HYIS: Nonlinguistic Representation

1. HYIS: Nonlinguistic Representation February 2009

2. February Content – Overview of Today • Quick review of previous HYIS • Research behind the HYIS- Non-Linguistic Representations • Physical models • Kinesthetic

3. Coming Attractions:March Non-Linguistic: • Pictographs, pictures • Mental imaging • Planning implementation for your classes

4. Last Spring Session: April • Graphic organizers (Thinking maps) • Share out of how you have utilized non-linguistic from the March planning activity • Where to find additional resources

5. Connection to NC Teaching Standards STANDARD IV:TEACHERS FACILITATE LEARNING FOR THEIR STUDENTS • Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of their students. • Know how students think and learn • Keep abreast of evolving research and understand the influences on student learning • Adapt resources to address the strengths and weaknesses of students • Teachers use a variety of instructional methods. • Choose methods and materials as they strive to eliminate achievement gaps • Employ a wide range of techniques using information and communication technology, learning styles, and differentiated instruction

6. Guess the High Yield Instructional Strategy

7. Most Common Teaching Practice • Instructional presentation is primarily linguistic: • reading the textbook • engaging in a discussion • listening to an explanation • Students are commonly left to their own devices to generate nonlinguistic representations

8. Research on Learners • 18% are auditory learners • 32% are visual learners • 25% are tactile learners • 25% are kinesthetic learners Which means that greater than 50% of learners are nonlinguistic

9. Research • Piaget Developmental Theory Concrete representational abstract • Gardner’s Theory of Multiple Intelligences Visual, spatial, intrapersonal/interpersonal... • Dual Coding Theory: A Theoretical Foundation of Learning with Graphics (Paivio, 1990) Linguistic and nonlinguistic

10. Dual Coding Theory Knowledge is stored in two forms • Linguistic • Imagery (Nonlinguistic) • Mental pictures • Physical Sensations ( smell, taste, touch, kinesthetic, sound)

11. What is nonlinguistic representation? • It is an imagery mode of representation • The imagery mode is expressed as mental pictures and physical sensations such as smell, taste, touch, kinesthetic association, and sound • A way to raise performance percentiles by 27 points

12. Each system has different functions, storage processing characteristics, and memory units • Pictures are more likely to activate both coding systems upon processing than words • The more we use both systems of representation –linguistic and nonlinguistic-the better we are able to think about and recall knowledge

13. Brain Research “It has been shown that explicitly engaging students in the creation of nonlinguistic representations stimulates and increases activity in the brain.” (Gerlic& Jausovec, 1999)

14. Nonlinguistic representations give students additional ways to help them encode knowledge. The more we use both linguistic and nonlinguistic systems of representation, the better we are able to think about and recall knowledge.

15. 2 Research Generalizations • A variety of activities produce effective nonlinguistic representations: creating graphic representations, making physical models, generating mental pictures, drawing pictures and pictographs, and engaging in kinesthetic activity. • Nonlinguistic representations should elaborate on knowledge.

16. 5 Recommendations Create graphic organizers, or graphic representations of information. These can include descriptions, time sequences, process/cause-effect relationships, episodes, generalizations/principles, and concepts Make physical models, or concrete representations, of the knowledge that is being studied. Generate mental pictures, imagining the knowledge being learned. Draw pictures and pictographs to represent information. Engage in kinesthetic activity, or physical movement.

17. “Actions speak louder than words”

18. Kinesthetic Physical movement associated with specific knowledge generates a mental image of the knowledge in the mind of the learner.

19. Examples • Elementary- Use students to physically represent a number sentence with either subtraction, addition, multiplication, and/or division. • Middle- Represent using string to represent diameter, circumference, and radius Area/perimeter rap with hand movements • High- Students model diffusion by representing molecules achieving dynamic equilibrium within the classroom

20. Cooperative Group Activity Using your curriculum guide choose one essential learning target Determine how you would deepen the understanding of the learning target using a kinesthetic strategy Share out

21. Concrete Representations/Physical Models • Definition: physicalrepresentations are models or concrete representations of the knowledge that is being learned • Physical representations can be either: • Manipulative • Something students create • Generating a concrete representation establishes an “image” of the knowledge in students’ minds

22. Concrete Representations/Physical Model • Construction of physical models should be tied to the desired learning target • Should extend their understanding of the knowledge as they construct the model • Focus is NOT on just building/ constructing – arts & crafts (ex:making/coloring a ladybug because you read The Grouchy Ladybug) • Focus IS on learning from the process of building • Important to connect to relevant real world examples to extend knowledge

23. Activity: • Pair up with someone • Choose a curriculum content area • Brainstorm examples of physical models/concrete representations in your area • Share out

24. Resources • Organizers Galore!! http://www.eduplace.com/kids/hme/k_5/graphorg/index.html • Interactive organizers http://www.readwritethink.org/materials/storymap/ • Souvenirshttp://classroom.jc-schools.net/read/Souvenirs.htm • Amazing stuffhttp://home.att.net/~teaching/langarts.htm