1. Nonlinguistic Representations
Looking closer . . .
Chapter 6
Nonlinguistic Representations

2. Why Nonlinguistic Representations?
Instruction can be provided in two ways- linguistic and nonlinguistic.
In classroom instruction, we tend to only use linguistic instruction.
Research shows (Effect size ranging from .50 to 1.31) that using nonlinguistic representations actually stimulate and increase brain activity and recall.
Therefore, we need to use both modes.
Linguistic instruction involves verbal and written words.
Explain what effect sizes mean (pg 160 in book) .2 is low, .5 is medium, .8 is high effect size.

3. Nonlinguistic Representations
Reflect on and create mental pictures
Interpret and generate graphic representations
When tied to linguistic statements, strengthens understanding and memory
They should create connections between ideas/knowledge
Brief introduction. Read slide.

4. Strategies Creating Graphic Representations Making Physical Models
Generating Mental Pictures
Drawing Pictures and Pictographs
Engaging in Kinesthetic Activity
Different forms of nonlinguistic representations. Give an example of how you have already tried to use more nonlinguistic representations in your classroom.

5. Creating Graphic Organizers
See packet or for examples
GENERALIZATION/PRINCIPLE PATTERN
DESCRIPTIVE PATTERN
PROCESS/CAUSE-EFFECT PATTERNS
CONCEPT PATTERNS
TIME-SEQUENCE PATTERNS
EPISODE PATTERNS
One way to translate nonlinguistic representations into classroom practice is to have students create graphic organizers. Graphic organizers combine the linguistic mode with the nonlinguistic mode, because they use words along with symbols and arrows Physically hand out copies of each type of graphic organizer along with filled out “example” copies AND make sure to talk about how to find additional copies on the HISD website.
Most information can be organized into six different types of patterns, such as those on the screen. The sample graphic organizers in Marzano’s book, which you will have an opportunity to explore in a minute, provide ways to organize information that fit each of these patterns.
For example, some information, such as that organized into a descriptive pattern, does not need to be shown in any particular order, but a time-sequence pattern would be useful when events need to be organized in a specific chronological order.
It is also important to remember that the purpose of a graphic organizer is to elaborate on the knowledge that is in our minds – to increase our internal understanding of something. The samples in the Classroom Instruction that Works book have been selected because they fit the ways in which information is organized, but these formats should not limit us. For example, make a copy of page 77 for those attending presentation; look to figure Or offer for folks to borrow Marzono book.

6. Example: Descriptive Pattern Organizer Multiply Add Four Operations
Four types of operations: addition, subtraction, multiplication, division
Divide
Subtract

7. Making Physical Models
Example: Presenting the different phases of the moon using a Styrofoam ball as the moon and a light bulb as the sun.
Physical models are concrete representations of the knowledge being learned. Often called manipulatives. Example: Each student is given white styrofoam ball stuck on the end of the pencil. The sun was represented with a lamp with the shade removed. Each student holds the ball at arms length between them and the lamp. Refer to page 80 and 81.

8. Generating Mental Pictures
Example: When doing addition and subtraction, imagine a number line
Create an imagine in your mind to help you remember properties of certain things.

9. Drawing Pictures and Pictographs
Example: When reading the book Huckleberry Finn draw a map of the Mississippi River and Huck’s stops along the way.
Sorting out information or events by creating a picture representation. For example, representing the events in Huckleberry Finn by drawing a map.

10. Engaging in Kinesthetic Activity
Example: While studying the Civil War, have students sample different foods that the soldiers may have eaten
Kinesthetic activity are those that involve physical movement or sensations. Explain example.

11. In Summary
Nonlinguistic representations can be written, mental, or physical.
Even if nonlinguistic representations include words, there is also a visual or physical component that illustrates the relationships among ideas.
The purpose of nonlinguistic representations is to create connections between ideas/knowledge within the minds of the learners.
Read the slide.