK I NTRODUCTION Classifying Graphic Organizers continued …

Grouping Based on Ease of Use: If we want to quickly explore a number of concepts and how they relate to initiate the writing process, then Word Webs would be useful. Why spend the time doing Mind Maps? Mind Maps require colour and images. See the word web below.

That said, for some students, the Mind Map images are key to assisting students to remember what to write. They also may be more interesting to do and therefore more motivating. In the example below, a grade one student did the Mind Map (first attempt).

You can see this is very close to being a Word Web.

Grouping Based on the Writing Process: In discussions with teachers at all levels who are routine and refined users of Graphic Organizers, Fish Bones and Concept Maps are the most powerful and efficient once students become routine or refined users of these Graphic Organizers. Having students become refined users will be difficult if teachers do not think and act like a learning community; where they more thoughtfully and systemically have students develop their skill level as the students move up through the grades. Remember, all of these Graphic Organizers can be started in Kindergarten. Imagine how skilled students could be by the time they reach grade twelve. See the grade twelve example below—this is a third attempt. If they had done three each year since Kindergarten, it would be their 39th attempt!

Note: routine and refined/integrative users refers to the Levels of Use component of the Concerns Based Adoption Model by Hall and Hord…see Chapter 4.

2 4 © BAR RIE B E NNE TT C HAPTE R 1 : GR AP HIC ORGAN IZER S…A QU ICK I NTRODUCTION Below is a Concept Map Chapter 1 of this Chapter Summary Graphic Organizers can be defined as one genre of structures that organize thoughts to enhance have been connect to thinking around for connect to Instructional connect to enacted methods hundreds of Curriculum through can be years Outcomes placed on a attend to e.g. attend to enact enact Levels of Types of Venn Thinking Thinking continuum Diagrams which are examples are shifts from used by identify remembering describe Muslims and comprehension compare least to most Christians in application sequence complex the 11th analysis prioritize Century evaluation inductive synthesis deductive can fit into components of inquiry e.g. Bloom’s Taxonomy

Timeline • Flow Chart • World Web • Ranking Ladder • Venn Diagram • Fish Bone • Thematic Map • Cluster Map • Mind Map • Concept Map

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how much of an effect an informs us meta- innovation has on student about analysis learning