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Graphic organizers for Secondary Cycles 1 and 2
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 with your students.
These graphic organizers were adapted for the ERC program by Natalie Knott and Craig Bullett from LEARN's Focus - Secondary Cycle One print material. You can also access the graphic organizers that were developed for each of the 9 Cross-Curricular Competencies in the Focus Online section of the site.- An informed point of view
- Analyzing a Situation with Different Points of View
- Analyzing an Ethical Situation
- Communication: Peer Feedback
- Compare and Contrast: Points of View
- Dialogue Evaluation
- Evaluating possible options or actions
- Examining ways of thinking, being and acting
- Exploring Types of References
- Finding References in a Point of View
- Formulating Ethical Questions
- Gathering References & Points of View
- How does it measure up?
- Making Connections
- My Progress in Understanding the Phenomenon of Religion
- Options & Actions: Pros & Cons
- Q3: The 3 Questions of Information Gathering
- Questioning an issue
- Reflecting on a Point of View
- Reflecting on the process
- Taking Notes
- Taking Stock
- The Phenomenon of Religion
- Thinking it Through
- We disagree…Now what? (4 participants)
- We disagree…Now what?(3 participants)
- What are the Ethical Questions?
- What influences you?
An informed point of view
Students use this tool to organize their thinking. They reflect on and record what they knew before the investigation and what they learned during the investigation and dialogue. They then record their point of view and may be invited to reflect on whether their thinking had changed. Students learn to put his/her research, knowledge, individual deliberations and exchanges with others to good use. (MELS Dossier de formation,2008, www.mels.gouv.qc.ca/ecr)
Competency 3- Key feature: Organizes his/her thinking, Develops a
substantiated point of view
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Analyzing a Situation with Different Points of View
In order for the student to make connections between what he/she knows and what may be new, students compare the situation with one that is similar. Students use this resource to record the references, their meaning and their influences on the points of view present.
Competency 1 - Key feature: Analyzes a situation from an ethical point of view.
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Analyzing an Ethical Situation
This tool is to help students analyze a situation from an ethical point of view. It allows students to put a situation into context, formulate ethical questions, and compare a situation to similar others.
A color code is provided to help the student keep traces of the dialogue.
Competency 1- Key Feature: Analyzes a situation from an ethical point of view
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Communication: Peer Feedback
This cross-curricular competency, however, is more oriented to the transmission of information in a linear fashion from a sender to a recipient while dialogue involves.
Dialogue can take the form of, for example:
• an oral discussion in pairs, groups of three or with the group as a whole (discussion, debate, deliberation, etc.)
• a written exchange (discussion forum, e-mail, letter, etc.)
• texts written by classmates, specialists, editorialists, etc. (MELS Dossier de formation,2008, www.mels.gouv.qc.ca/ecr)
This tool allows students to provide feedback to their peers. takes in to consideration Students are asked to consider the audience, the intention, the effectiveness and the strategies used to communicate the information found or the debate or panel used to help develop and substantiate a point of view. *EVALUATION TOOL*
Competency 3 - Key Features: Develops a substantiated point of view.
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Compare and Contrast: Points of View
This tool allows students to compare their point of view with that of another. It also requires students to identify references in each point and to synthesize commonalities found in the views.
Competency 1 - Key Feature: Develops a substantiated point of view, Interacts with others
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Dialogue Evaluation
This tool may be used to evaluate various forms of dialogue and the conditions that are conducive to their practice.
Competency 3 - Key Feature: Interacts with others
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Evaluating possible options or actions
When considering different options and actions, students are required to examine the effects these choices may have on themselves, others and on the situation itself. Often there is no one right answer and students may reflect on this when describing their decision or choice.
Competency 1 - Key Feature: Evaluates options or possible actions
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Examining ways of thinking, being and acting
In this program, the expression “religious traditions” refers to the major religions covered by the Ethics and Religious Culture program, i.e. Christianity (Catholicism, Protestantism and Orthodoxy), Judaism, Native spirituality, Islam, Buddhism and Hinduism.
In this program, the expression “social and cultural environment” refers to the environment in which students—or people in general—live. This may involve, for example, lifestyles, habits and customs, societal values, institutions or scientific, philosophical, religious or artistic works. (MELS Dossier de formation, 2008, www.mels.gouv.qc.ca)
Students are asked to examine the connection between forms of religious expressions and a religious tradition in order to further understand the various ways of thinking, acting and being in today’s society.
Competency 2 -
Key feature: Examines various ways of thinking, being and acting.
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Exploring Types of References
This tool helps students to consider several points of view by exploring a variety of references. It also invites students to question the role and meaning of these references.
References are defined as: Resource within the social and cultural environment to which a person refers to sustain and inform ethical reflection. References can be moral, religious, scientific, legal, institutional, literary or artistic in nature.
