6. Nonlinguistic Representations
Were there any benefits of non-linguistic representations listed initially in the chapter that you were surprised to learn about?
or
Are there any activities from this chapter that you might incorporate in your classroom?
September 8th, 2008 at 9:41 am
Been using them for …um…….29 going on 30 years!! Inspiration software is great for this and then they can even see the “outline” when they are finished. A great way to introduce outlining; I do it every year. The kids are surprised to see their bubbles turn into an outline. This is the PERFECT way to get the kids to make connections between 2+ things that may not at first seem related. Being a visual learner myself, I always use at least one nonlinnguistic representation with almost every lesson. So since I already use them, I guess I will add that ab-so-lutely I plan to continue use of them!!
September 8th, 2008 at 10:17 am
Nonlinguistic representations i.e. graphic organizers are a staple in any classroom. I too am a visual learner. Therefore, I like to use as many different visual strategies as I can to teach a concept. On the TAKS test students will see an incomplete graphic organizer and be required to find the missing part. It is my job to show them as many different Nonlinguistic representations throughout the year so that they will be prepared for that question on the TAKS test.
September 8th, 2008 at 10:22 am
Graphic organizers and mental pictures are used in the ELA classroom on a daily basis. Right now we are drawing symbols to represent ourselves and members of our family to help us write metaphors. t-charts, webbing, etc. are used for prewriting and to help with comprehension of skills such as cause/effect. I have always felt that these “pictures” are easier to remember than verbal or linguistic explanation for students. We did learn a new graphic organizer this summer in our TALA taining called a Frayer model. Karla and I have already implemented this in our curriculum and it was very successful.
September 14th, 2008 at 7:47 pm
I use graphic organizers and pictures all the time in my classroom. I can’t imagine teaching without them. A picture paints a thousand words and this is really true in History. I can lecture all day long but if I show them what it looks like or have students imagine they were there, that is when the real learning occurs. I would like to add some kinesthetic activities to allow the students to move around more.
September 15th, 2008 at 8:30 pm
Remember clocks? I don’t mean the digital ones that are everywhere…..I mean the hands going around? It was a great way to teach angle names. When I would ask “What angle is 12:27?” I would hear brain gears whirring and a chorus of “OBTUSE!” I remember asking that a few years ago and was met with total and absolute silence. Now I must teach time (a 3rd grade skill) to use this fun way to review angle names.
Math is full of non-linguistic representations. i.e. Graphs, charts, tables, Venn diagrams, etc. When the book says to “Explain your resoning”, I always add “Either in words using math language or pictures.”
September 16th, 2008 at 4:01 pm
This response is sponsored by some Pena Colada flavored gum a kid shared with me before seventh period. I’m pretending I’m actually eating fruit!
Karla is right on with her assessment about graphic organizers being a staple in any classroom. Those were my thoughts as I was perusing the chapter. Everybody does graphic organizers; some just do them more than others. Also, kids seem to complain about writing less when it is done with graphic organizers. Sometimes after we’ve taken notes using them I want to yell, “Gotcha ya! You took notes and had fun doin it.”
In fact, I have a “visual representation” bookmark Mrs. Houston (uhm, I think we should call her Mrs. Pookey sometimes to shake things up) gave us that constantly reminds me “She’s watching.” It does wonders for my honesty and motivation when reading through these chapters. We didn’t actually get to draw her or anything, but if you add a mustache I think that counts for participation.
To be honest, I was most surprised that using nonlinguistic representation was a significant contributor to improved brain activity. Using nonlinguistic representation is more than just “not boring”; it’s synapses building pedagogy and its here to stay.
