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: Nonlinguistic representations are valuable tools to use in the classroom. Students construct mental pictures prior to reading, made use of a visual glossary, researched on the computer, and presented their poster to the class.
Before reading a story about hurricanes, students previewed vocabulary words that were difficult and found some words in a Visual Glossary. We discussed their background knowledge regarding hurricanes. Then, students read a story about hurricanes. Following the story, students were assigned to make a Venn diagram to compare differences and similarities between two hurricane categories of their choice. They also made a T-Chart comparing the differences between tropical thunderstorms and a category 1 hurricane.
Finally, students were to research on the internet, find pictures of the five types of hurricane categories, make a poster and present to students. Students enjoyed this activity learning about hurricanes.
D. Final Strategy Reflection: I have learned that I need to slow down in class and allow students to enjoy their academics by creating posters and graphic organizers to present to fellow students. The District discusses the importance of graphic organizers, but not in detail as Chapter 6. I especially found interesting the statement that the more we use “both” linguistic and nonlinguistic, the better students think about and recall information. This is a benefit to not only resource room students, but all students.
C. Practice: For science in kindergarten we have been studying the life cycle of a butterfly. I bought live caterpillars and have been watching the changes that happen with a butterfly. We have been journaling the process through observational drawings. I also had the children make a graphic organizer showing the cycle of a butterfly. The children colored in pictures of butterfly eggs, caterpillar, chrysalis and a butterfly. They cut these pictures out and glued them on a new sheet with a circular graphic organizer. Before we did this activity, I read aloud a book about the life cycle of a butterfly and we acted out the separate parts of the cycle. The kids had a great time acting out the life cycle. Any time they can act their learning out, I find it is very beneficial for this age group. With their limited writing abilities, acting out their learning is very motivating and fun.
D. Final strategy reflection: I really enjoyed reading this chapter. I feel this strategy is used in all subject areas for young learners. I feel like I use making physical models, generating mental pictures (especially with reading comprehension), drawing pictures and engaging in kinesthetic activity with young children. I feel that children of this age have fun learning using these strategies. All children can feel highly successful using these strategies. I feel like during these early years, I am exposing them to various graphic representations and at times are using them with teacher guidance.
It is such a good feeling when teachers observe students learning and having fun.
C. Practice: Although I would like to explore the idea of graphic organizers more (I like those cool webs), I will choose a different nonlinguistic representation. In a vocabulary lesson in body parts, first year French students have already received a list of definitions and have done a few exercises from their workbooks. To cement the vocabulary into their minds, I will teach them the song “Heads, Shoulders, Knees and Toes” in French. “Tete, Epaules, Genoux, Pied”. Many students may know the English version, but there are some in the class whose native language is other than English. I will teach the vocabulary for the body parts that are mentioned in the song and then the motions to the song. (Eyes, ears, mouth and nose are also mentioned.) It is a fun activity with plenty of motion, as the speed increases each time we sing it. They will increase their ability to remember the French words for body parts more than if they had just read a vocabulary list. A similar lesson I’ve used for body parts is using the song “Alouette”, it’s basically talking about plucking a lark’s feathers off to get it ready to cook. I draw a silly picture of the lark, and then erase each body part as we sing about it. Both activities have a linguistic component, but by adding them movement and/or the picture can only increase students comprehension and mastering of the vocabulary.