Examples of references: a message conveyed by the media, a key figure (either from a historical standpoint or to someone referring to that individual), a work of art, a film, a news report, a public holiday, a dictum, a proverb, a maxim, a family member, a religious leader, charters of rights and freedoms, regulations, a code of conduct, scientific theories, an encyclopedia article, a sacred text, a specialist, a school resource person, a value, a norm, etc.(MELS Dossier de formation, 2008,www.mels.gouv.qc.ca/ecr)
Competency 1 - Key Feature: Examines a variety of cultural, moral, religious,
scientific or social references.
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Finding References in a Point of View
This tool may be used to help students examine a variety of cultural, moral, religious, scientific or social references found in various points of view. Finding and examining these references help a student understand a person’s particular way of considering a situation, ethical question or reality.
Competency 1 - Key Feature: Examines a variety of cultural, moral, religious,
scientific or social references.
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Formulating Ethical Questions
This tool allows students to formulate ethical questions based on a situation and its context.
Competency 1 - Key Feature: Analyzes a situation from an ethical
point of view.
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Gathering References & Points of View
This tool helps students to compare the meaning of certain references and points of view within an ethical situation.
Competency 1 -
Key Features: Examines a variety of cultural, moral, religious, scientific or social references.
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How does it measure up?
This tool allows students to exercise critical judgment by encouraging them to evaluate the effectiveness of options or actions and then choosing the one which best fosters community life. The students also reflect on factors that influenced their decision by justifying their choice.
Competency 1 - Key Features: Evaluates options or possible actions.
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Making Connections
This is a planning tool used to help students outline the information they already know and to plan the information they need to find out. They record the sources they want to investigate and include the resulting information. They are then asked to synthesize their prior and new knowledge.
Competency 2 - Key Features: Analyzes forms of religious expression.
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My Progress in Understanding the Phenomenon of Religion
This tool is to help students reflect on their progress, experiences, and learning in
understanding forms of religious expression and the phenomenon of religion.
In the program, religious expressions are called
phenomena, this is not because they are foreign, strange,
or rare, but because they are visible, observable and can be analyzed. The emphasis is on Québec
culture and covers large established institutions and their importance in Québec culture.
(MELS Dossier de formation, 2008, www.mels.gouv.qc.ca/ecr)
Competency 2 - Key Features: Analyzes forms of religious expression, Makes connections between
forms of religious expression and the social and cultural environment, Examines various ways of
thinking, being and acting
Options & Actions: Pros & Cons
This tool helps students to consider 3 options or actions and their effect on themselves, others and the situation. The student then decides which action or option best fosters community life.
Competency 1 - Key Features: Evaluates options or possible action.
Q3: The 3 Questions of Information Gathering
This is a planning tool used to help students reflect on the information they already know and to plan what information they require. They outline the resources and sources they want to use.
Competency 3 - Key Features: Develops a substantiated point of view.
Students reflect and record questions and information essential to helping them develop a point of view. They are also asked to consider other points of views. The students begin to reflect on the references which influence them.
Competency 3- Key Features: Organizes his/her thinking.
This tool structures a student’s reflection on developing a point of view.
Competency 3 - Key Features: Develops a substantiated point of view.
This tool helps students reflect on the process of dialogue. The student is asked to reflect on their ability to analyze a situation, evaluate possible options and actions and on the dialogue itself. This tool can be used for an individual or group evaluation.
Competency 1 - Key Features: Interacts with others
This tool provides a framework for students to record information and ideas developed in various situations.
All competencies
Competency 3 - Key Features: Organizes his/her thinking
This tool helps the student examine what is common and what distinguishes various forms of religious expression.
Competency 2 - Key Feature: Makes connections between forms of religious expression and the social
and cultural environment
This self-evaluation tool helps students reflect on their investigation of various situations. They set goals, form action plans and reflect on their progress.
Competency 1- Key Features: Analyzes a situation from an ethical point of
view.
We disagree…Now what? (4 participants)
This tool encourages students to reflect on the process of dialogue. They reflect on their successes and challenges faced when interacting with others. They record the manner in which their conflicts were resolved.
Competency 3- Key Features: Interacts with others.
We disagree…Now what? (3 participants)
This tool encourages students to reflect on the process of dialogue. They reflect on their successes and challenges faced when interacting with others. They record the manner in which their conflicts were resolved.
Competency 3- Key Features: Interacts with others.
What are the Ethical Questions?
This tool helps students identify the ethical questions that arise in a given situation. They will consider 4 four options or actions and reflect on which best fosters community life.
Competency 1- Key Features: Evaluates options or possible actions
This tool helps students to identify every day factors that may influence their point of view.
Students are asked to consider and rate the influence of various, common sources of information.
Competency 1- Key Feature: Examines a variety of cultural, moral, religious,
scientific or social references.
Competency 3- Key Feature: Organizes his/her thinking.