OVERVIEW: “Nonlinguistic Representation” is a very formal way to say “Use every other method at your disposal to communicate and connect ideas OTHER THAN JUST PLAIN WORDS!” Using pictures, physical models, kinesthetic activities and graphic organizers are powerful ways to elaborate on knowledge and help students “get it” by creating pictographs and mental images.
I. GENERALIZATIONS
A) A variety of activities produce Nonlinguistic Representation (NR)
B) The purpose of NR is to elaborate on knowledge
C) Knowledge is stored in two forms: linguistic (as language) and Nonlinguistic (as mental images and physical sensations)
II. RECOMMENDATIONS
A) Use graphic organizers to represent knowledge.
B) Have students create physical models of the knowledge.
C) Have students generate mental pictures of the knowledge being learned.
D) Use pictures or pictographs to represent knowledge.
E) Have students engage in kinesthetic activities to represent knowledge.
Research has shown (Marzano 1998) that “using graphic representations had one of the highest impacts on student achievement, with an average effect size of 1.24 (standard deviations).”
An excellent example is the relatively new “Ninetendo Wii” which “fuses the familiarity of a remote control with the sophistication of motion-sensing technology.” (Using Technology with Classroom Instruction That Works, 2007).
More kinesthetic examples are the Lego/Logo Robotics equipment as well as science “probeware” for measuring temperature, light and sound from companies like Vernier.
III. SIX CATEGORIES OF TECHNOLOGY Word Processing Applications, Spreadsheet Applications, Organizing and Brainstorming Software, Data Collection Tools, Multimedia Applications, Web Resources
A) WORD PROCESSING APPLICATIONS 1. Example: Microsoft Word {Probably the first widespread application type for general use (hey, what happened to “Wang” word processing “stations”?). Best to augment with “clip art” and other built-in graphic resources. Today the “Word Processor” is much more powerful than just a typewriter with no “correction ribbon”!!}
B) SPREADSHEET APPLICATIONS 1. Example: Microsoft Excel {Probably the second widespread application type for general use (hey, what happened to “Visicalc”?). Powerful stuff with built in “chart Wizard” to help students easily create graphs and charts from their data. Fully compatible with the Word Processing software for seamless integration of text and graphics.} See also the excellent example of “mumbo-jumbo numbers only” converted powerfully into a “picture” on pages 90-92 of UTwCItW.
C) ORGANIZING and BRAINSTORMING SOFTWARE 1. Examples: Microsoft Visio, CmapTools, SmartTools (SmartBoards), Microsoft Word Drawing (toolbar) {“Graphic representations serve as mnemonic devices that facilitate the classification, organization, storage, and recollection of information into and out of long-term memory. This is especially true for students with learning styles that favor visiual forms of learning.” (Using Technology with Classroom Instruction that Works, 2007 p.93)} SIX TYPES OF PATTERN ORGANIZERS: A) Conceptual/Descriptive {Connect Words and Pictures.} B) Generalization/Principle C) Time-Sequence D) Episode E) Process/Cause-Effect D) DATA COLLECTION TOOLS 1. Examples: Vernier, Pasco, HOBO, Fourier {Digital Probes and Digital Microscopes featuring still photography and full video functions provide powerful tools for students to collect, manipulate, analyze and present results of experiments and/or observations. Science Teachers are on the front lines with this but the applications are so easy and amazing that surely the technology will spread across and into virtually all academic subjects. Human creativity, both teacher and student, assures this will happen.}}
CHAPTER 5: NONLINGUISTIC REPRESENTATION
OVERVIEW: “Nonlinguistic Representation” is a very formal way to say “Use every other method at your disposal to communicate and connect ideas OTHER THAN JUST PLAIN WORDS!” Using pictures, physical models, kinesthetic activities and graphic organizers are powerful ways to elaborate on knowledge and help students “get it” by creating pictographs and mental images.
I. GENERALIZATIONS
A) A variety of activities produce Nonlinguistic Representation (NR)
B) The purpose of NR is to elaborate on knowledge
C) Knowledge is stored in two forms: linguistic (as language) and
Nonlinguistic (as mental images and physical sensations)
II. RECOMMENDATIONS
A) Use graphic organizers to represent knowledge.
B) Have students create physical models of the knowledge.
C) Have students generate mental pictures of the knowledge being learned.
D) Use pictures or pictographs to represent knowledge.
E) Have students engage in kinesthetic activities to represent knowledge.
Research has shown (Marzano 1998) that “using graphic representations had one of the highest impacts on student achievement, with an average effect size of 1.24 (standard deviations).”
An excellent example is the relatively new “Ninetendo Wii” which “fuses the familiarity of a remote control with the sophistication of motion-sensing technology.” (Using Technology with Classroom Instruction That Works, 2007).
More kinesthetic examples are the Lego/Logo Robotics equipment as well as science “probeware” for measuring temperature, light and sound from companies like Vernier.
III. SIX CATEGORIES OF TECHNOLOGY
Word Processing Applications, Spreadsheet Applications, Organizing and Brainstorming Software, Data Collection Tools, Multimedia Applications, Web Resources
A) WORD PROCESSING APPLICATIONS
1. Example: Microsoft Word
{Probably the first widespread application type for general use (hey, what happened to “Wang” word processing “stations”?). Best to augment with “clip art” and other built-in graphic resources. Today the “Word Processor” is much more powerful than just a typewriter with no “correction ribbon”!!}
B) SPREADSHEET APPLICATIONS
1. Example: Microsoft Excel
{Probably the second widespread application type for general use (hey, what happened to “Visicalc”?). Powerful stuff with built in “chart Wizard” to help students easily create graphs and charts from their data. Fully compatible with the Word Processing software for seamless integration of text and graphics.}
See also the excellent example of “mumbo-jumbo numbers only” converted powerfully into a “picture” on pages 90-92 of UTwCItW.
C) ORGANIZING and BRAINSTORMING SOFTWARE
1. Examples: Microsoft Visio, CmapTools, SmartTools (SmartBoards), Microsoft Word Drawing (toolbar)
{“Graphic representations serve as mnemonic devices that facilitate the classification, organization, storage, and recollection of information into and out of long-term memory. This is especially true for students with learning styles that favor visiual forms of learning.” (Using Technology with Classroom Instruction that Works, 2007 p.93)}
SIX TYPES OF PATTERN ORGANIZERS:
A) Conceptual/Descriptive
{Connect Words and Pictures.}
B) Generalization/Principle
C) Time-Sequence
D) Episode
E) Process/Cause-Effect
D) DATA COLLECTION TOOLS
1. Examples: Vernier, Pasco, HOBO, Fourier
{Digital Probes and Digital Microscopes featuring still photography and full video functions provide powerful tools for students to collect, manipulate, analyze and present results of experiments and/or observations. Science Teachers are on the front lines with this but the applications are so easy and amazing that surely the technology will spread across and into virtually all academic subjects. Human creativity, both teacher and student, assures this will happen.}}