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HYIS: Nonlinguistic Representation

HYIS: Nonlinguistic Representation. Statesville Middle School February 2009. February Content – Overview of Today. Quick review of previous HYIS Research behind the HYIS- Non-Linguistic Representations Physical models Kinesthetic. Coming Attractions :. March: Non-Linguistic :

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HYIS: Nonlinguistic Representation

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  1. HYIS: Nonlinguistic Representation Statesville Middle School February 2009

  2. February Content – Overview of Today • Quick review of previous HYIS • Research behind the HYIS- Non-Linguistic Representations • Physical models • Kinesthetic

  3. Coming Attractions: March: Non-Linguistic: • Pictographs, pictures • Mental imaging • Planning implementation for your classes April: Non-linguistic • Graphic organizers (Thinking maps) • Share out of how you have utilized non-linguistic from the March planning activity • Where to find additional resources

  4. Connection to NC Teaching Standards STANDARD IV:TEACHERS FACILITATE LEARNING FOR THEIR STUDENTS • Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of their students. • Know how students think and learn • Keep abreast of evolving research and understand the influences on student learning • Adapt resources to address the strengths and weaknesses of students • Teachers use a variety of instructional methods. • Choose methods and materials as they strive to eliminate achievement gaps • Employ a wide range of techniques using information and communication technology, learning styles, and differentiated instruction

  5. Guess the High Yield Instructional Strategy Providing Feedback

  6. Guess the HYIS Cooperative Learning

  7. Guess the HYIS Setting Objectives

  8. Guess the HYIS summarizing

  9. Guess the HYIS Notetaking

  10. Most Common Teaching Practice • Instructional presentation is primarily linguistic: • reading the textbook • engaging in a discussion • listening to an explanation • Students are commonly left to their own devices to generate nonlinguistic representations

  11. Research on Learners • 18% are auditory learners • 32% are visual learners • 25% are tactile learners • 25% are kinesthetic learners Which means that greater than 50% of learners are nonlinguistic

  12. Researched Theories that support use of Non-linguistic representation: • Piaget Developmental Theory Concrete representational abstract • Gardner’s Theory of Multiple Intelligences Visual, spatial, intrapersonal/interpersonal... • Dual Coding Theory: A Theoretical Foundation of Learning with Graphics (Paivio,1990) Linguistic and nonlinguistic

  13. Dual Coding Theory Knowledge is stored in two forms • Linguistic • Imagery (Nonlinguistic) • Mental pictures • Physical Sensations ( smell, taste, touch, kinesthetic, sound)

  14. What is nonlinguistic representation? • It is an imagery mode of representation • The imagery mode is expressed as mental pictures and physical sensations such as smell, taste, touch, kinesthetic association, and sound

  15. Brain Research “It has been shown that explicitly engaging students in the creation of nonlinguistic representations stimulates and increases activity in the brain.” (Gerlic & Jausovec, 1999)

  16. Nonlinguistic representations give students additional ways to help them encode knowledge. The more we use both linguistic and nonlinguistic systems of representation, the better we are able to think about and recall knowledge.

  17. 2 Research Generalizationsregarding nonlinguistic representation • A variety of activities produce effective nonlinguistic representations: • creating graphic representations of the info. that is to be learned • making physical models of knowledge target being studied • generating mental pictures; imagining what is to be learned • drawing pictures and pictographs to represent info. being learned • engaging in kinesthetic activity or physical movement 2. Nonlinguistic representations should elaborate on knowledge.

  18. “Actions speak louder than words”

  19. NLR: Kinesthetic learning Physical movement associated with specific knowledge generates a mental image of the knowledge in the mind of the learner.

  20. Kinesthetic Examples: • Elementary- Use students to physically represent a number sentence with either subtraction, addition, multiplication, and/or division. • Middle- Using string to represent diameter, circumference, and radius Area/perimeter rap with hand movements • High- Students model diffusion by representing molecules achieving dynamic equilibrium within the classroom

  21. Kinesthetic Activity • Inspired by “Dance dance revolution” • Divide into 3 teams of 4-5 • Send one person from each team to the TRIANGLE on the floor • When the numbers appear on the screen, you must choose the appropriate sign: greater than >, less than <, equal to = (ex: 6 ___ 4 answer >) • Step to the point on the triangle with the answer.

  22. 8 ____ 9 10 ____ 7 -1 _____ -1 48 ___ -54 108 ___ 109 -22 ____ 21 437 ___ 4370 1000 ____ 101

  23. Applying it to other content areas: • ELA: characters from novel on floor; questions could be characteristics; must step on the correct character • S.Studies: wars on floor; questions around causes/effects, people involved • Science? • Wheel? • Math?

  24. NLR: Concrete Representations/Physical Models • Definition: physicalrepresentations are models or concrete representations of the knowledge that is being learned • Physical representations can be either: • Manipulative • Something students create • Generating a concrete representation establishes an “image” of the knowledge in students’ minds

  25. Concrete Representation/Physical Model • It IS: • Tied to desired learning target • An extension of their understanding as they construct the model • Learning from the process of building • Important to connect to relevant, real world examples Focus is NOT on just building/ constructing – arts & crafts (ex: making/coloring a ladybug because you read The Grouchy Ladybug) **you could build a model of a ladybug IF the learning focus is on learning the parts of the ladybug/insects.

  26. Activity • Choose 1-2 essential learning targets from your spring essentials • Determine how you would deepen the understanding of the learning target(s) using a kinestheticstrategy • Write on the sheet provided • Share out with the person beside you.

  27. Activity: • Pair up with someone in your content area • Brainstorm examples of physical models/concrete representations in your area based on spring essentials • Capture on the sheet provided • Share out

  28. Resources • Organizers Galore!! http://www.eduplace.com/kids/hme/k_5/graphorg/index.html • Interactive organizers http://www.readwritethink.org/materials/storymap/ • Souvenirshttp://classroom.jc-schools.net/read/Souvenirs.htm • Amazing stuffhttp://home.att.net/~teaching/langarts.htm • www.scholasticred.com

  29. Next steps • Try incorporating the use of KINESTHETIC activity and a MODEL/CONCRETE representation in your lesson plans in the next 2 weeks. • Be ready to share at the next PD session on Tuesday, Feb. 24 (CASL) • Plus/delta before you leave. 

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