HYIS: Nonlinguistic Representation Statesville Middle School February 2009.
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Transcript of HYIS: Nonlinguistic Representation Statesville Middle School February 2009.
HYIS: Nonlinguistic RepresentationStatesville Middle School
February 2009
February Content – Overview of Today• Quick review of previous HYIS• Research behind the HYIS- Non-
Linguistic Representations• Physical models• Kinesthetic
Coming Attractions:
March: Non-Linguistic:• Pictographs, pictures• Mental imaging• Planning implementation for your classes
April: Non-linguistic• Graphic organizers (Thinking maps)• Share out of how you have utilized non-
linguistic from the March planning activity• Where to find additional resources
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
Guess the High Yield Instructional Strategy
Providing Feedback
Guess the HYIS
Cooperative Learning
Guess the HYIS
Setting Objectives
Guess the HYIS
summarizing
Guess the HYIS
Notetaking
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
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
Researched Theories that support use of Non-linguistic representation:
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
Dual Coding Theory
Knowledge is stored in two forms Linguistic Imagery (Nonlinguistic)
• Mental pictures• Physical Sensations ( smell, taste, touch,
kinesthetic, sound)
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
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)
• 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.
2 Research Generalizationsregarding nonlinguistic representation
1. A variety of activities produce effective nonlinguistic representations:
creating graphic representations of the info. that is to be learned
making physical models of knowledge target being studied
generating mental pictures; imagining what is to be learned
drawing pictures and pictographs to represent info. being learned
engaging in kinesthetic activity or physical movement
2. Nonlinguistic representations should elaborate on knowledge.
“Actions speak louder than words”
NLR: Kinesthetic learning
Physical movement associated with specific knowledge
generates a mental image of the knowledge in the mind of the
learner.
Kinesthetic Examples:
• Elementary- Use students to physically represent a number sentence with either subtraction, addition, multiplication, and/or division.
• Middle- 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
Kinesthetic Activity• Inspired by “Dance dance revolution”• Divide into 3 teams of 4-5• Send one person from each team to the
TRIANGLE on the floor• When the numbers appear on the screen, you
must choose the appropriate sign:
greater than >, less than <, equal to =
(ex: 6 ___ 4 answer >)• Step to the point on the triangle with the answer.
-1 _____ -1
8 ____ 9
10 ____ 7
48 ___ -54
108 ___ 109
-22 ____ 21
437 ___ 4370
1000 ____ 101
Applying it to other content areas:
• ELA: characters from novel on floor; questions could be characteristics; must step on the correct character
• S.Studies: wars on floor; questions around causes/effects, people involved
• Science?• Wheel?• Math?
NLR: Concrete Representations/Physical Models
• Definition: physical representations 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
Concrete Representation/Physical Model
Focus is NOT on just building/ constructing – arts & crafts (ex: making/coloring a ladybug because you read The Grouchy Ladybug)
**you could build a model of a ladybug IF the learning focus is on learning the parts of the ladybug/insects.
It IS:
•Tied to desired learning target
•An extension of their understanding as they construct the model
•Learning from the process of building
•Important to connect to relevant, real world examples
Activity• Choose 1-2 essential learning targets
from your spring essentials• Determine how you would deepen the
understanding of the learning target(s) using a kinesthetic strategy
• Write on the sheet provided• Share out with the person beside you.
Activity:
• Pair up with someone in your content area
• Brainstorm examples of physical models/concrete representations in your area based on spring essentials
• Capture on the sheet provided• Share out
Resources
• Organizers Galore!! http://www.eduplace.com/kids/hme/k_5/graphorg/index.html
• Interactive organizers http://www.readwritethink.org/materials/storymap/
• Souvenirs http://classroom.jc-schools.net/read/Souvenirs.htm
• Amazing stuff http://home.att.net/~teaching/langarts.htm
• www.scholasticred.com
Next steps
• Try incorporating the use of KINESTHETIC activity and a MODEL/CONCRETE representation in your lesson plans in the next 2 weeks.
• Be ready to share at the next PD session on Tuesday, Feb. 24 (CASL)
• Plus/delta before you leave.