The document discusses dual-coding theory and how students access and retain information through both linguistic and nonlinguistic representations. It suggests teachers can help students develop a deeper understanding by having them create graphic organizers, physical models, mental images, pictures, and through kinesthetic activity to accompany the linguistic concepts being taught. It also provides a link for teachers to sign up for an online concept mapping tool to create a map summarizing the main idea and details of the article "Food for Thought".

1. Birchmount Resource Teachers
Feb.15, 2012
KandiHorsman
TechnologyMentor, D2

2. Solid
States of
Matter
Liquid
Gas

3. 
Dual-coding theory of information storage

In classrooms, would you say linguistic or nonlinguistic is the
predominant mode for accessing content?

Processing information through both pathways increases depth of
understanding & retention

Producing nonlinguistic representations of knowledge in the minds of
students through:
◦ Linguistic
◦ Nonlinguistic
◦ Graphic organizers

Linguistic mode (words & phrases) + nonlinguistic mode (images to represent concepts
& arrows to represent relationships)
◦ Physical models (i.e. manipulatives represent fractions)
◦ Mental images (i.e. Description of cat named Dragon from Mrs. Frisby and the Rats of
Nimh)
◦ Pictures & pictographs (i.e. Traffic signs)
◦ Kinesthetic activity

4. 
Sign up for a free account
◦ https://www.gliffy.com/gliffy/signup/

Create a concept map for the main idea &
supporting details for “Food for Thought”