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Very, very useful as revision materials. And because these are co-constructed, I tell them that they are responsible for making sure that they create good revision materials for themselves, and that they include good quotes etc.

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‘The Power of Literature Knowledge Organisers’ in The World, the Text and the Classroom: Teaching Literature in Singapore Secondary Schools (eds. Dennis Yeo, Ann Ang, and Suzanne Choo) (Pearson, 2020)

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Just wondering, do you guys as teachers personally do the editing on your own as well? Because there's also a question of how they phrase their writing, and that's another layer of checking on top of the quality of the content.

How do you also equip students with the skills to do peer evaluation as well then?

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I believe if students are started on this at lower sec, they would be pretty good at this by the time they get to upper sec.

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Can make it a whole class activity at the start of the series of using knowledge organisers but not sure how that will work though. Let students have the option of doing it alone or with groups after a while.

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I teach lower secondary literature. Would differentiate the organizers based on student readiness and model the creation of the organizer before slowly giving them more independent work that can be monitored to avoid misinterpretation

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Will take time to get it right and know how much to put in. Also for group work, some will contribute less while others can't stop talking/preventing others from contributing. Resistance? Students seeing this as another assignment?

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Have you encountered students who may not be keen to create their knowledge organisers responsibly, and how could we mitigate this lack of motivation, or persuade them to do so?

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Have you encountered students who may not be keen to create their knowledge organisers responsibly, and how could we mitigate this lack of motivation, or persuade them to do so?

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I am a primary school teacher. I can adapt it for a passage I am teaching. I will include vocabulary, characters, and summary/plot in the organiser, and ask pupils to fill in some blanks as I teach the passage in class.

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They take ownership of the knowledge that they are co-constructing. They will be better able to remember and internalize the knowledge they contribute to the knowledge organisers. Good way to make notes for revision.

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Would you use this as part of assessment for learning? Alternative Assessment

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To a small extent. There is a sizable group of students who are not confident working by themselves and there are others who are always lost.

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Students get to visualise their thoughts and opinions. Because most of the time, when we analyse the texts, they just verbally offer their thoughts and opinions. And hope they jot something in their books. But with this, we get to monitor their learning also.

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Do u have any on Fahrenheit 451?

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Students know how to utilize the organizers as they are the ones who created it.

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I plan on doing this with my class but one issue is ability, and the other is motivation. Students are used to being "force-fed" information in other more content-heavy subjects - how do we scaffold them sufficiently then? 

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I plan on doing this with my class but one issue is ability, and the other is motivation. Students are used to being "force-fed" information in other more content-heavy subjects - how do we scaffold them sufficiently then? 

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-Wayne Tan

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Thanks for the sharing. I've done the same for my lit students on google sheets and I noticed that for some of the time, my higher progress students are the ones who are mostly dominating in their sharing. Another problem I've noted as well, is that there were moments where I noticed misreading by my lower progress learners, and it was necessary to constantly check to correct that as well.

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Character map or plot summaries to refresh information from text.

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We have thematic collaboration with the PEEL structure

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Holiday homework for a text that we will start studying in Sem 2. Students can apply what they learnt in Sem 1 and we can also see where the knowledge gaps are.

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How to best organise it, would it be chronologically as you've shared? Or perhaps to have them in terms of characters / themes / relationships to have the impressions / traits available at a grasp?

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How to best organise it, would it be chronologically as you've shared? Or perhaps to have them in terms of characters / themes / relationships to have the impressions / traits available at a grasp?

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Student ownership
Collaborative work
Easy reference

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Lower secondary students in lower readiness groups might struggle with working independently unless given sufficient guidance/models

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Hardworking students' effort > Freeloaders' effort

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Hardworking students' effort > Freeloaders' effort

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Possibility of freeloaders taking more from the HAL/ hardworking students.

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Should knowledge organisers be succinct, or should they be more in-depth? I struggle with the idea that they should be at most 2 A4 pages long.

