In excited support of the release of the fabulous new book ‘Organise Ideas’ from Oliver Caviglioli and David Goodwin, I am sharing some of the various ways I have used word diagrams in my own practice. I hope these posts will be of particular use to teachers of economics and business, but also more widely!
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"Whatever students think about is what they will remember"
Daniel Willingham, 'Why don't students like school?' (2021).
I am keen to have students think deeply about the content they are learning.
Phase One: Table - Sequenced Instruction
I teach students about the characteristics of market structures using a table initially. This enables me to go cell by cell, carefully sequencing my explanation of the 6 characteristics (using an acronym, PIGPEN, to support later retrieval) in the context of each of the 4 structures. (I actually omit details on the profit row initially, but that's a sequencing story for another day!).
Phase Two: Tables - Retrieval Practice (& Further Instruction)
In subsequent lessons I repeatedly display a blank version of the table (or parts of it) for students to complete as a retrieval practice activity. These retrieval opportunities are faded, so support is gradually reduced.
I also teach further lessons exploring each of the structures and characteristics in more detail.
Phase Three: Diagram - Challenge
With this foundation of knowledge and developing understanding, secured in students’ memories through retrieval, I then use the diagram below to challenge them. The purpose is to have students think deeply about each of the 4 structures, about how they have some shared characteristics, about how they have some unique characteristics and about how some characteristics link to other characteristics.
Initially I present an empty version of the diagram (as shown above) with only the market structure names in the circles and nothing in the squares. Students are provided with some bullet point reminders of broadly what to include in the squares.
Students then need to think through the structures and characteristics in order to figure out the correct positioning of all characteristics. They are required to retrieve their existing knowledge and understanding. They are also likely to create more detailed memories of each structure and characteristic as they are required to pay more attention to them than in the earlier and more simplistic table retrieval task. (If you teach economics, you might like to try this challenge now!!).
Following individual thinking time, pair/group discussion would take place about the correct positioning of the characteristics.
Phase Four: Diagram - Reveal
I would then show my 'answers' (as below).
We would discuss the diagram and I would also question students on why I have grouped some characteristics in the same squares in order to provide an opportunity for development of analytical skills and retrieval of some of the more complex content covered in the various lessons on these topics.
Design Rationale
I choose a complex double spray type diagram for this challenge as I want students to compare the structures and appreciate the similarities and differences between them. Applying the container metaphor, this choice is appropriate as the focus here is on the characteristics held by each structure (content), rather than any process relating to them.
The double spray is ideal as it enables an efficient display of shared characteristics as no repetition is required in the diagram.
It also enables students to clearly appreciate the interesting nature of the monopolistic competition structure which shares some characteristics with perfect competition, but also shares some with the polar opposite to perfect competition, monopoly. This helps students overcome potential confusion and avoid misunderstandings that can occur between very different structures with unhelpfully similar names!
Maybe you will also now like to use it? I would love to hear your thoughts/feedback/experiences!
Many thanks to Oliver and David for their inspiration which led me to create this diagram.
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