2. Tonight’s Agenda 4:00-4:30Registration 4:30-5:45Nonlinguistic Representation 5:45-6:00 Break and Transition 6:00-7:15Classroom Environment/ Classroom Walk-Through 7:15-7:30Q & A /Announcements/ Dismissal

3. Presented by LaTanya Davis Andetria Green-Hampton Pooja Shroff-Barr ABRAZO New Teacher Induction Team Motivating Minds with Innovative Instructional Strategies (Nonlinguistic Representation)

4. Classroom Instruction That Works Research-BasedStrategiesFor Increasing Student Achievement A S C D www.ascd.org. Browse portions of this book at the Association for Supervision and Curriculum Development website, www.ascd.org. Marzano, Pickering, & Pollock, 2001

5. Norms  Share your ideas  Be respectful of others others  Eliminate distractions  Take care of your needs your needs  Have a great learning experience!  Actively participate

6. Objectives 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 representation takes on many different forms

7. Category Average Effect Size Percentile gain Number of Studies Identifying Similarities & Differences 1.614531 Summarizing & Note Taking1.0034179 Reinforcing & Providing Recognition.802921 Homework & Practice.7728134 Nonlinguistic Representation.7527246 Cooperative Learning.7327122 Setting Objectives & Providing Feedback.6123408 Generating & Testing Hypotheses.612363 Cue, Questions, & Advance Organizers.59221251

8. The Learning Brain (‘dual coding” theory) Linguistic: A juggler has many balls in the air at the same time. Nonlinguistic

9. Six Common Graphic Organizers DESCRIPTIVE TIME SEQUENCE PROCESS/CAUSE-EFFECT EPISODE GENERALIZATION/PRINCIPLE CONCEPT

10. 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

11. Descriptive Pattern Example

12. 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

13. Process/Cause-Effect Pattern Process/Cause-Effect Patterns organize information into a casual network leading to a specific outcome An example would be study habits that make a good student

14. Process/Cause-Effect Pattern Process/Cause-Effect Patterns organize information into a casual network leading to a specific outcome An example would be study habits that make a good student

15. 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

16. Episode Pattern An Example would be information leading up to the Civil War

17. 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.

18. 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.

19. Concept Pattern A Concept Pattern could look like this

20. Text Rendering Experience Protocol Article: Nonlinguistic Representation

21. 713-892-6929 CONTACT INFORMATION LaTanya Davis ldavis4@houstonisd.org Andetria Green-Hampton agreen@houstonisd.org 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 (3 rd Grade Reading and 4 th Grade Writing)

22. 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?