Graphic Organisers
About this resource
This resource consists of 21 graphic organiser examples and 13 templates.
Each example:
- is linked to a particular concept or skill in one of the three dimensions of the Thinking Processes domain
- explains the purpose of the thinking tool and how it works
- uses a primary or secondary context
- is designed to be printed for display and use by teachers and students.
Blank templates can be downloaded and printed or saved as an electronic copy for use by teachers and students.
See below for a list of available examples and templates.
Examples of graphic organisers
The following table provides an overview of the available examples and templates with in some cases references for further reading. Where appropriate the author of the graphic organiser is acknowledged.
| Graphic Organiser examples and templates | Thinking Processes Dimension | Key concept or skill | Example in a VELS domain |
Notes |
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Reasoning, processing and inquiry | Civics and Citizenship |
Questioning is central to the thinking process. For further reading see The Critical Thinking Community (www.criticalthinking.org) For information on developing effective questions see Changing Minds (http://changingminds.org/techniques/ |
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Reasoning, processing and inquiry | The Humanities - Geography | ||
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Reasoning, processing and inquiry | The Humanities - History | The Lotus Diagram is an analytical and organisational tool. For further information see Teaching and Learning Resource. | |
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Reasoning, processing and inquiry | Interpersonal Development | The Fishbone Diagram was developed by Dr Kaoru Ishikawa and is an example of a cause and effect diagram. For further information see Teaching and Learning Resource. | |
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Reasoning, processing and inquiry | Health and Physical Education | S.W.O.T. has its origins as a strategic planning or auditing tool for organisations and their environments. The strengths and weaknesses are the internal factors/issues and the opportunities and threats are external factors/issues. | |
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Reasoning, processing and inquiry | The Humanities - Economics | P.O.O.C.H was developed by Michael Pohl. For more information see: Thinking Education (www.thinkingeducation.com.au/ default.htm) |
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Creativity | Design, Creativity and Technology |
B.A.R. Key is part of the Thinker’s Keys developed by Tony Ryan. For further information see the Tony Ryan website (www.tonyryan.com.au/cms/ |
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Creativity | Design, Creativity and Technology | For further information on how to use this tool see the SCAMPER technique (www.brainstorming.co.uk/tutorials/ scampertutorial.html) |
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What If? Key and Ripple Effect Diagram
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Creativity |
Science The Humanities - Economics |
What if? Key is part of the Thinker’s Keys developed by Tony Ryan. For further information see the Tony Ryan website (www.tonyryan.com.au/cms/ |
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Creativity |
Health and Physical Education Interpersonal Development |
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Reflection, evaluation and metacognition |
The Humanities – Economics Mathematics |
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Reflection, evaluation and metacognition |
English Civics and Citizenship |
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Reflection, evaluation and metacognition |
Civics and Citizenship The Humanities - History |
What are graphic organisers?
Graphic organisers are highly effective thinking tools that illustrate the organisation or structure of and relationships between concepts. Graphic organisers provide opportunities to track thinking and clarify both the content and the thinking processes used when creating, problem-solving or evaluating.
Graphic organisers are visual frameworks that help students to:
- structure and make visible their thinking processes
- organise their information, ideas and research
- see both the whole and the parts of a problem or issue
- plan activities and investigations
- review and reflect on progress, understanding and skills
- communicate effectively using images
- extend their thinking by encouraging in-depth thought on topics and/or issues.
Why use graphic organisers?
Graphic organisers are useful tools to include in teaching, learning and assessment activities.
- Graphic organisers can support teacher instruction in a visual and structured manner. Students can refer to the graphic organiser when required to assist them to complete a task.
- Learners are more likely to remember the content that is being taught as it is presented using colour and images. For more information on Brain-based Learning theory see Brain-based learning (www.funderstanding.com/brain_based_learning.cfm)
- The support provided when using graphic organisers reduces the cognitive demands on the learner. The learner does not have to process as much semantic information to understand the information. This is one of the reasons why graphic organisers are such powerful devices for students with language-based learning disabilities.
- Differentiation of a task is inherently built into the structure of graphic organisers, allowing flexibility for the learner to produce work at their own level.
- Many graphic organisers lend themselves to cooperative learning, enabling students to benefit from communication with others clarifying their own thinking.
- Information processing skills, patterns for organising information, analytical and critical thinking skills, as well as communication skills are addressed when teaching and using the graphic organisers.
- Graphic organisers can be used to assess knowledge of content, thinking skills and habits of the mind such as thinking interdependently, striving for accuracy or thinking flexibly.
- Templates can be created electronically or specific software such as Inspiration or Kidspiration can be used by students to create graphic organisers (see the Teaching and Learning Support Approaches to ICT for more information).
Using the examples and templates
Suggestions for using the graphic organiser examples and templates in the classroom include:
Create a ‘Thinking Wall’
Figure 1: Thinking Wall
Display the resources that support the thinking skills that are planned to be the focus for teaching and learning activities. This encourages both the teacher and students to refer to them and acts as a timely reminder.
Allow students to choose a graphic organiser that suits their thinking. For example, some students might enjoy the free-form nature of completing a recount of an excursion using a Mind Map, whereas more mathematical-logical thinkers may prefer to use a Lotus diagram for the same task. Have available for students a folder with photocopied blank templates or electronic templates for each graphic organiser. Not every graphic organiser needs to be explicitly taught. Provide completed examples and allow students to use and explore unfamiliar graphic organisers.
Encourage students to use the language of thinking by asking a few students to consider a question about the particular resource that is being used and to share their thoughts with the class at a later stage. For example:
- Looking at the Bloom’s Taxonomy chart which level of thinking do you believe we are operating at when we complete this task? Why?
The discussion that follows is invaluable in clarifying thinking.
Complete all sections of the graphic organiser to consider the problem after the initial response has been recorded. When students complete the sections of the graphic organiser the directions of their thinking will be challenged resulting in more lateral and in-depth thought.
Design graphic organisers to suit individual students or the specific problem. Encourage students to:
- design their own graphic organisers
- modify existing graphic organisers
- use graphic organisers in multiple contexts.
