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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C) Practice
In my own teaching, I use a lot of G.L.A.D. strategies throughout the day, which emphasize deepening understanding using a range of strategies, many of which are non-linguistic representations. For instance, with regards to providing input, pictorial input charts are often used which entail drawing pictures and symbols to represent concepts and teach new information. When beginning a social studies unit, for instance, I might begin with a graphic organizer that entails drawing the “big picture”, so that students understand where in the world it fits into. A world map and timeline would be included on the graphic organizer, and students would refer to it as we progress through the unit.
With regards to using kinesthetic activity, as we study new words that relate to a particular unit, we will often use a particular word as a “signal word” throughout the day, meaning that when students hear me say the word, they are to repeat the word, followed by a synonym and some sort of kinesthetic activity associated with the word. For instance, while reading a science article during a lesson, we were looking at unfamiliar words and the word “element” came up. For the next two days, we used the word as a signal word. Each time the word was said, students would repeat the word, say “cannot be separated”, and then clasp their hands. Students have fun with these words, it contributes to their understanding of the word, and it helps them create a mental image of the definition.
D) Final Strategy Reflection
This chapter made me think of the following quote by Frank Smith, “The human brain can be trusted to learn, to comprehend, to think constructively, and creatively.” It validates the idea that creating opportunities in the classroom to use nonlinguistic representations is important for students throughout the day. This chapter has motivated me to strive to use various nonlinguistic approaches to understanding information both when presenting to class, and when students are expected to work in small groups or independently. I liked the example given on page 82 of the 1st grade student who was able to understand a rather abstract concept by drawing a picture. It seems as though the fact that symbols are used to represent information helps the student understand the concept on a deeper level.
Another idea that I am taking from this chapter is the idea of encouraging students to construct mental representations/imagines of new information, particularly during literacy, social studies, or science. This allows students to “experience” the new information as if they were living the event themselves. This then allows them to make connections between the information and themselves/other events.
C. Practice
Chapter 6 incorporated some elements that I already use in my classroom, but also gave me a couple of new items to consider. I use a variety of activities that provides students the chance to use non-linguistic representations. During the year we focus on one or two graphic organizers during each unit so that students are exposed to several options and can find the ones that they are most comfortable with. As we progress students are given opportunities to choose which of these models they would like to use (based on their own comfort and what is most appropriate for the information we are covering).
Pictographs and drawings are the next most commonly used non-linguistic representations in my classroom. They have been a wonderful tool for encouraging students to elaborate on what they know about a topic. I learn a lot about HOW they understand the content from the drawings that they do and the symbols that they use. This information makes me better able to clear up misconceptions and guide further learning.
I would like to try the mental pictures next year. It seems like just taking the time to have them process and think about the topic could be beneficial. Besides saving time from having to stop and draw, it fits well with a writing strategy that that learned about in my ‘Teaching ESL” class. The strategy is called ‘Show and Not Tell’ where students are encouraged to describe something with more depth. For example, the “tell” sentence could be:
“In the evening, my sister could be gloomy.”
In the “showing” students would describe how they know sister is gloomy, what makes her grumpy and the environment itself. It is a strategy to help students improve their writing, but if they use the same skills to describe what they “see” in their heads to a partner I could tie these two strategies together.
Finally, I will incorporate the mental pictures into our class conversations about metacognition to help students become more aware of how they think & learn.
D. Final Strategy Reflection
This chapter tied in with an Ed Psych class that I took earlier this summer. We spent quite a lot of time examining the physiology of how the brain learns and on multiple intelligences. The use of graphic organizers, images (physical models, mental, drawn), and kinesthetic activities are supported by brain research. By modeling the use of these non linguistic representations and then providing opportunities for students to select which of them to use, we are allowing them to work within their area of intelligence.
The final element of this chapter that was powerful for me as a teacher was only briefly mentioned on pages 74-75. “Finally, the power of elaboration can be enhanced by asking students to explain and justify their elaborations.” When I started using the word “justify” with my students they were not even sure what it meant. Now, it is one of the basic requirements for nearly every assignment and has probably been the most impactful on the teaching and learning in my classroom. First, I need to be able to justify why we are doing an activity, reading an assignment, or studying a topic and share that information with my students. Additionally, asking students to justify has made them accountable for giving thoughtful responses/answers. Defining this word, providing samples, and making it an expectation from the beginning of the year has enhanced the teaching and learning in my class.
