2. Utilizing Non-Linguistic Representation Improving Student Learning Dinosaurs Jurassic Cretaceou s

3. By Carlos Cruz and Tracy Williams WEALA 2002 Designed for use in class only

4. Factors in the classroom Instructional Strategies Curriculum Design Management Techniques Effective Pedagogy

5. Pictographs Graphic Organizers Kinesthetic Representations Mental Pictures Physical Representations Types of Non-Linguistic Representation Dinosaurs JurassicCretaceous SO…

6. Kinesthetic Representations

7. Physical Representations

8. Pictographs

9. The depiction of ideas through visual forms has always been an elemental dimension of human culture.

10. Mental Pictures

11. AKA: Concept Mapping and Mind Maps Graphic Organizers Dinosaurs JurassicCretaceous

12. Effect on Student Achievement Category Ave. Effect Size (ES) Percentile Gain Nonlinguistic Representations.75 27 From Classroom Instruction that Works – Research Based Strategies for Increasing Student Achievement by Robert J. Marzano, Debra J. Pickering, and Jane E. Pollock ASCD, 2001. Copyright 2001, McREL. Reprinted by permission of McREL.

13. Selected Research Results for Nonlinguistic Representations Synthesis StudyNo.Effect SizesAve. ES% Gain Mayer, 198910 16 1.02 1.31 34 40 Athappilly, Smidchens, & Kofel, 198039.51019 Powell, 198013 6 4 1.01 1.16.56 34 38 21 Hattie et al., 19969.9132 Walberg, 199924 64.56 1.04 21 35 Guzzetti, Snyder, & Glass, 19933.5120 Fletcher, 199047.5020 Categories of Instructional Strategies that Affect Student Achievement CategoryAve. Effect Size (ES) Percentile Gain No. Of ESs Standard Deviation Nonlinguistic Representations.7527246.40 From Classroom Instruction that Works – Research Based Strategies for Increasing Student Achievement by Robert J. Marzano, Debra J. Pickering, and Jane E. Pollock ASCD, 2001. Copyright 2001, McREL. Reprinted by permission of McREL.

14. A variety of activities produce nonlinguistic representations. Nonlinguistic representations should elaborate on knowledge. Many psychologists believe that we store knowledge in two ways: linguistically (words) and nonlinguistically (images). The more we use both systems of representation– the better we are able to think about and recall knowledge. Two generalizations from the research can be used to guide teacher’s use of nonlinguistic representations. From Classroom Instruction that Works – Research Based Strategies for Increasing Student Achievement by Robert J. Marzano, Debra J. Pickering, and Jane E. Pollock ASCD, 2001. Copyright 2001, McREL. Reprinted by permission of McREL.

15. The Case for Concept Mapping What is Concept Mapping? Who developed Concept Mapping? Why use Concept Mapping? What are the benefits for students? I’d like to see examples of Concept Mapping? Who are the educational theorists and researchers behind Concept Mapping?

16. Meta-cognitive tools can be applied in schools to facilitate meaningful learning and knowledge creation. Concept or Mind Mapping tools and techniques are currently gaining prominence in the k-12 pedagogy to assist in the learning process in creative and innovative ways.

17. What is Concept Mapping ? Concept mapping is a technique for representing knowledge in graphs. Knowledge graphs are networks of concepts. Networks consist of nodes (points/vertices) and links (arcs/edges). Nodes represent concepts and links represent the relations between concepts.

18. Concept mapping can be done for several purposes: to generate ideas (brain storming, etc.); to design a complex structure (long texts, hypermedia, large web sites, etc.); to communicate complex ideas; to aid learning by explicitly integrating new and old knowledge; to assess understanding or diagnose misunderstanding.

19. http://www.mindmapper.com/whats-mindmapping.htm

20. The six questions and five senses of Charles Cave: http://members.ozemail.com.au/~caveman/Creative/Mindmap/index.html Example

21. The five senses Example

22. “…visual tools generate and unveil mental models of interrelationships developed by learners, along with the unique patterning capacity of each learner’s mind.” David Hyerle

23. Concept maps represent internal, mental, flexible, rapidly changing, and highly generative patterns.

24. “We use maps to find our way to new information, much like an evolving treasure map of the mind for seeking new meaning in texts and other materials.” David Hyerle

25. Communication in most classrooms is primarily linear whether spoken or written. Students are responsible for taking linear text and transforming it into multi-relational, holistic concepts.

