1. HYIS: Nonlinguistic Representation Statesville Middle School February 2009

2. February Content – Overview of Today Quick review of previous HYIS Research behind the HYIS- Non- Linguistic Representations Physical models Kinesthetic

3. Coming Attractions: March: Non-Linguistic: Pictographs, pictures Mental imaging Planning implementation for your classes April: Non-linguistic Graphic organizers (Thinking maps) Share out of how you have utilized non- linguistic from the March planning activity Where to find additional resources

4. Connection to NC Teaching Standards STANDARD IV:TEACHERS FACILITATE LEARNING FOR THEIR STUDENTS Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of their students. Know how students think and learn Keep abreast of evolving research and understand the influences on student learning Adapt resources to address the strengths and weaknesses of students Teachers use a variety of instructional methods. Choose methods and materials as they strive to eliminate achievement gaps Employ a wide range of techniques using information and communication technology, learning styles, and differentiated instruction

5. Guess the High Yield Instructional Strategy Providing Feedback

6. Guess the HYIS Cooperative Learning

7. Guess the HYIS Setting Objectives

8. Guess the HYIS summarizing

9. Guess the HYIS Notetaking

10. Most Common Teaching Practice  Instructional presentation is primarily linguistic: reading the textbook engaging in a discussion listening to an explanation  Students are commonly left to their own devices to generate nonlinguistic representations

11. Research on Learners 18% are auditory learners 32% are visual learners 25% are tactile learners 25% are kinesthetic learners Which means that greater than 50% of learners are nonlinguistic

12. Researched Theories that support use of Non-linguistic representation:  Piaget Developmental Theory Concrete representational abstract  Gardner’s Theory of Multiple Intelligences Visual, spatial, intrapersonal/interpersonal...  Dual Coding Theory: A Theoretical Foundation of Learning with Graphics (Paivio,1990) Linguistic and nonlinguistic

13. Dual Coding Theory Knowledge is stored in two forms  Linguistic  Imagery (Nonlinguistic) Mental pictures Physical Sensations ( smell, taste, touch, kinesthetic, sound)

14. What is nonlinguistic representation? It is an imagery mode of representation The imagery mode is expressed as mental pictures and physical sensations such as smell, taste, touch, kinesthetic association, and sound

15.  Each coding system (linguistic & non) has different functions, storage processing characteristics, and memory units  Pictures are more likely to activate both coding systems  The more we use both systems of representation –linguistic and nonlinguistic- the better we are able to think about and recall knowledge Dual Coding Theory

16. Brain Research “It has been shown that explicitly engaging students in the creation of nonlinguistic representations stimulates and increases activity in the brain.” (Gerlic & Jausovec, 1999)

17. Nonlinguistic representations give students additional ways to help them encode knowledge. The more we use both linguistic and nonlinguistic systems of representation, the better we are able to think about and recall knowledge.

18. 2 Research Generalizations regarding nonlinguistic representation 1.A variety of activities produce effective nonlinguistic representations:  creating graphic representations of the info. that is to be learned  making physical models of knowledge target being studied  generating mental pictures; imagining what is to be learned  drawing pictures and pictographs to represent info. being learned  engaging in kinesthetic activity or physical movement 2. Nonlinguistic representations should elaborate on knowledge.

19. Five Activities that generate effective NLR Create graphic organizers, or graphic representations of information. These can include descriptions, time sequences, process/cause-effect relationships, episodes, generalizations/principles, and concepts Make physical models, or concrete representations of the knowledge that is being studied. Generate mental pictures, imagining the knowledge being learned. Draw pictures and pictographs to represent information. Engage in kinesthetic activity, or physical movement.

20. “Actions speak louder than words”

21. NLR: Kinesthetic learning Physical movement associated with specific knowledge generates a mental image of the knowledge in the mind of the learner.

22. Kinesthetic Examples: Elementary- Use students to physically represent a number sentence with either subtraction, addition, multiplication, and/or division. Middle- Using string to represent diameter, circumference, and radius Area/perimeter rap with hand movements High- Students model diffusion by representing molecules achieving dynamic equilibrium within the classroom

23. Kinesthetic Activity Inspired by “Dance dance revolution” Divide into 3 teams of 4-5 Send one person from each team to the TRIANGLE on the floor When the numbers appear on the screen, you must choose the appropriate sign: greater than >, less than <, equal to = (ex: 6 ___ 4 answer >) Step to the point on the triangle with the answer.

24. -1 _____ -1 8 ____ 9 10 ____ 7 48 ___ -54 108 ___ 109 -22 ____ 21 437 ___ 4370 1000 ____ 101

25. Applying it to other content areas: ELA: characters from novel on floor; questions could be characteristics; must step on the correct character S.Studies: wars on floor; questions around causes/effects, people involved Science? Wheel? Math?

26. NLR: Concrete Representations/ Physical Models Definition: physical representations are models or concrete representations of the knowledge that is being learned Physical representations can be either: –Manipulative –Something students create Generating a concrete representation establishes an “image” of the knowledge in students’ minds

27. Concrete Representation/ Physical Model Focus is NOT on just building/ constructing – arts & crafts (ex: making/coloring a ladybug because you read The Grouchy Ladybug) **you could build a model of a ladybug IF the learning focus is on learning the parts of the ladybug/insects. It IS: Tied to desired learning target An extension of their understanding as they construct the model Learning from the process of building Important to connect to relevant, real world examples

28. Activity Choose 1-2 essential learning targets from your spring essentials Determine how you would deepen the understanding of the learning target(s) using a kinesthetic strategy Write on the sheet provided Share out with the person beside you.

29. Activity: Pair up with someone in your content area Brainstorm examples of physical models/concrete representations in your area based on spring essentials Capture on the sheet provided Share out

30. Resources Organizers Galore!! http://www.eduplace.com/kids/hme/k_5/graphorg/i ndex.html http://www.eduplace.com/kids/hme/k_5/graphorg/i ndex.html Interactive organizers http://www.readwritethink.org/materials/storymap/ http://www.readwritethink.org/materials/storymap/ Souvenirs http:// classroom.jc- schools.net/read/Souvenirs.htm http:// classroom.jc- schools.net/read/Souvenirs.htm Amazing stuff http://home.att.net/~teaching/langarts.htm http://home.att.net/~teaching/langarts.htm www.scholasticred.com

31. Next steps Try incorporating the use of KINESTHETIC activity and a MODEL/CONCRETE representation in your lesson plans in the next 2 weeks. Be ready to share at the next PD session on Tuesday, Feb. 24 (CASL) Plus/delta before you leave.