Tonight’s Agenda 4:00-4:30Registration 4:30-5:45Nonlinguistic Representation 5:45-6:00 Break and...
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Transcript of Tonight’s Agenda 4:00-4:30Registration 4:30-5:45Nonlinguistic Representation 5:45-6:00 Break and...
Tonight’s Agenda
• 4:00-4:30 Registration
• 4:30-5:45 Nonlinguistic Representation
• 5:45-6:00 Break and Transition
• 6:00-7:15 Classroom Environment/
Classroom Walk-Through
• 7:15-7:30 Q & A /Announcements/
Dismissal
Presented by
LaTanya Davis
Andetria Green-HamptonPooja Shroff-Barr
ABRAZO
New Teacher Induction Team
Motivating Minds with Innovative
Instructional Strategies(Nonlinguistic Representation)
Classroom Classroom Instruction That Instruction That
WorksWorksResearch-BasedResearch-Based
Strategies Strategies ForFor
Increasing StudentIncreasing StudentAchievementAchievement
Browse portions of this book at the AAssociation for SSupervision and CCurriculum DDevelopment website, www.ascd.orgwww.ascd.org..
Marzano, Pickering, & Pollock, 2001
Norms
Share your Share your ideasideas
Be respectful of Be respectful of othersothers
Eliminate Eliminate distractionsdistractions
Take care of Take care of your your needsneeds
Have a great learning Have a great learning experience!experience!
Actively Actively participateparticipate
ObjectivesParticipants will:Participants will:→→ Understand the impact that nonlinguistic
representation has on student learning. →→ Describe two generalizations that guide
teachers when using nonlinguistic representations in the classroom.
→→Understand that nonlinguistic Understand that nonlinguistic representation takes on many different representation takes on many different formsforms
Category Average
Effect
Size
Percentile gain
Number of Studies
Identifying Similarities & Differences
1.61 45 31
Summarizing & Note Taking 1.00 34 179
Reinforcing & Providing Recognition
.80 29 21
Homework & Practice .77 28 134
Nonlinguistic Representation .75 27 246
Cooperative Learning .73 27 122
Setting Objectives & Providing Feedback
.61 23 408
Generating & Testing Hypotheses .61 23 63
Cue, Questions, & Advance Organizers
.59 22 1251
The Learning Brain(‘dual coding” theory)
Linguistic: A juggler has many balls in the air at the same time.
Nonlinguistic
Six Common Graphic Organizers
• DESCRIPTIVE• TIME SEQUENCE• PROCESS/CAUSE-EFFECT• EPISODE• GENERALIZATION/PRINCIPLE• CONCEPT
Descriptive Pattern
• Descriptive Patterns can be used to represent facts about specific people, places, things and events
• This information does not have to be in any specific order
Main Idea
Descriptive Pattern
Example
Elephants
Big
Gray
Big Ears
Tusks
Time Sequence Pattern
• Time sequence patterns organize events in a specific chronological order
• For example, the events leading up to the Vietnam War can be shown in a time sequence pattern organizer
Event 1 Event 2 Event 3 Event 4
Process/Cause-Effect Pattern• Process/Cause-Effect Patterns organize
information into a casual network leading to a specific outcome
Cause
Cause Cause
Effect
Cause
Cause
• An example would be study habits that make a good student
Process/Cause-Effect Pattern• Process/Cause-Effect Patterns organize
information into a casual network leading to a specific outcome
Cause
Cause Cause
Effect
Cause
Cause
• An example would be study habits that make a good student
Episode Pattern
Episode Pattern Organizers arrange data about specific events including:
1. Setting (time and place)
2. Specific People
3. A specific duration
4. A specific sequence of events
5. A particular cause and effect
Episode PatternAn Example would be information leading up to the Civil War
Episode Effect
Person PersonPerson
Duration
Place
Time
Cause
Generalization/Principle Patterns
• Gereralization/Principle Patterns organize information into general statements with supporting details.
• An Example would be statements supporting a hypothesis that economic conditions were the cause of the Civil War.
Generalization/Principle
Example
Example
Example
Concept Pattern• Concept Patterns organize information
around a word or phrase that represents entire classes or categories of people, places things or events
• The characteristics or attributes of the concept along with examples of each should be included in this example.
• An example would be a teacher asking a student to show the concept of fables along with examples and characteristics of them.
Concept Pattern
Concept
Characteristic
CharacteristicExample
Example
Example
Example
Example
Example
Characteristic Example
Example
Example
A Concept Pattern could look like this
Text Rendering Experience Protocol
Article: Nonlinguistic Representation
713-892-6929
CONTACT INFORMATION
LaTanya [email protected]
Andetria [email protected]
Q&As/Announcements
•New Teacher Learning Path
•Future Training Dates and Locations ABRAZO Conference Day – February 13, 2010 at the HMW Bldg.
•Upcoming Testing Dates Stanford 10 – January 20-23, 2010 TAKS March 3, 2010 (3rd Grade Reading and 4th Grade Writing)
REFLECTING• Think about the strategies that were discussed
today using nonlinguistic representation.
• Based on the information shared today, how do you think this will enhance your current lessons?
What Happens Next?