September 22nd, 2008 at 8:25 pm
I have heard that our sense of smell is our strongest memory. I never thought of our senses as non-linguistic representations but these physical sensations are very powerful. Mrs. Breitinger’s “Pi Day” is a tasty example…
September 24th, 2008 at 9:41 am
For P.E. or athletics the obivious choice from the expamples given in the book would be “Engaging in Kinesthetic Acitvity”. Obivious? Yes, however, pysical eduacation cannot be taught soley by words. It is vital that all skills and knowledge should be implemeted by physical movement. Without excercing the brain and reinforcing the knowledge with practice I don’t think any of the students would come to grip on what we are talking about. Example- Cardiovascualr fitness. Students would not understand how cardiovascualr fitness is something you need to build and not something you automatically have. Trust me, they learn that piece of knowledge the first time we have them Jog/Walk around the track.
October 13th, 2008 at 8:37 am
I have used graphic organizers for years, but I find circles and boxes boring. (Just my opinion!) When I can, I turn these into “picture” graphic organizers. Here’s an example. When we get compare and contrast the strengths and weaknesses of the Texans/Mexicans during the Texas Revolution, I create outlines of pictures to replace the original circles. So, if we are discussing the training of the “soldiers” of each side I might draw the outline of a Mexican officer’s jacket. For the Texan side, I might draw a typical Texan “ragtag” jacket- since they had little in the way of uniforms.
I find that these “pictures” help tell the story and helps them to see relationships between subjects better. I’m a terrible artist, but clip art and tracing works well!!
October 15th, 2008 at 11:52 am
I never knew they had a fancy name, non-linguistic representations, but I was taught to use these in college almost 20 years ago and have been using them ever since. In my reading classes we have made graphic organizers, cause and event charts, etc. for years, we have even made things I don’t even have a name for that the kids loved and it helped them see parts of the story such as character, setting, and plot more clearly. This is a staple in almost every good teacher’s bag o’ tricks.
October 16th, 2008 at 9:20 am
I would like to use pictograph. These students are so visual and really great at illustrating their thoughts and ideas. I can use pictographs for the novel The Giver. It will help them to visualize the world this book is set in and illustrate what they visualize to me.
October 20th, 2008 at 10:49 am
Connected Mathematics Series is filled with lessons incorporating manipulatives, generating mental pictures, and continually aimed towards engaging students in kinesthetic activities. Lessons further encourage collaborative learning allowing the teacher to be a facilitator. For example, the most recent lesson in 8th grade math included students learning to solve an equation for a variable via a mental picture of coins and pouches. During 8th grade enrichment class students were verbally telling me that “4x represents the pouch and 6 and 10 represents the coins”.
October 22nd, 2008 at 5:15 am
We use graphic organizers almost every day in history to organize information for our lesson. It is not nearly as “boring” to record information in boxes or circles as it is to just write in on lines. We found a great pictograph that illustrates the 13 colonies and their strengths the students re-create. It gives them a permanent mental image of the key facts that led to who won and lost the the Civil War and why and covers about 10 questions that will be on the TAKS test!
I often give the students the option of using pictures to tell the story of a lesson for a journal assignment.
October 30th, 2008 at 10:32 am
I am highly irritated because my essay just went out into cyberspace. It was a long one too. THis one may not be. As I was saying, I related to the part of the chapter about engaging in kinesthetic activity. No big suprise right, I teach pe. I like the part about body math. I have been using it and I didnt even know it had a name. When we do squats, we go to parallel.
The kids may have learned parallel in math class, but getting them to do it in a squat is another story. They have to learn to “feel” what parallel is. I also use the anology of a clock when teaching serving. I make my body a clock with my hands above my head. That is noon. When they contact the ball on a serve, it should be at one o’clock. Anything lower would result in a ball in the net.
I like the idea of body math when stretching. I might give that a try in basketball season.
