Non-linguistic Representation

1. Non-linguistic Representation Research-Based Strategies for Increasing Student Achievement Compiled from: Classroom Instruction That Works! By: Robert J. Marzano, Debra J. Pickering & Jane E. Pollock Curriculum & Staff Development Center

2. Training Outcomes

3. Participant K-W-L

4. Categories of Instructional Strategies That Affect Student Achievement

5. What do we know about how knowledge is stored?

6. What is Non-Linguistic Representation? ~ Generating mental pictures or physical models of information and creating graphic representations for the information.

7. What does research tell us about non-linguistic representations? Explicitly engaging students in the creation of nonlinguistic representations stimulates and increases activity in the brain. (Gerlic & Jausovec, 1999)

8. Four Planning Questions for Instruction

9. Four Planning Questions for Instruction Non-Linguistic Representations

10. Two Generalizations from the Research on Non-Linguistic Representation • A variety of activities produce nonlinguistic representations. • Nonlinguistic representations should elaborateon knowledge.

11. “Elaborate On” • Simply means “add to” knowledge. • Results in students not only understanding the knowledge in greater depth, but students also recalling it more easily. • Asking students to explain and justify their elaborations enhances learning.

12. Recommendations for Classroom Practice:Nonlinguistic Representations • Use graphic organizers to represent knowledge. • Have students generate physical models of the knowledge. • Have students generate mental pictures of the knowledge they are learning. • Use pictures or pictographs to represent knowledge. • Have students engage in kinesthetic activities representing the knowledge.

13. What does this strategy look like in the classroom? Recommendation # 1: Use graphic organizers to represent knowledge.

14. Graphic Organizers, cont.

15. Descriptive Patterns Organizer Sample: Fact Fact TOPIC Fact Fact Fact Fact

16. Example of Descriptor Patterns OrganizerHurricanes Hurricanes Categorized by wind speed Eyewall Spin counterclockwise In Northern Hemisphere Spin clockwise In Southern Hemisphere Seasonal Move heat from equatorial region to higher latitudes

17. Time Sequence Pattern Organizer Example Sample: EVENT EVENT EVENT EVENT EVENT

18. NASA’s Space ShuttleOfficial name - Space Transportation System (STS) Space Shuttle Program NASA returned to flight on July 26, 2005 with successful launch and re-entry of Discovery. Shuttle Discovery was also the first orbiter to fly after the Challenger accident. 1960’s vision of a reusable space craft to service International Space Station January 2, 1972, PresidentRichard M. Nixon announced NASA would proceed with development of reusable low cost space shuttle system. First fully functional orbiter, Columbia launched on April 12, 1981. Challenger was lost during launch on Jan. 28, 1986. The Shuttle program was grounded until. Columbia was lost during re-entry, Feb. 1, 2003 once again grounding the shuttle program

19. Process/Cause-Effect Patterns Example Sample: EFFECT

20. Process/Cause-Effect ExampleWorld Events Leading to the Vietnam War Vietnam split into North (Communist) and South (Non-Communist) US Troops moved into fight Vietnam Conflict Gulf of Tonkin Resolution Civil War in Vietnam U.S Support of South Vietnam U.S. Destroyer Maddox attacked in Gulf of Tonkin

21. Episode Pattern Organizer Example Sample: Duration Place Time Effect Cause EPISODE Person Person Person

22. Example using Discovery of New World Discovery of New World Santa Maria Pinta Atlantic Ocean Nina Aug. 3, 1492 – Oct. 12, 1492 Aug. 1492 Colonization of the New World Seek a shorter, Western Route to India Discovery of New World Christopher Columbus Queen Isabella Of Spain King Ferdinand of Spain

23. Generalization/Principle Patterns Example Sample: Generalization/Principle Example Example Example

24. Generalization/Principle PatternsMammals Characteristics of Mammals Have hair Warm-Blooded Nourish young with milk

25. Concept Patterns Example Example Characteristic Concept Characteristic Example Characteristic Example Example Example Example Example

26. Concept Patterns Example Using Hurricanes Wind Speed Classification June 1 – Nov. 30 Seasonal Category One – Winds 74-95 mph Hurricanes Category Two – Winds 96-110mph Category Three– 111-130Winds mph Category Four– 131-155Winds mph Weather Terms Category Five – greater than 155Winds mph Hurricane Watch Hurricane Force Winds expected within 36 hours Hurricane Warning Hurricane Force Winds expected within 24 hours

27. Physical Models ~ Concrete representations of the knowledge learned ~ Think “Manipulatives” ~ Be sure the activity will extend students’ understanding of the knowledge

28. Example of Physical Model To extend student learning of the concepts of proportion and the relationships between two- and three-dimensional shapes, a teacher asked the students to build a three-dimensional model to scale. The assignment: Students were to choose any common object, identify a scale to use, draw a two-dimensional sketch, build the model and write two paragraphs explaining the proportional model and the process used. A student chose to build a model of her cylindrical lip balm container and chose a scale of 4:1 for the model to the original. Some steps were easier than others in the process, but figuring out the circumference of the cylinder was a little harder. Working with construction paper, she was able to make the connection between the length of the rectangle she was rolling to create a cylinder and the circumference of the cylinder. This concrete representation solidified the connection between two-dimensional and three-dimensional objects.

29. Mental Pictures ~ Help students to create mental pictures by facilitating their thinking about the sounds, smells, tastes, and visual details associated with the knowledge. ~ The most direct way to generate nonlinguistic representations.

30. Example of Mental Pictures Help students create mental pictures by focusing them on the sounds, smells, tastes, and visual details associated with knowledge. If you are teaching a unit on tides, have them “feel” the breeze on the beach, feel the sand in their toes, the sun on their faces, smell the water and the seashells, hear the birds and the waves hitting the shore.

31. Pictures or Pictographs ~ Pictograph is a drawing that uses symbols or symbolic pictures to represent information.

32. Pictographs ExampleWhat is your favorite cookie? Chocolate Chip Gingerbread Cookies Sugar Cookies

33. Engage in Kinesthetic Activities ~ Physical movement activities that represent knowledge ~ how an electric circuit works, the way the planets move around the sun, the exchange of the oxygen and carbon dioxide in the body, adding and subtracting

34. Kinesthetic activities Modeling /Group activity: Example of kinesthetic activities…. Stand up and imagine that you are 4th graders studying geometry topics. Use your arms to demonstrate the following: • Radius of a circle • Diameter of a circle • Circumference of a circle • Acute angle • Obtuse angle • Right angle

35. Three Key Points • We store what we know in a language form (linguistic) and an imagery form (nonlinguistic). The imagery mode is expressed as mental pictures or physical sensations.

36. Key Points, cont. 2. Teachers can take a variety of approaches to help students generate nonlinguistic representations of knowledge. These approaches have a strong positive effect on student achievement.

37. Key Points, cont. 3. Constructing nonlinguistic representations of knowledge helps students elaborate on their knowledge.

38. Reflection on Learning • What have you learned about nonlinguistic representation? • What questions do you have about nonlinguistic representations? • What changes might you make in your practice related to nonlinguistic representation? • What support might you need to make these changes?