Presented by: Lauren Sanders, Jacqueline Thompson and Russell Melton

o According to Hill and Flynn, knowledge is stored in two ways: o 1) Linguistic-listened to or read information (actual sentences stored in long-term memory). o 2) Non-linguistic-mental pictures or physical sensations (sight, sound, smell, touch, taste and movement). o Use of both helps students recall and think about information.

Suggested uses in the Classroom: o Bring “realia” into the lessons-photographs, graphs and charts. o Conduct Demonstrations-actions and gestures matched with words to convey meaning. o Use of Multimedia-video and audio (students connect better when they see and hear something). o Hands-On Activities-Experiments, pantomime, drawing and sequencing of stories. Meaning cannot be conveyed to ELLs through words alone.

 I. A variety of activities can help students to formulate non-linguistic representations (graphic representations, pictures, mental images, physical and technological models, and kinesthetic activities).  II. Non-linguistic representations enhance knowledge, allowing a students to construct a mental model into a concrete form (pizza slice/fractions), as well as elaborate on how the model represents the concept.

1) Use of graphic organizers to represent knowledge-Venn diagrams, charts, webs, and time lines. The five most common graphic organizer types are (see Appendix A in Hill and Flynn): vocabulary terms and phrases, time sequences, cause and effect sequences, episodes and generalizations 2) Use of Symbolic Representations-These allow students to make connections and construct meaning and comprehend material. 3) Help Generate Mental Pictures-Using all five senses to help produce mental images (creating a “movie in the mind.” 4) Make Physical Models-Any 3-D form can be a model and they can be incorporated in all content areas. The act of constructing an image of the knowledge allows them to not have to depend solely on words. 5) Use Kinesthetic Activities-Demonstrating comprehension through body movements, or acting things out helps to generate a mental image of the knowledge in the mind of the learner.

 Other Examples include: Adjustable assignment grids-aid for a teachers to assess and evaluate levels of mastery, as well as provide feedback for students through adjusted assignments. Curriculum Compacting-whereby instructors provide higher level challenges for students at a greater level of mastery. Kinesthetic/manipulative activities -grouping the students according to ability whereby the students in each group are challenged while at the same time allowed to feel a sense of achievement.

Rise in the number of ELL Students. Increased prevalence of autism/ASD and other neurodevelopmental disorders such as ADHD. “Efforts should be made to ensure that adequate resources are in place to reduce barriers to care for this particularly vulnerable population”-Wang and Leslie