November 3rd, 2008 at 10:54 am
Being a P. E. teacher, I use nonlinguistic representations in teaching almost everyday. Using kinesthetic teaching happens almost everyday in class, whether teaching a new skill or describing the clotting of arterial walls by cholesterol and plaque. Using visualization to teach a new skill or exercise helps students when paper and pencil would not work. Spatial awareness also helps students realize where their body is in space and how to control their body to complete a skill. These nonlinguistic representations are vital to teaching in P. E.are
November 12th, 2008 at 6:29 pm
http://www.birdville.k12.tx.us/schools/041/teachers/nyvall/documents/SimilaritiesandDifferences.ppt
Check out the end of this powerpoint for some ideas. I really like the black line copies in the back of the book!
November 12th, 2008 at 6:32 pm
I specifically like the Concept pattern orgainzer in the back. IT is great to use with vocabulary. You can have the stuents break the word down in to origins, sample uses, and other linquistic qualities. The Invention graphic also looks very interesting. I am considering using it during our Rube Goldberg project this 6 weeks.
November 12th, 2008 at 10:02 pm
I do incorporate nonlinguistic representations (students engaging in kinesthetic activity)on a daily basis in my choir classes. Every note has been assigned a solfege syllable and each solfege syllable has a corresponding hand sign. Students are taught to read the notes by using these hand signs. They learn and practice reading music with these hand signs every day in choir and it is truly amazing how quickly they learn to read music using this kinesthetic activity.
Also, in warm up exercises, students use their hands to model correct vowel shapes while singing correct vowel sounds with their mouths, lips, teeth and tongue.
November 12th, 2008 at 10:02 pm
I will step out of the class and onto the football field for this one. Frist, if you are reading this clear your minds for a second and pretend to be an offensive lineman.
“Enrique, put your hand lightly on the ground so you don’t have much weight on it. When the ball is snapped, the right guard and center will block down to the left, you step right and block the right guard’s man out to the right.”
Did you get the picture? Visualization. I love it. We tell the kids every day to visualize success. See yourself catch the pass. See yourself cross the line first. See yourself make that block.
By the way, that is how the interior line blocks on our trap play. And it works!!! You saw it, I know you did.
November 13th, 2008 at 10:36 am
WHAT? Non-linquistic representations are what my class is about because of the computers. Charts, graphs, graphics, web pages, desktop publishing, keyboarding, sending/receiving work through “space” without printing, etc. And now the new challenges of podcasting, web cams and distance learning. I feel like we are on the verge of being “beamed up”. I do stress organization and require my stuents to check Skyward and Star (both non-linquistic graphic organizers–G.O.) to see grades/progress of assignments.
I know from experience that people who have ADD tendencies must be organized and should refocus on the task at hand. The most important G.O. I use is the rubric for grading.
November 17th, 2008 at 10:22 pm
I am always pushing my kids to write so I can picture it in my mind. I’ve got to be able to picture it in my mind. I’ve even thought of having each student describe the setting of a story and then read it to a partner. The partner would then have to draw a picture of it and see how close they got to the real thing. This would hopefully impress upon the writer whether or not they are writing in a descriptive fashion or not. But then I would poo-poo the idea telling myself that that would appear to be such a waste of time. Too much fun in the classroom, you know. But now after reading this chapter, I’m thinking maybe I’m not so far off base. In fact, I might even try that drawing pictures and pictographs nonlinguistic representation with our next essay.
November 18th, 2008 at 8:31 am
Most of my classes are based on kinesthetic activity, structuring time –sequence patterns and forming mental visualization. My students often wonder what art has to do with math and history…but they did not realize how closely they are linked. When I teach the color theory I use math formulas to better represent the concept.
November 18th, 2008 at 10:20 am
Nonlinguistic representations are important for all teachers. just like everybody else has said, I use them in class everyday.
We have to cater to all learning styles, and the nonlinguistic representations certainly helps the visual leraners. Any time I am talking about something in class I try and put it up in some form or fashion where they can see it as well.
As often as possible I like for them to do hands on kinesthetic work as well, to cater to our kinesthetic learners. Sometimes this is a challebege to design and maintain, but it is worth it for the kids.
