What type of graphic organizer(s) might the student require in order to visually represent and organize the concepts and behaviors that relate to this particular topic?
There is a lot of decision-making in the process of identifying references:
The following graphic organizer offers an initial way to brainstorm and sort potential options. It is important to note that this graphic organizer does not guide the student in evaluating the “quality” of his relationship with the potential reference. Thus, this organizer represents an early step within the larger instructional sequence.
Another method to visually display the type of relationships a student has is to create a social map organizer (similar to an Eco Map). In the social map, the student’s name is in a central circle and other people’s names are written in circles around the student’s name.
The type of relationship can be depicted with a visual clarity cue (by color-coding professional and academic connections in red, personal connections in blue). The quality of the relationship is indicated by distance from the student’s name and type of connecting line: Draw lines connecting the student’s name to each person, illustrating “positive” relationships with smooth curves, “negative” relationships with jagged angles, and “disconnected/neutral” relationships with hashes.
As a more concrete alternative (or supplement) to the organizer above, you might need to present a worksheet that guides the student in answering a series of questions about the person they are considering. It is important to note that this set of questions might also serve as visual reminder cue (see Visual Cues) that the student refers to in the future to guide decision-making:
Finally, the following “References Worksheet” graphic organizer provides structure for collecting contact information. Note that this might be utilized again as the individual actually makes contact with references (to record the most updated, accurate information about that reference):
Is there a way to visually or thematically incorporate the student’s interests into this graphic organizer to increase motivation and engagement?
What additional visual cues (e.g. icons, bolding, highlighting, color-coding) might you add to the graphic organizer to clarify concepts and to direct attention to key details?
In order to align this intervention topic area with the unique needs of the student, do you need to create a graphic organizer in the View2do program?