26. “Many would argue that we’ve used such a small part of our mental capacity because of our insistence on lineal thinking.” Margaret Wheatley

27. How does the brain work? How does the mind represent the work process to the outside world?

28. Visual tools allow us to move between written or spoken language visual representations linear thinking holistic, non-linear thinking "bits" of facts patterns and relationships "list like" knowledge interdependent systems

29. Who are some of the theorists and researchers behind this thinking? Jean Piaget L.S. Vygotsky Benjamin Bloom Hilda Taba Arthur Costa Howard Gardner Robert Sylwester Robert Marzano

30. Our culture has shifted from a “hearing” culture to a “seeing” culture. http://www.archives.gov

31. Our students spend more time in front of screens than in classrooms with teachers.

32. Our students have more information available to then with fewer intellectual tools with which to evaluate the data.

33. Jamie McKenzie states that we must help our students become “Infotectives” – capable of asking great questions about data (with analysis) convert data into information (revealing patterns and relationships) which will lead to insight (information which may suggest action or a strategy)

34. Students need to be seek patterns and relationships in order to more easily discard irrelevant landslides of data.

35. When teachers employ higher order thinking, they can guide students to ask questions which can improve their capacities in gaining control over the actual patterning of information.

36. ORGANIZING IDEAS VOCABULARY TERMS AND PHRASES DETAILS INFORMATION (DECLARATIVE KNOWLEDGE) Students can be asked to represent their understanding of organizing ideas they are learning. Students can be asked to represent their understanding of the details they are learning. Students can be asked to act out the details of the situation they are studying. As part of learning a new word, students should be given and/or asked to create their own nonlinguistic representations of the word. From Classroom Instruction that Works – Research Based Strategies for Increasing Student Achievement by Robert J. Marzano, Debra J. Pickering, and Jane E. Pollock ASCD, 2001. Copyright 2001, McREL. Reprinted by permission of McREL.

37. References Visual Tools for Constructing Knowledge by David Hyerle ASCD, 1996. Classroom Instruction that Works – Research Based Strategies for Increasing Student Achievement by Robert J. Marzano, Debra J. Pickering, and Jane E. Pollock ASCD, 2001. A Handbook for Classroom Instruction that Works by by Robert J. Marzano, Jenifer S. Norford, Diane E. Paynter, Debra J. Pickering, and Jane E. Pollock. ASCD, 2002. Pictograph source: 64.77.120.162/ndnstoryrocks/ id18.htm handi pict source www.b-rail.be/rnvn/E/formul/ h-infrastructure.html

38. Additional References: http://users.edte.utwente.nl/lanzing/cm_home.htm (Mind Map Site) http://members.ozemail.com.au/~caveman/Creative/index2.html (Mind Map Site) http://www.cals.cornell.edu/dept/education/faculty/novak/novak.html (Joseph D. Novak) http://members.ozemail.com.au/~caveman/Creative/Authors/ABuzan.htm (Tony Buzan, Inc.) http://members.ozemail.com.au/~caveman/Creative/Mindmap/mindmapfaq.html http://qsilver.queensu.ca/~phil158a/memory/mindmap.htm (Mind Map FAQs and software) http://www.happychild.org.uk/acc/tpr/map/indexfaq.htm (Nice resource for mind mapping implementation in school) http://www.mindtools.com/mindmaps.html (Mind Maps* A powerful approach to note taking) http://www.mindmapper.com/whats-mindmapping.htm (Free software in information on MM)

39. Books and Biography of Tony Buzan: http://my.linkbaton.com/bibliography/buzan/tony/ http://buzan.com.au/bio_Tony.htm Tony Buzan is the originator of Mind Maps® and the concept of Mental Literacy, co-founder of the Mind Sports Olympiad and Chairman of the Brain Foundation.

40. Graphic and Information of Mind Map Concepts from: http://buzan.com.au/bio_Tony.htm

41. He based this technique on some of the work on learning by David Ausubel. Below are some of Professor Novak's publications on the subject. Novak, J.D. A Theory of Education. Ithaca, Illinois, Cornell University Press, 1977. Novak, J.D. and Gowin, D.B. Learning How To Learn. New York, Cambridge University Press, 1984. Novak, Joseph, "Clarify with Concept Maps," Science Teacher, v58 n7 p44-49 Oct 1991. Novak, Joseph D., "Concept Maps and Vee Diagrams: Two Metacognitive Tools to Facilitate Meaningful Learning," Instructional Science, v19 n1 p29-52 1990. Heinze-Fry, Jane A.; Novak, Joseph D., "Concept Mapping Brings Long-Term Movement toward Meaningful Learning," Science Education, v74 n4 p461-72 Jul 1990. Novak, Joseph D., "How Do We Learn Our Lesson?" Science Teacher, v60 n3 p50-55 Mar 1993. Who is the developer of the concept mapping technique? Professor Joseph D. Novak is credited with developing concept mapping.