Daily graphic-organizer word-learning routine combining modeling, guided practice, cooperative construction and display of organizers¶
Design · All designs
Evidence · 2 claims (2 for) · 1 study (1 causal),q2· 1 of 1 report an effect size · 2 claims rest on one study
Description¶
The experimental condition followed a recurring lesson routine: (a) modeling graphic organizers, (b) guided practice, (c) reading a selected textbook text, (d) generating comprehension questions, (e) filling in organizers with visuals, (f) using target words in clarifying sentences, (g) discussing word meanings, and (h) "hanging the organizers on classroom walls on which students can see and be proud of their products". Three organizer types were used: concept definition map, circle thinking map and word-questioning strategy, with think-pair-share for partner work.
Design Implications¶
Context¶
Requirements¶
- One day of professional development for implementing the instructional practices, plus lesson plans aligned to the social studies curriculum scope and sequence
Constraints¶
- Implemented in 40-minute periods, three days a week over approximately 7 weeks in fourth-grade social studies
Target Learners¶
- fourth-grade elementary students
Learning Goals¶
- word-learning of social studies vocabulary, including definitions, examples-nonexamples, illustrations and sentence usage
Claims¶
- Gos Instruction Higher Vks Stage 4 Word Knowledge [+M]
- Gos Instruction Raises Positive Achievement Emotions [+M]
Related Designs¶
Examples¶
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Key Sources¶
- İlter, İ. (2016). The Power of Graphic Organizers: Effects on Students' Word-Learning and Achievement Emotions in Social Studies. Australian Journal of Teacher Education, 41(1). http://ro.ecu.edu.au/ajte/vol41/iss1/3
Page metadata
| Field | Value |
|---|---|
type |
design |
id |
daily-gos-word-learning-routine |
title |
Daily graphic-organizer word-learning routine combining modeling, guided practice, cooperative construction and display of organizers |
description |
The experimental condition followed a recurring lesson routine: (a) modeling graphic organizers, (b) guided practice, (c) reading a selected textbook text, (d) generating comprehension questions, (e) filling in organi... |
status |
review |
generated |
by process:settle-candidates on 2026-11-01 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — ilter-2016 |
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