Also known as The Visual Connection.

Summary:

This is a graphic organizer that displays the concepts and vocabulary students will study, providing the learner with two memorization skills; verbal and spatial. Adjunct Displays can be done before reading to introduce the upcoming information and vocabulary that is in the text. It is important that the organizer is completely blank or partly completed with key phrases or words. When students are allowed the chance to work cooperatively this creates oral language development and expansion of vocabulary.

Procedure:

1. Select which organizer compliments the content and vocabulary students will be reading about.

2. Decide if the display will be blank or partially completed.

3. Discuss the display with the students. (How to complete it, main ideas and phrase of the passage)

4. Tell students the purpose of the activity.

5. Assist students in completing the display by circulating the classroom. Allow them to work in partners.

6. After the adjunct display, review the information and allow students to transition to a verbal or written presentation.

Examples:imageshttps://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcQHlxg7pCLZcC5juNImp2vsUbKnLsFWKxf8Zryj4LTBN8O_0b8Gmg

Adjunct Displays (PDF) other examples and explanation here (taken from source one)

Reflection:

This method is a great way to take notes/ have students take notes, and also making it memorable. I remember being taught steps for processes and the teacher would use a graphic organizer of steps and in each step space we would write each step in numerical order with a detailed description and this organizer was used as a reference sheet. I would use many of these organizers in the same manner choosing the formation of the graphic organizer based on the content at hand. An organizer of this caliber could be used in the classroom but also during an assessment requiring the student to pour out all of the knowledge onto it (provided it is blank on the test).

Citation:

Fisher, D., Brozo, W. G., Frey, N., & Ivey, G. (2011). Adjunct Display.50 instructional routines to develop content literacy.(3rd ed.). Boston, MA; Pearson, 3-8.

Katayama, A. D., & Robinson, D. H. (2000). Getting students "partially" involved in note taking using graphic organizers.Journal of Experimental Education, 68(2), 119-133.

Kulhavy, R. W., Lee, B. J., & Caterino, L. C. (1985). Conjoint retention of maps and related discourse.Contemporary Educational Psychology, 10,28-37.

Robinson, D. H., Robinson, S. L., & Katayama, A. D. (1999) When words are represented in memory like pictures: Evidence for spatial encoding of study materials.Contemporary Educational Psychology, 24, 38-54.

McCrudden, M. T., McCormick, M. K., & McTigue, E. M. (2011). Do the spatial features of an adjunct display that readers complete while reading affect their understanding of a complex system?International Journal of Science and Mathematics Education, 9(1), 163-185