Transcript Non-Linguistic Representations PowerPoint

Non-linguistic Representation
Research-Based Strategies for Increasing Student
Achievement
Compiled from:
Classroom Instruction That Works!
By: Robert J. Marzano, Debra J. Pickering & Jane E. Pollock
Curriculum & Staff Development Center
Training Outcomes
Non-Linguistic Representations
Definition
Examples
Classroom applications
Participant K-W-L
What do I already
Know about
Non-Linguistic
Representation?
What I Want to
Know?
What I Learned.
Categories of Instructional Strategies That Affect
Student Achievement
Category
Ave. Effect Size
(ES)
Percentile
Gain
No. of ESs
Identifying Similarities and Differences
1.61
45
31
Summarizing & Note Taking
1.0
34
179
Reinforcing Effort and Providing Recognition
.80
29
21
Homework & Practice
.77
28
134
Nonlinguistic representations
.75
27
246
Cooperative Learning
.73
27
122
Setting Objectives & Providing Feedback
.61
23
408
Generating & Testing Hypotheses
.61
23
63
Questions, Cues, and Advance Organizers
.59
22
1,251
What do we know about how
knowledge is stored?
Dual Coding Theory
(Paivio, 1969, 1971, 1990)
Linguistic (language form)
talk to students about
new content
 have them read about
new content
 students left on their own
to generate mental
imagery of new content

Non-linguistic (imagery form)
enhances students’
ability to represent and
elaborate on knowledge
using mental pictures or
physical sensations (i.e.,
smell, taste, touch,
movement, or sound).

What is Non-Linguistic
Representation?
~ Generating mental pictures or
physical models of information and
creating graphic representations for
the information.
What does research tell us about nonlinguistic representations?
Explicitly engaging students in the creation of
nonlinguistic representations stimulates and
increases activity in the brain. (Gerlic &
Jausovec, 1999)
Four Planning Questions for
Instruction
What knowledge will students
learn?
Which strategies will provide
evidence that students have
learned that knowledge?
Which strategies will help
students practice, review, and
apply that knowledge?
Which strategies will help
students acquire and integrate
that knowledge?
Four Planning Questions for Instruction
What knowledge will students
learn?
Which strategies will provide
evidence that students have
learned that knowledge?
Non-Linguistic Representations
Which strategies will help
students practice, review, and
apply that knowledge?
Which strategies will help
students acquire and integrate
that knowledge?
Two Generalizations from the Research on
Non-Linguistic Representation
1.
2.
A variety of activities produce
nonlinguistic representations.
Nonlinguistic representations should
elaborate on knowledge.
“Elaborate On”



Simply means “add to”
knowledge.
Results in students not only
understanding the
knowledge in greater depth,
but students also recalling it
more easily.
Asking students to
explain and justify their
elaborations enhances
learning.
Recommendations for Classroom Practice:
Nonlinguistic Representations





