Nonlinguistic Representations Using MS Excel and Inspiration as Technology Tools

Reflection 90-60-30 activity In pairs discuss use of multimedia presentations from last session. How did it go? Was it useful? Did you have the opportunity to use it in class? What was the reaction of the students?

90-60-30 activity

In pairs discuss use of multimedia presentations from last session. How did it go? Was it useful? Did you have the opportunity to use it in class? What was the reaction of the students?

Objectives The participants will… discuss importance of non-linguistic representation on student learning utilize MS Excel or Inspiration to incorporate technology in a lesson plan featuring non-linguistic representation. reflect on impact for learning.

The participants will…

discuss importance of non-linguistic representation on student learning

utilize MS Excel or Inspiration to incorporate technology in a lesson plan featuring non-linguistic representation.

reflect on impact for learning.

Call it Out!

Storing Information Many psychologists adhere to a “duel-coding” theory of information storage. The theory postulates that knowledge is stored in two forms---a linguistic form and an imagery form.

Many psychologists adhere to a “duel-coding” theory of information storage.

The theory postulates that knowledge is stored in two forms---a linguistic form and an imagery form.

Linguistic Form The linguistic form is semantic in nature. As a metaphor, one might think of the linguistic mode as containing actual statements in long-term memory. Imagery Form/Nonlinguistic The imagery form is expressed as mental pictures or even physical sensations, such as smell, taste, touch, kinesthetic association and sound (Richardson, 1983). Marzano and others refer to the imagery form of representation as nonlinguistic representation. Over the course of the past four years, sales have declined.

Linguistic Form

The linguistic form is semantic in nature.

As a metaphor, one might think of the linguistic mode as containing actual statements in long-term memory.

Imagery Form/Nonlinguistic

The imagery form is expressed as mental pictures or even physical sensations, such as smell, taste, touch, kinesthetic association and sound (Richardson, 1983).

Marzano and others refer to the imagery form of representation as nonlinguistic representation.

Using Both The more we use both systems of representation---linguistic and nonlinguistic, the better we are able to think about and recall knowledge. Studies have consistently shown that the primary way knowledge is presented to students is linguistic. We either talk to students about content or have them read about new content. This means that they are left to their own devices to generate nonlinguistic representations.

The more we use both systems of representation---linguistic and nonlinguistic, the better we are able to think about and recall knowledge.

Studies have consistently shown that the primary way knowledge is presented to students is linguistic.

We either talk to students about content or have them read about new content.

This means that they are left to their own devices to generate nonlinguistic representations.

Increasing Student Achievement When teachers help students generate nonlinguistic representations, the effects on achievement are strong. It has been shown that explicitly engaging students in the creation of nonlinguistic representations stimulates and increases activity in the brain (Gerlic & Jausovec, 1999).

When teachers help students generate nonlinguistic representations, the effects on achievement are strong.

It has been shown that explicitly engaging students in the creation of nonlinguistic representations stimulates and increases activity in the brain

(Gerlic & Jausovec, 1999).

Generalizations re: Nonlinguistic Representations A variety of activities produce nonlinguistic representations. The goal of instructional strategies is to produce nonlinguistic representations of knowledge in the minds of students. It can be accomplished in many ways: Creating graphic representations Making physical models Generating mental pictures Drawing pictures and pictographs Engaging in physical activities

A variety of activities produce nonlinguistic representations.

The goal of instructional strategies is to produce nonlinguistic representations of knowledge in the minds of students.

It can be accomplished in many ways:

Creating graphic representations

Making physical models

Generating mental pictures

Drawing pictures and pictographs

Engaging in physical activities

In a Minute Lean to the person sitting next to you and summarize the findings about the importance of nonlinguistic representations.

Lean to the person sitting next to you and summarize the findings about the importance of nonlinguistic representations.

Classroom Practice Graphic organizers are the most common way to help students generate nonlinguistic representations. Graphic organizers combine the linguistic mode by using words and phrases and the nonlinguistic mode by having symbols and arrows to represent relationships. We have two tools right now on our computers to help us with this – MS Excel and Inspiration.

Graphic organizers are the most common way to help students generate nonlinguistic representations.

Graphic organizers combine the linguistic mode by using words and phrases and the nonlinguistic mode by having symbols and arrows to represent relationships.

We have two tools right now on our computers to help us with this – MS Excel and Inspiration.

Sample activity - Picture Walk Walk around the room and look at the six graphic organizers. Put a slash mark on the graphic organizer you have used in the last month in your classroom.

Walk around the room and look at the six graphic organizers.

Put a slash mark on the graphic organizer you have used in the last month in your classroom.

Excel Sample

How do I do that? Let’s play with Excel! First collect the data. Place a slash mark under the month of your birthday on the whiteboard. Second input your data into Excel. Finally, let’s create a non linguistic representation of this data. Now you do the same! Take 10 minutes to create your own graph of the birthday information.