Hi Sarah,
Several of the teachers in my Masters cohort are GLAD trained and have shared some of the strategies with us. They love GLAD and how it incorporates some of the strategies covered in this chapter (kinesthetic, graphic organizers, pictoral input charts, etc).
C. I can see myself using a LOT of these strategies in my classroom. Although we all use them on occasion, I think we (or at least 1) forget how powerful they are! I know my students LOVE acting out - we do it ofen for vocabulary words and math concepts. Their favorite is probably standing on their chair and yelling, "I'm the Numerator Man" and getting under their chair and yelling, "I'm the Denominator Man" (in a deep voice). I've also done the phases of the moon kinesthetic activity similar to what was in the book. There have been years I've done it, years I've "kind of" done it and years I haven't. They most definitely "get it" more when we do it!
We are adopting Bridges for math this year - it is a manipulative based program with very minimal paper/pencil activities. I am excited about the possibilities! We participated as students in a trial lesson before school was out that taught division using models. It made SO much sense to me (someone who is NOT math minded). I'm hoping the kids will be just as enlightened!
I'm taking a writing class right now and just wrote a lesson using imagery. I'll read a picture book to them that has a lot of imagery (The Seashore Book by Charlotte Zolotow). As I read, they will be picturing the beach in their head. Every few pages, they will draw/sketch what they saw in their head. In the end, we'll compare and contrast with each other and with the book. Then they will write a paragraph using vivid words and a partner will draw a picture of what they saw in their head.
I'm noticing that our core reading program contains a lot of what this book has to say about best practices - generalizations, summaries, sequence of events. It's nice to know, when you HAVE to use a core reading program (which we do have to do) that it fits with best practice.
D. This chapter definitely reminded me the importance of doing non linguistic activities. I feel we do a pretty good job of that in the lower elementary grades and it slowly gets less and less as they move through the grades. Like I said before, we all know it, we just get caught up in the millions of things we have going on and sometimes rush through things.
What I've learned about myself as a teacher and learner is that I need those things!! When I go to classes, I need the visual things to help it make sense. I need to see it in action, or try it out...why shouldn't the kids?? The other thing I know is, when I do something non linguistic that the kids really 'get,' I feel like a better teacher. And those are the things they take away from the year.
I think I do a good job of incorporating these things right now, but usually more with science/social studies concepts and occasionally math. I would like to challenge myself to use non linguistic techniques more often and for more subjects. Toward the end of the year I started doing charades for reading vocabulary and they begged me to do it more often! I also have a smartboard which lends itself to doing all kind of non linguistic things!
Sarah and Kelly,
I like both of your strategies - the signal word and the justification.
I don't know much about GLAD - I think I heard it's used with ELL students? But it sounds like it would be helpful for anyone. It's been on my list to find out more about!
C: Using the graphic organizers would be a wonderful way to have my students learn about the developmental stages of a fetus. In particular using the process/cause-effect organizer to see what effect the mothers actions have on the unborn child. I can also see including drawings into this assignment, making them life size representations as the baby grows, maybe even three dimensional models!
I already use many nonlinguistic representation when the students study the development of a child after birth, having them use the viewing windows at the child care center to watch specific children and write down the actions and responses we may have just read about or discussed in class. For example I had some of the students watch the infant/toddlers and time how long they stay with one activity or toy. Then they worked in pairs to think of other activities they thought would be engaging to the child, pick one and make a materials list. Then get it ready and take it into the classroom and try it out. Then they would do the same assignment with the preschool class. I can add to this by having them then use one of the graphic organizers to see the stages more clearly.
The child development classes are also great for role-playing. Having students be2 or 3 year old children, while others are the parents can be pretty lively at times!
D: I have an art background and am always looking for ways to have my students use artistic expression to show they have learned the material. I frequently have them “play” with different forms of art media while considering how a child at different ages and stages would react to it. We also try out games and activities with each other before taking them into the classrooms. I think using the graphic organizers to give feed back would be very effective.
I could do more with the students in the area of elaborating on there knowledge, justifying as KellyC mentioned. I was inspired by what the book had to say and by what Kelly wrote to pay more attention to this with my students throughout the year.
