Nonlinguistic Representations Awkward family photo  Survey of Instructional Strategies Amanda, Chris , Caitlin May 6, 2014

Learning Targets: I can explain what nonlinguistic representations are. I can demonstrate how nonlinguistic representations assist in student learning. I can design lesson ideas around using nonlinguistic representations with my students.

Nonlinguistic Representations Graphic organizers Physical models/manipulatives Mental pictures Creating pictures, illustrations, pictographs Engaging in kinesthetic activity “Nonlinguistic representations provides students with useful tools that merge knowledge presented in the classroom with mechanisms for understanding and remembering that knowledge (Dean, Hubbell, Pitler, Stone, 63).”

Strategy 1: Graphic Organizers Combines linguistic with nonlinguistic information Descriptive – describe topics and facts Time sequence- date and descriptions Process/cause and effect – relationships between what caused the event or situation Episode – describe the elements of a situation or an event Generalization/principle- provide examples for an idea/principle Concept – characteristics for an idea and concept

Break Off Activity! Directions: (3 minutes) INDEPENDENTLY Use your resource packet to complete the concept graphic organizer to brainstorm and develop examples/ applications of each type in your classroom.

Strategy 2: Physical models/ manipulatives Concrete representations of academic content or concepts Make sure students are both engaged in the activity and their learning * Caterpillar activity *

Strategies 3 & 4: Generate Mental Pictures AND Create pictures, illustrations, and pictographs “Forming a mental picture is often a good first step to understanding new information (70).” A nonlinguistic representation is to create a mental picture of that information. Facilitate construction of mental pictures by providing details enabling sounds, smells, taste, and visual details. Generating mental images is a great strategy to have students use imagery and visuals to improve their comprehension. A lot of students are unable to describe images and pictures in their minds as they read. Having them stop and sketch allows for students to begin becoming comfortable with this strategy. I often refer to this strategy as “brain TV”. We are watching, listening, tasting, feeling through the tv in our minds. We create character analysis and can picture them acting out what we are reading. For example, for a creative writing unit I would have my students close their eyes and picture what I would be describing – the sounds, the feelings, the sights, the tastes, the facial expressions. I would then have them draw and from there- have them write their own description and story. http://img.breakingmuscle.com/sites/default/files/imagecache/full_width/images/bydate/20121226/shutterstock17628787.jpg

Examples of Application: 3. Generate Mental Pictures 4. Create pictures, illustrations, & pictographs Examples of Application: Freyor Model Mental picture simulation Using five senses Stop and sketch Pictographs Symbolic pictures Adding animation, voice over technology Simulation – close your eyes – discuss beach and 5 senses

Strategy 5: Kinesthetic Activities “As students engage in physical movement associated with specific knowledge, they generate a mental image of that moment (Dean, Hubbell, Pitler, Stone, 2012).” Moving around creates more neural networks in the brain and learning remains longer. Some Examples Include: role playing acting out vocabulary words using body to illustrate concepts tap out rhythms hand gestures

Your TURN to apply your learning of Kinesthetic Activities: In your assigned group, create a lesson involving kinesthetic activity that you could use in your classroom tomorrow. You will have 4 minutes to brainstorm and 1 minute to present. Learning GROUPS Subject Mallory, Keri, Kim Historical figures Ashley, Bonnie Vocabulary Katie, Kristen Science experiment

Exit Slip & Conclusion – 3, 2, 1 Graphic organizers Physical models/manipulatives Mental pictures Creating pictures, illustrations, pictographs Engaging in kinesthetic activity Three things you have learned Two applications to your classroom One question

Resources Dean, C, E.R. Hubbell, H Pitler, and B Stone. Classroom Instruction that Works. 2nd Edition. Alexandria, VA: ASCD, 2012. Print. Hattie, John. Visible Learning for Teachers Maximizing Impact on Learning. Routledge: London and New York, 2012. Print. Marzano, R. (). The Art and Science of Teaching / Representing Knowledge Nonlinguistically. The Key to Changing the Teaching Profession, 67, 84-86. Medina, J. (2008). Brain Rules – 12 Principles for surviving and thriving at work, home and school. (pp. 221-240). Seattle, Washington: Pear Press.