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Non-linguistic representational strategies

Non-linguistic representational strategies. Presented by: Lauren Sanders, Jacqueline Thompson and Russell Melton. What are nonlinguistic representations and how can they be used to foster learning?. According to Hill and Flynn, knowledge is stored in two ways:

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Non-linguistic representational strategies

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  1. Non-linguistic representational strategies Presented by: Lauren Sanders, Jacqueline Thompson and Russell Melton

  2. What are nonlinguistic representations andhow can they be used to foster learning? According to Hill and Flynn, knowledge is stored in two ways: • 1) Linguistic-listened to or read information (actual sentences stored in long-term memory). • 2) Non-linguistic-mental pictures or physical sensations (sight, sound, smell, touch, taste and movement). Use of both helps students recall and think about information.

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

  4. Generalizations about Non-linguistic Representations: • 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.

  5. Five Recommendations for Using Non-linguistic Representations • 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 • Use of Symbolic Representations-These allow students to make connections and construct meaning and comprehend material. • Help Generate Mental Pictures-Using all five senses to help produce mental images (creating a “movie in the mind.” • 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. • 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.

  6. Non-linguistic Representations are applicable to classrooms of all ages and subjects. • 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.

  7. Implementation Helping students understand and represent knowledge nonlinguistically is the most under-used instructional strategy (Marzano et al., 2001). • Model use of new tools • Use nonlinguistic modes in the content areas • Foster cooperative learning • Teach interpretation of nonlinguistic forms • Simulations offer new modes for learning • Stimulate body-mind connections • Integrate nonlinguistic forms into note-taking

  8. Why have Non-linguistic strategies become more relevant? • Rise in the number of ELL Students. • Increased prevalence of autism/ASD and other neurodevelopmentdisorders 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

  9. ReferencesMarzano, R.J., Pickering, D.J., & Pollock, J.E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.Hill, Jane D. and Flynn, Kathleen M. (2006). Classroom instruction that works with English Language Learners. Alexandria, VA. Association for Supervision and Curriculum Development.Gregory, G. H., & Chapman, C. Differentiated Instructional Strategies, 2nd. ed. Corwin Press, A SAGE Publications Company, Thousand Oaks, California. n.d. Research based strategies. Nonlinguistic representation. Northwest Regional Educational Laboratory. http://www.netc.org/focus/strategies/nonl.php> (2011, February 27)

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