Use graphic organizers to represent knowledge.
Have students generate physical models of the
knowledge.
Have students generate mental pictures of the
knowledge they are learning.
Use pictures or pictographs to represent
knowledge.
Have students engage in kinesthetic activities
representing the knowledge.
What does this strategy look like in the classroom?
Recommendation # 1:
Use graphic organizers to represent knowledge.
The Six Types
Purpose
1. Descriptive
Vocabulary terms or facts.
2. Time Sequence
Organize events in
chronological order.
3. Process/cause-effect
Organize information into a
casual network leading to
specific outcome or into a
sequence of steps leading to a
specific product.
Graphic Organizers, cont.
The Six Types
Purpose
4. Episode
Organize a large quantity of
information about specific
events.
5. Generalization/Principle
Organize information into
general statements with
supporting examples.
6. Concept
Organize information about a
work or phrase that
represents entire classes or
categories.
Descriptive Patterns Organizer
Sample:
Fact
Fact
TOPIC
Fact
Fact
Fact
Fact
Example of Descriptor Patterns Organizer
Hurricanes
Categorized by
wind speed
Eyewall
Spin
counterclockwise
In Northern
Hemisphere
Hurricanes
Seasonal
Spin
clockwise
In Southern
Hemisphere
Move heat
from equatorial region
to higher latitudes
Time Sequence Pattern Organizer
Example
Sample:
NASA’s Space Shuttle
Official name - Space Transportation System (STS)
Space Shuttle Program
NASA returned to flight on July
26, 2005 with successful
launch and re-entry of
Discovery. Shuttle
Discovery was also the
first orbiter to fly after the
Challenger accident.
Columbia was lost during reentry, Feb. 1, 2003 once
again grounding the
shuttle program
Challenger was lost during
launch on Jan. 28, 1986.
The Shuttle program
was grounded until.
First fully functional
orbiter, Columbia
launched on April 12,
1981.
January 2, 1972, President
Richard M. Nixon
announced NASA would
proceed with
development of reusable
low cost space shuttle
system.
1960’s vision of a reusable
space craft to service
International Space Station
Process/Cause-Effect Patterns
Example
Sample:
EFFECT
Process/Cause-Effect Example
World Events Leading to the Vietnam War
Vietnam split into
North
(Communist)
and South
(NonCommunist)
Civil War in
Vietnam
Gulf of Tonkin
Resolution
U.S Support of
South Vietnam
U.S. Destroyer Maddox
attacked in Gulf of Tonkin
US Troops
moved into
fight
Vietnam
Conflict
Episode Pattern Organizer Example
Sample:
Duration
Place
Time
Cause
Person
EPISODE
Person
Effect
Person
Example using Discovery of New World
Discovery of New World
Santa
Queen Isabella
Of Spain
Maria
Christopher Columbus
Discovery of New World
Pinta
Seek a shorter,
Western Route to
India
Aug. 3, 1492 –
Oct. 12, 1492
Nina
Aug. 1492
Atlantic
Ocean
Colonization of
the New World
King Ferdinand of
Spain
Generalization/Principle Patterns
Example
Sample:
Generalization/Principle
Example
Example
Example
Generalization/Principle Patterns
Mammals
Characteristics of Mammals
Have hair
Warm-Blooded
Nourish young with milk
Concept Patterns Example
Example
Characteristic
Characteristic
Concept
Example
Characteristic
Example
Example
Example
Example
Example
Concept Patterns
Example Using Hurricanes
Wind Speed
Classification
June 1 – Nov. 30
Seasonal
Category One –
Winds 74-95 mph
Category Two –
Winds 96-110 mph
Category Three–
Hurricanes
111-130 Winds mph
Category Four–
Weather Terms
131-155 Winds mph
Category Five –
greater than 155 Winds mph
Hurricane Watch
Hurricane Force Winds
expected within 36 hours
Hurricane Warning
Hurricane Force Winds
expected within 24 hours
Physical Models
Recommendation # 2:
Make Physical models to represent knowledge
~ Concrete representations of the knowledge learned
~ Think “Manipulatives”
~ Be sure the activity will extend students’
understanding of the knowledge
Example of Physical Model
To extend student learning of the concepts of proportion and the relationships
between two- and three-dimensional shapes, a teacher asked the students to
build a three-dimensional model to scale. The assignment:
Students were to choose any common object, identify a scale to use,
draw a two-dimensional sketch, build the model and write two paragraphs
explaining the proportional model and the process used.
A student chose to build a model of her cylindrical lip balm container and
chose a scale of 4:1 for the model to the original. Some steps were easier
than others in the process, but figuring out the circumference of the
cylinder was a little harder. Working with construction paper, she was
able to make the connection between the length of the rectangle she was
rolling to create a cylinder and the circumference of the cylinder. This
concrete representation solidified the connection between twodimensional and three-dimensional objects.
Mental Pictures
Recommendation # 3:
Have students generate mental pictures to represent knowledge
they are learning.
~ Help students to create mental pictures by facilitating
their thinking about the sounds, smells, tastes, and
visual details associated with the knowledge.
~ The most direct way to generate nonlinguistic
representations.
Example of Mental Pictures
Help students create mental pictures by focusing them
on the sounds, smells, tastes, and visual details
associated with knowledge.
If you are teaching a unit on tides, have them “feel” the
breeze on the beach, feel the sand in their toes, the
sun on their faces, smell the water and the
seashells, hear the birds and the waves hitting the
shore.
Pictures or Pictographs
Recommendation # 4:
Draw pictures or pictographs to represent knowledge.
~ Pictograph is a drawing that uses symbols or symbolic pictures
to represent information.
Pictographs Example
What is your favorite cookie?
Chocolate Chip
Gingerbread Cookies
Sugar Cookies
Engage in Kinesthetic Activities
Recommendation # 5:
Engage in kinesthetic activities that represent knowledge.
~ Physical movement activities that represent
knowledge
~ how an electric circuit works, the way the planets
move around the sun, the exchange of the oxygen
and carbon dioxide in the body, adding and
subtracting
Kinesthetic activities
Modeling /Group activity:
Example of kinesthetic activities….
Stand up and imagine that you are 4th graders studying geometry topics.
Use your arms to demonstrate the following:

Radius of a circle

Diameter of a circle

Circumference of a circle

Acute angle

Obtuse angle

Right angle
Three Key Points
1.
We store what we know in a language form
(linguistic) and an imagery form
(nonlinguistic). The imagery mode is
expressed as mental pictures or physical
sensations.
Key Points, cont.
2. Teachers can take a variety of approaches
to help students generate nonlinguistic
representations of knowledge. These
approaches have a strong positive effect on
student achievement.
Key Points, cont.
3. Constructing nonlinguistic representations of
knowledge helps students elaborate on their
knowledge.
Reflection on Learning
1.
2.
3.
4.
What have you learned about nonlinguistic
representation?
What questions do you have about nonlinguistic
representations?
What changes might you make in your practice
related to nonlinguistic representation?
What support might you need to make these
changes?