D. Final Strategy Reflection: With all the studies that show how important to teach to different learning styles, using nonlinguistic representations can only create a positive learning environment for all. I can see where this strategy may be used a lot in younger elementary grades and used less often the more difficult the curriculum gets, but I think that is a tragedy. Straight textbook and lecture learning may work for learning and memorizing facts for a test. But if we want our students to retain and increase knowledge, these nonlinguistic strategies must be implemented even in advanced courses. Teachers who use a variety of methods in developing lesson plans will produce learning that lasts. It may seem like more work, and it may be easier to lecture or read from a textbook, but the dividends of providing opportunities that will create an explosion of knowledge are a much greater reward
C. Practice: Although I would like to explore the idea of graphic organizers more (I like those cool webs), I will choose a different nonlinguistic representation. In a vocabulary lesson in body parts, first year French students have already received a list of definitions and have done a few exercises from their workbooks. To cement the vocabulary into their minds, I will teach them the song “Heads, Shoulders, Knees and Toes” in French. “Tete, Epaules, Genoux, Pied”. Many students may know the English version, but there are some in the class whose native language is other than English. I will teach the vocabulary for the body parts that are mentioned in the song and then the motions to the song. (Eyes, ears, mouth and nose are also mentioned.) It is a fun activity with plenty of motion, as the speed increases each time we sing it. They will increase their ability to remember the French words for body parts more than if they had just read a vocabulary list. A similar lesson I’ve used for body parts is using the song “Alouette”, it’s basically talking about plucking a lark’s feathers off to get it ready to cook. I draw a silly picture of the lark, and then erase each body part as we sing about it. Both activities have a linguistic component, but by adding them movement and/or the picture can only increase students comprehension and mastering of the vocabulary.
D. Final Strategy Reflection: With all the studies that show how important to teach to different learning styles, using nonlinguistic representations can only create a positive learning environment for all. I can see where this strategy may be used a lot in younger elementary grades and used less often the more difficult the curriculum gets, but I think that is a tragedy. Straight textbook and lecture learning may work for learning and memorizing facts for a test. But if we want our students to retain and increase knowledge, these nonlinguistic strategies must be implemented even in advanced courses. Teachers who use a variety of methods in developing lesson plans will produce learning that lasts. It may seem like more work, and it may be easier to lecture or read from a textbook, but the dividends of providing opportunities that will create an explosion of knowledge are a much greater reward.
Rhyme & rhythm of a song makes lyrics,(foreign language) easy for students to remember. Head, shoulders, knees, and toes is a fun song that students may sing over and over and have fun learning French.
C. We use graphic organizers on a regular basis across all subject areas. Social studies and writing are two major areas we use nonlinguistic representations. Students create a timeline similar to Figure 6.3 shown in the text. By using the timeline they are expected to show the battles that took place leading up to the Revolutionary War. The students list the name of the battle, date and who won the battle. They have to put the battles in chronological order and write them in either red or blue, depending on whether the north or the south won!
Including kinesthetic activities is very important as well. The most common area I use kinesthetic activities are during math. As mentioned in the text we also use our arms to show acute and obtuse angles, along with parallel and perpendicular lines. I like to keep the students active so I also do “active answers.” Every few weeks the last two minutes of math class I will say a math problem out loud such as “3 * 5.” The students then have to figure out the answer and do push-ups, jumping jacks or crunches in correlation to the answer. This also encourages personal fitness and math fact memorization in a fun, active way.
D. I really enjoyed reading this chapter and thing it validated how important it is to cater to different learning styles. My students always enjoy being able to express their thoughts in an organizer or outline before the write, or as they’re taking notes while reading a novel. I also appreciate the new ideas that are provided in the examples of Chapter 6.
Assignment #6:
C. Practice:
• When do you ask students to represent knowledge using forms other than words?
I try to get my students up and moving as much as possible because of the effectiveness I see when they have had a break from the pencil paper or lecture type work, especially due to their age. Often times I’ll have them stand if they know the answer to a question I ask, or I will have them stop to take stretch breaks, breathing breaks etc, play four square where they move to the corner that correlates to their answer.
Today I taught an agriculture lesson based on the book Pancakes, Pancakes by Eric Carle. The purpose of the lesson was to get students to understand that all products they eat come from the farm. That’s the big point. After reading the story and having discussions I broke the class into two teams. I had a blue team and a red team. Each team had three bags labeled:
1.) Farm
2.) Factory
3.) Store
Each team had a handful of picture cards that had various products. The students were in a line and when it was their turn they had to evaluate their card, pretend they were what was on the card and decide which bag the card belonged in. The purpose was to see where the product came from. Again, the point was to realize all things came from “the farm.” I had picture cards of yogurt, bacon, bread, eggs, raspberries and many more items. The kids love the idea of moving around and physically using their bodies to categorize. It worked well and most caught on fairly quickly.
Last week I did a math lesson working on quarters and understanding money and each child held a quarter and we were in one large circle. As I pointed to each student we added another 25 to our running total. It was very visual for them to see that with 19 students each holding a quarter, we had a grand total of $4.75.