Hi Everyone,
What great ideas you are all sharing! I love the "signal word" and numerator man.
Many people in this class bring up G.L.A.D. at this chapter. I haven't been trained in it myself, but I know many teachers say how great it is.
Sarah, I love the quote. Thanks for sharing.
Kelly, your post made me think of a YouTube or TeacherTube video I just saw last week. I looked for it but couldn't find it; if I do I'll post the URL here. The video shows a person being asked about Bloom's Taxonomy and saying how much he hated Bloom's Taxonomy. In school in his Talented and Gifted class they were told to work with the taxonomy but no one really understood it. Then during the video someone shows him a visual representation of it and he gets it. I'm sure I'm not doing it justice explaining it. I'll see if I can find it again. :)
Lindsay, our district just adopted Bridges for math last year. The teachers like it a lot, but it is a lot of prep work. They followed the program strictly for the first year and this year they are able to judge what to modify.
Students do love to act! Bonnie I can just picture your students role-playing 2 and 3 year olds. What a hoot that must be!
C. This chapter is very relevant in my first grade classroom. Especially at the beginning of the year when they are essentially still kindergarteners they need a way to express their understanding. Drawing pictures and pictographs can be used in all subject areas. In fact for those students that are unable to write any words they are still able to show their level of understanding. I also love using graphic organizers. It just grabs the students attention and puts the information in a much simpler way and they have a better chance of understanding. One idea that I have not used is forming mental pictures. I think this is a great way to get students involved and to also get them focused on what we are talking about. I can't wait to try this and see if it works with 25-30 wiggly and chatty first graders.
D. I have definately learned the importance of non-linguistic representations and how they can be used in combination with linguistic representations. I have always concentrated on trying to get the students to understand the content and sometimes it means trying several different ways of communicating information to students and also giving them several ways that they can show their understanding.
I also enjoyed the different graphic organizers. Some may be too complex for first graders, but I think I could easily adapt them for my classroom. This way I am not always using the same few graphic organizers and this will further engage the students and increase their understanding.
I can't wait to try what I have learned.
Thanks,
Kimberly Lewis
Sarah C. – I love your signal word idea. I think that is a great way to get the students to continue using the word, and to really grasp what it means. It’s also a great attention getter as they are all participating at the same time and have their hands clasped together at the end. Great idea, I might just have to use that myself!
Kelly – I have also heard about the “Show not Tell” strategy, but have completely forgotten about it until now. I think that having the students do this as an oral activity and then leading into a writing piece is an excellent idea. It gives students a different way of thinking about their writing. I know of a few students from my class last year who could have really benefited from this strategy!
C. I use graphic organizers fairly often in my classroom, however it always seems to be in the same subjects. Descriptive pattern Organizers for writing, Time Sequence Patterns and Cause/Effect Patterns for social studies, but I haven’t used many graphic organizers for reading/vocabulary or math, and this chapter gave me a lot of ideas to work with. I especially like the Episode Pattern Organizer for reading. I think that I will use this to help students summarize what they have read. This would work well to have them then turn this organizer into a written summary. Using mental pictures is something that I would like to get better at. I think this is a great way to help students mentally understand math concepts and formulas. I loved the way they did this with the formula of force on page 81. I also really like the idea of having students visualize what is being read to them, and then having them draw a picture of what they see in their minds and then comparing and contrasting these pictures with other classmates.
D. After reading what Lindsay had to say, I couldn’t agree more. Non linguistic activities slowly decrease as students get older which is very unfortunate. As a 5th grade teacher, the state test is a top priority, and as a beginning teacher was disappointed to find that I “had” to rush through the entire curriculum before March in order to load the students with as much information as possible, but what I realized is that it puts the students on overload, and they check out. Students need non linguistic activities to help them understand and have fun with learning. If all their schooling is done with pencil and paper while sitting at a desk, they will never find the joy in learning. I need non linguistic activities in order to learn AND teach. Otherwise I am going to check out as well and teaching will no longer be fun for me which will in turn be bad for my students.
After reading this chapter, I really realized how important it is for teachers and students to have fun with learning. It makes a huge difference in the amount of information students retain, and isn’t that the point? I feel like reading this chapter is going to make me a better teacher because it has reminded me of the importance of enjoying what we do.
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