Classroom Instruction That Works

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Classroom Instruction That Works
Power Point by Rebecca Wurst

• Chapter 6 Nonlinguistic Representations

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Research and Theory
Dual-coding theory of information storage
knowledge is stored in two forms

• LINGUISTIC

• IMAGERY (Nonlinguistic)

• Information stored as words.

• Information stored as pictures, sensations,
  movement, etc.

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The more we use both systems of representation
linguistic and nonlinguistic the better we are
able to think about and recall knowledge. p.73

• Engaging students in the creation of
  nonlinguistic representations stimulates and
  increases activity in the brain Gerlic
  Jausovec, 1999.

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Two generalizations to guide teachers in the use
of nonlinguistic representations

• There are many ways to produce nonlinguistic
  representations in the minds of students.
• i.e. creating graphic representations, making
  physical models, generating mental pictures, etc.
  (pp. 73-74).

• Nonlinguistic representations should elaborate
  on, or add to, knowledge.

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How do we help students generate nonlinguistic
representations?

• One way is to create Graphic Organizers These
  use both the linguistic mode and nonlingustic
  mode of knowledge acquisition and storage.
• Following, are 6 types of graphic organizers.(see
  pp.75-80)

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Descriptive Pattern Organizer

• Used to represent facts about specific persons,
  places, things, and events.
• Does not need to be in a particular order.

FACT
FACT
TOPIC
FACT
FACT
FACT
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Time-Sequence Patterns
EVENT
EVENT
EVENT
EVENT
EVENT

• Useful for organizing events in a specific
  chronological order.
• There are a variety of patterns that can be used
  to make time sequence patterns. The figure above
  is one such pattern.

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Process/Cause-Effect Patterns

• With this organizer you can put information into
  a causal network leading to a specific outcome
  or into a sequence of steps leading to a specific
  product (p.76).

EFFECT
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Episode Patterns
Duration
Place
Time
EPISODE
Cause
Effect
Person
Person
Person

• These organize information about specific events,
  including
• Setting (time and place) and duration.
• Specific People and Sequence of Events
• A Particular Cause and Effect

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Generalization/Principle Patterns

• This organizer is useful when forming information
  into general statements with supporting examples.

GENERALIZATION PRINCIPLE
Example
Example
Example
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Concept Patterns

• This is the most general of all of the
  organizers.
• Shows classes, categories, characteristics or
  attributes of persons, places, things and events.

Characteristic
Characteristic
CONCEPT
Example
Example
Characteristic
Example
Example
Example
Example
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Students can use more than one graphic organizer
with a topic.

• See pp.79 and 80 for one student's use of three
  different graphic organizers to help himself
  remember information for a test.

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What are some other ways to help students
generate nonlinguistic representations?

• Making Physical Models
• Generating Mental Pictures
• Drawing Pictures and Pictographs
• Engaging in Kinesthetic Activity

see pp.78-83
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Making Physical Models

• Concrete representations of knowledge that is
  being learned.
• This will establish an image in the students'
  minds.
• Some examples are -
• Using Styrofoam balls to show phases of the moon
  (pp. 78-81).
• Making math manipulatives.
• Building relief maps with clay.

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Generating Mental Pictures

• Help students imagine a picture of what is being
  learned.
• Can be used for -
• Advance organizers. Imagine... (see
  pp. 81-82 for an example).
• Abstract equations (p.81).
• Understanding a story (p. 72).

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Drawing Pictures and Pictographs

• Similar to generating mental pictures, students
  generate actual drawings or pictographs (drawing
  using symbols or symbolic pictures) to help
  understand information being taught.
• For example -
• Coloring or drawing skeletal system.
• Drawing a representation of the solar system.

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Engaging in Kinesthetic Activity

• Learning that involves physical movement.
• Examples of how this is used in classrooms -
• Doing Body Math (pp.82-83).
• Using the manual alphabet while teaching new
  spelling words.

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As you can see, there are many ways teachers can
help students create nonlinguistic
representations, so that learning can be enriched
and students can be enlightened.