D. Final Strategy Reflection:
• How might I change how use nonlinguistic representation in my classroom?
I will try to be creative and use nonlinguistic strategies more frequently in my classroom to get students up and moving and to help solidify concepts for them, especially your kinesthetic learners and those who struggle with ADHD.
• What is something you now understand better about nonlinguistic representations?
Students will hold stronger memories of the learning when they are able to physically participate or when they can create their learning through graphic organizers using nonlinguistic strategies.
Assignment #7:
C. Practice:
I use cooperative learning a lot and really enjoyed studying some of Spencer Kagan’s beliefs during my graduate program. My students sit in groups of 4 all day. I have 5 “teams/tables/groups” in my classroom. I mix those up every 4-5 weeks. Those students are generally placed for with behavior, proximity to the front etc. I also make sure to never have two low students next to one another. I like to have someone helpful to sit next to a student who needs more assistance, patience etc.
I think it’s important that students don’t rely too much on their peers. I always try to encourage all to participate, to speak, and to be prepared to share with the class what was discussed in their groups. That’s also good for getting your ESL students to talk since there are many times they choose to let someone else do the talking for them.
I use pair share, turn and talk to a neighbor, or the person across from you all through out the day. I like the safety that provides for students to share in smaller groups.
D. Final Strategy Reflection:
• How might I change how use cooperative learning in my classroom?
I was reflecting on my own teaching and what I do in my classroom especially when I read the part in the chapter about homogeneous groups. I try to allow high students to be with high students at times because they speak the same language and can challenge one another. I also try to pair high with medium, so they can help those medium students rise to the occasion. I never put two low students together, knowing that won’t be very productive.
• What is something you now understand better about cooperative learning?
I love it, and am a big fan. I liked being reminded of some creative ways to group students: favorite color, birthday months, and even maybe I’ll try favorite sports teams or something along those lines. Kids like consistency but it’s fun to shake things up from time to time.
C. Currently I do encourage my students to include nonlinguistic representations in their notes. However, not all of the students follow through. I would like to include the strategy in the chapter where the students write the information on the left of their notes in a linguistic way, and on the right in a non-linguistic fashion. I can model this at the beginning of the year as part of the 'reading for understanding' strategy. For my own learning I find that nonlinguistic representations are very useful and I do want to model that for my students so they can also benefit. I'd like to teach the students at least three graphic organizers that they can implement throughout their notes. We recently did a three day activity where the kids were up and moving around working on solving a problem with manipulatives, many of the students wrote down their findings in nonlinguistic representations as these were the most powerful ways of representing the information.
D. I find that I do use graphic organizers and other nonlinguistic representations of information in my class. However, after reading this Chapter I would like to do this more frequently. One of my primary goals as an 8th grade teacher is to help prepare my students for more independent ways of learning. We all want to teach our students to learn, to become learners. I think that if I can model the use of 'nonlinguistic representations' in note-taking, the students will be better independent learners. As I was reading the Chapter I was thinking back to a conversation I had with someone years ago about how babies think. Babies, before they even have words to express their thoughts or can even understand words spoken to them, they think. Babies process information at an alarming rate and learn so much faster than at any other time in their lives. This is entirely due to nonlinguistic representations. As I teach, I need to harness this powerful tool more.
Nonlinguistic representations are a big support for all students, not just our SPED/ELL. Linda as you said, slowing down for the students is important. We move at such a fast pace and our lives in general are so fast that there isn’t a lot of time to digest, ponder and explore before we move onto the next thing. No wonder students don’t seem to attend to details like they use to. ;-)
Heidi and Barbie,
I think it’s easier or should I say more natural a fit for the primary and elementary teachers to make use of this strategy. But it benefits students at all grade levels. ☺
Meagan,
Timelines are great tools to use with the students. I love that you use color-coding as well. What a fun way to bring physical activity into the classroom.
Hello Jennie,
Looks like you also have fun ways to incorporate movement into your day. I bet the kids love it.
Michaela,
Including nonlinguistic representations in notes is an important skill to teach students. I think the time and effort you put into this will be well worth it.
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