Assignment #6: Complete the 4 part assignment format as you read, reflect, and respond to Chapter 6 – Nonliguistic Representations.
Remember: Although your course packet asks you to post to blog for parts A, B, C, and D…we are asking that you only post part C and D. We’re trying to make the blog easier to read and more user- friendly. Thanks!
A. Self Assessment of Current Beliefs and Practices: This component asks you to reflect on how and why you currently use the instructional strategies of Nonlinguistic Representations in your classroom. The intent of this is to activate your prior knowledge of your strategy use so that you can make comparisons as you read the chapter. Below are the questions to help you complete your self-assessment. After completing your self assessment please post a thought or two as a comment (click on comment link below) to this posting labeled Week Six: Nonlinguistic Respresentions.
• Nonlinguistic representations help us to recall and use information every day. Think of a topic that you understand very well and notice how many images related to this topic you can generate in your head. Now identify a topic with which you are familiar but that you do not understand well. Try to generate images and notice how difficult it is.
• What would be the purpose of representing knowledge in different forms everyday in our classrooms across curriculum areas?
B. Read & Reflect “Research & Theory”: This portion of the assignment asks you to read chapter 6 and reflect briefly on your thinking after reading the “Research and Theory” section for both Nonlinguistic Representations. After completing your chapter reflection, please post it as a comment (click on comment link below) in the posting labeled Week Six: Nonlinguistic Representations.
C. Practice: Choose one of the specific “classroom practice” strategies or techniques shared in this chapter to teach to your students (If you are not currently teaching, you may share how you would use this strategy in your classroom). You may want to consider the bullets below.
• This chapter explains that nonlinguistic representations are powerful ways to learn and recall information but that many classrooms are very linguistically oriented. Think of classroom experiences that are often effective but that are inherently linguistic (e.g., reading the textbook, engaging in a discussion, listening to an explanation). Suggest several specific ways that these linguistic experiences could be even more effective by guiding students to generate and use nonlinguistic representations, such as graphic organizers, multimedia, and role-plays.
• When do you ask students to represent knowledge using forms other than words?
D. Final Strategy Reflection: Use the following sequence of questions/prompts to reflect on what you’ve learned about both the strategies presented in the chapter and what you’ve learned about yourself as both a teacher and a learner.
How has the information you read in this chapter on Nonlinguistic Representations effected your thinking about teaching and learning? What have you learned about yourself as a teacher and learner? Use the following questions to assist you in writing a brief strategy reflection:
• How might I change how use nonlinguistic representation in my classroom?
• What is something you now understand better about nonlinguistic representations?
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4 comments:
C. As the year is winding down I am trying to think of ways to intertwine and teach curriculum in an organized and succinct manner. I love the Episode Pattern Organizer. I am using this to help my students organize Lewis and Clark's expedition. The Episode Pattern Organizer lends itself wonderfully to organize the expedition for students. In addition to the student Episode organizer I am creating a bulletin at the same time so we can refer to it often whole class. Also my ELL and IEP kids (who are in and out of the room) they can take their time filling in their own organizers.
Our center "Episode" is Labeled Lewis and Clark's Expedition. We are listing the events in a time - line format. Additionally, we are able to list some of the crew members in the lower bubbles. This organizer is definitely a keeper. I shared this with my team. All think it is very effective also. It is such a great at a glance visual.
I'm glad that the "Episode Pattern Organizer" was so beneficial for both you and your students. With so many ELL and IEP students, using nonlinguistic representations in your classroom, is probable one of the most important. Making connections (or links between new and known information), will enable your children to retain and understand new information all that much better.
C. I have used both the Descriptive Pattern Organizer and the Student Pictograph. Both are really great visuals for the students. The descriptive pattern organizer is so versatile, we used it for science when describing the characteristics of a frog.
Also my students have been reading informational books and getting to be the expert by reading, using the organizer to take notes and then sharing that info with the class.
My favorite though is the student pictograph. I use this frequently with my students when they are reading informational books. I pair them up and as they read they stop (about after reading a paragraph) and together they use the pictograph to sketch and label what they have read.
D. My school district has invested lots of time/money training all of the teachers in using the SIOP Model. This model consists of different strategies, some of which are nonlinguistic representations. We have a high population of non-English speakers so using nonlinguistic representations to make content comprehensible just makes sense.
Paula - thanks for your comments. I've not heard of the SIOP model, but I briefly visited the site, www.cal.org/siop, and was curious as to whether this is a sort of program for ELLs? Is it like a basal, guided reading books? I was just curious. My old district is looking to address the growing needs of their ELL population.
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