Let’s play with Excel!

First collect the data. Place a slash mark under the month of your birthday on the whiteboard.

Second input your data into Excel.

Finally, let’s create a non linguistic representation of this data.

Now you do the same! Take 10 minutes to create your own graph of the birthday information.

The following graphic organizers have great utility in the classroom, because they correspond to patterns into which most information can be organized: 1. Descriptive Patterns 2. Time-Sequence Patterns 3. Process/Cause-Effect Patterns 4. Episode Patterns 5. Generalization/Principle Patterns 6. Concept Patterns

The following graphic organizers have great utility in the classroom, because they correspond to patterns into which most information can be organized:

1. Descriptive Patterns

2. Time-Sequence Patterns

3. Process/Cause-Effect Patterns

4. Episode Patterns

5. Generalization/Principle Patterns

6. Concept Patterns

Descriptive Patterns Descriptive patterns can be used to represent facts about specific persons, places, things, and events. Information organized into a descriptive pattern does not have to be in any order. Example of a graphic organizer that might represent a descriptive pattern.

Descriptive patterns can be used to represent facts about specific persons, places, things, and events.

Information organized into a descriptive pattern does not have to be in any order.

Time-Sequence Patterns Time-sequence patterns organize events in a specific chronological order . Example: The development of the atomic bomb can be shown using a time-sequence pattern organizer. Example of a graphic organizer that might represent a time-sequence pattern graphically. Events

Time-sequence patterns organize events in a specific chronological order .

Example: The development of the atomic bomb can be shown using a time-sequence pattern organizer.

Process/Cause-Effect Patterns Process/cause-effect patterns organize information into a causal network leading to a specific outcome OR into a sequence of steps leading to a specific product/outcome. Example: Factors that lead to a healthy body might be organized as a process/cause-effect pattern. Example of a graphic organizer that might represent a process/cause-effect pattern. Effect

Process/cause-effect patterns organize information into a causal network leading to a specific outcome OR into a sequence of steps leading to a specific product/outcome.

Example: Factors that lead to a healthy body might be organized as a process/cause-effect pattern.

Episode Patterns Episode patterns organize information 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 > Example: Information relating to the Civil War might be organized into an episode pattern. Example of a graphic organizer that might represent an episode pattern. Episode Cause Effect person person person Duration Place Time

Episode patterns organize

information 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

> Example: Information relating to

the Civil War might be organized

into an episode pattern.

Generalization/Principle Patterns General/principle patterns organize information into general statements with supporting details. Example: A teacher may ask students to provide examples to support the principle—”A mathematics function is a relationship where the value of one variable depends on the value of another variable.” Example of a graphic organizer that might represent a generalization/principle pattern. Generalization Principle Example Example Example

General/principle patterns organize information into general statements with supporting details.

Example: A teacher may ask students to provide examples to support the principle—”A mathematics function is a relationship where the value of one variable depends on the value of another variable.”

Concept Patterns Concept patterns, the most general of all patterns, organize information around a word or phrase that represents entire classes or categories of persons, places, things, and events. The characteristics or attributes of the concept, along with examples of each, should be included in this pattern. Example: A teacher might ask a student to show the concept of “fables” along with examples and characteristics. Example of a graphic organizer that might represent a concept pattern. CONCEPT Characteristic Characteristic Characteristic Example Example Example Example Example Example Example

Concept patterns, the most general of all patterns, organize information around a word or phrase that represents entire classes or categories of persons, places, things, and events.

The characteristics or attributes of the concept, along with examples of each, should be included in this pattern.

Example: A teacher might ask a student to show the concept of “fables” along with examples and characteristics.

So how do I create one? Use an Inspiration template Create a graphic organizer in Inspiration Search the internet for graphic organizers Let’s play with Inspiration!

Use an Inspiration template

Create a graphic organizer in Inspiration

Search the internet for graphic organizers

Let’s play with Inspiration!

Which Will You Use Soon? Select a technology tool and nonlinguistic strategy you will use in your classroom in the next 5 days. Email your experiences to Estela Hazelton by 11/12/08. Include your personal reflection, challenges/triumphs and attach the tool you used.

Select a technology tool and nonlinguistic strategy you will use in your classroom in the next 5 days.

Email your experiences to Estela Hazelton by 11/12/08. Include your personal reflection, challenges/triumphs and attach the tool you used.

Ticket Out the Door On the index card please list one thing you found useful about today and also include anything for you would like further information. Hand the card to Alexa! Don’t forget the website http://sites.google.com/site/ridgetechieteachers

On the index card please list one thing you found useful about today and also include anything for you would like further information.

Hand the card to Alexa!

Don’t forget the website http://sites.google.com/site/ridgetechieteachers