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Students need to be knowledgeable and willing to share their thoughts

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Students are able to organise their own interpretation of the text and their own learning.

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This would be probably be useful for revision if we assign specific areas or chapters to different students / groups of students, and they will be in charge of “presenting” in class for the revision of that particular areas or chapters.

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Independent learning n teamwork

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Student ownership of the knowledge, leading to deeper understanding

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Students are forced to review the text on a deeper level or systematically.

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Students are forced to review the text on a deeper level or systematically.

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Students may not be able to 'get it'.. like teasing out the themes or writer's intentions

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Students would be able to do it if they had their roles clear in their minds. 

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Students would be able to do it if they had their roles clear in their minds. 

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How does this compare to info sheets students can easily obtain online (e.g Litcharts)

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As long as students are familiar with the text they can co-construct their knowledge and this also motivates them to be self-directed learners.

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How much information is needed in the knowledge organisers? 

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How much information is needed in the knowledge organisers? 

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Insofar as independent work means self-directed work, I think teaching them the skill of constructing knowledge organisers GRR-style, and perhaps in pairs/small groups at first, would definitely help scaffold the process for them. I think it is possible for students to eventually get to a place where they can construct their own individual knowledge organisers.

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Wondering how to scaffold the creation of these organizers so students can work independently

At what point in the school year would it be helpful to begin the creation of these organizers

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Have group leaders to monitor and check on the rest of the members

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The artistic and visual aptitude of the students and their general level of competencies in creating such knowledge organisers have to be considered. Techniques and the how-to knowledge are probably needed to  level up some students.

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Thanks for sharing. I also do the same thing for my Lit students. I do find an issue though, where the higher progress students are the ones giving more insightful input, while the lower progress learners tend to give basic input for their assigned portions. This leads to a situation where some portions are better done than others. May I know what you do to address this?

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I am thinking of using knowledge organisers for my Sec 3 Pure Lit Class, for Unseen Poetry and Novel. I think it will be great for my students to work together to build up their knowledge base. I am only concerned about time constraints - biggest worry for me as a teacher. I will need time to scaffold and teach my students on how to complete or make use of such organisers.

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how much information is adequate?

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Do the students have enough knowledge of the text to create their own organisers?

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Do the students have enough knowledge of the text to create their own organisers?

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Ownership. Students are more likely to remember, and want to remember, what they came up with.

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Students are involved in co-construction forces them to engage with the text and increase familiarity with the text. (Nikki)

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For higher ability learners, I think they would appreciate this greatly and the issue of evaluation of knowledge comes into play when they are constrained by the limit of the organisers - so I suppose the challenge for them is to try to concisely and effectively capture knowledge on the text

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For higher ability learners, I think they would appreciate this greatly and the issue of evaluation of knowledge comes into play when they are constrained by the limit of the organisers - so I suppose the challenge for them is to try to concisely and effectively capture knowledge on the text

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I think this is a great tool, probably something I will incorporate in my lessons. Here are my thoughts about two aspects that are not covered in Knowledge Organisers: 1) exact quotes, which they will need for the exam, and 2) stylistic aspects. These are closer details of the text and skills that may not be facilitated in the knowledge organiser, so that would be important to bear in mind too.

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Teachers need to be very clear in what they want the students to  share . The categories must be both useful and doable

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Thank you very much for sharing, I have also tried this on my own for my graduating classes. However the issue I faced is that for bigger classes, it takes a toll when the teacher has to go down to the nitty gritty details and check that the notes they are writing are on the right track / not misread etc. Especially when they comb through the whole text. Just wondering, if you've found a way around it? - Rachel

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You mentioned the GO is used with the Express class. How successful was it on the Normal stream students? What scaffolding will be needed?

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Here are some sample literature knowledge organisers based on our set texts (The Joy Luck Club and Off Centre)!

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Literature Knowledge Organisers - Sample for Sharing