November 18th, 2008 at 5:46 pm
Graphic organizers are a must, I agree. Some kids take to them easier than others though, I think. They are especially useful when breaking down vocabulary. I personally feel the way Elizabeth does though. I’m more of a picture girl–not boxes and circles. I do tend to use these personally when I am mapping out formal papers for my grad school classes (for which I have but ONE more meeting!). I have so much going on in my own little brain, they help me stay on a more organized path. I like being able to show my students my own maps. I liked the Mind Map training I went to a few years ago. SO many graphic organizers for so many different purposes–simple and intricate. Inspiration is good for the technologically minded as Donna mentioned.
November 19th, 2008 at 2:07 pm
I have used many nonlinguistic representations during my group sessions. Descriptive patterns are used to represent facts about persons, places, things, and events. A topic is presented and each of my students will write about five or six facts about how the topic pertains to them. I use time-sequence patterns to help a student describe an incident that needs to be in chronological order. I help my students use process/cause-effect patterns to lead to a specific outcome like getting better grades or getting along with their peers. I use episode patterns to show how my students’ actions lead to a particular cause and effect. My students are very concrete in their thinking. It is much easier for me to track their thinking process using these techniques.
November 19th, 2008 at 2:46 pm
I had a class in linguistics in college and I think there were many classes that were considered non-linguistic but not title that way. Particularly the media classes. I can’t think why any teacher would not use the non-linguistic method.
I use the Scottish Rite Hospital way of teaching for dyslexic children, However, when I stop and think about it, and even observe it, all of us can benefit from use of as many senses as possible. When we read we visualize what is happening, it is much easier to comprehend. So, using visual graphic organizers, charts, graphs, models, and kinesthetic activities help to comprehend and maintain the knowledge learned.
November 19th, 2008 at 2:48 pm
I use cooperative learning and use a peer grading sheet where everyone is accountable for the learning. Also, grouping of the students are very important. I split the class by academic achievement and then halfway down the list I break off into another column placed next to the first column and pair them that way or group them that way. I agree with the parent that one child should not be doing all the work. As a teacher I should be monitoring and making sure everyone is doing their part in the project.
I had this is put in question 2. Now it is in the right place.
November 20th, 2008 at 10:16 pm
Nonlinguistic representations are a staple in science. Part of our TEKS and a large part of the TAKS test is interpreting exactly that. I find the students require a large amount of guidance in doing this. I frequently have my kids do illustrated vocabulary. It is a very quick way for me to see if they truly grasp the meaning of the definition. Graphic organizers are great but sometimes hard for my ADHD mind to construct. I don’t recall using this as a technique in my own college years but I think it would have been extremely beneficia for me.
November 21st, 2008 at 4:38 pm
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audioblog comment.
November 21st, 2008 at 4:39 pm
number 6
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November 23rd, 2008 at 12:26 am
As Lynn mentioned, math is full of nonlinguistic representations, especially in Algebra. Being a tech savvy, I utilized my skills to differentiate my instructional strategies for the nonlinguistic learners. I model use of simulation software or online simulations to let students practice making predictions and testing outcomes. I combine nonlinguistic experimentation with verbal discussion, which prompt students to think through their understanding and raise new questions. I integrate nonlinguistic forms into note-taking and encourage students to take notes that are meaningful to them. I emphasize the use of sketches, graphs, and symbols on a daily basis.
December 1st, 2008 at 6:17 pm
I loved the “Body Math” ideas. I’ve used things like that before, but I now have some new ideas to add to the toolbox. I think my students will enjoy these.
December 5th, 2008 at 12:39 pm
CTE courses are rife with graphic presentations to cover our material. Our AES software uses a multitude of multimedia presentations to let students see the “big picture” and learn problem-solving skills.
One of my favorites is one I use to teach robotics. A robot is a very stupid machine that will do only what you tell it to do. I teach students how to flowchart using the standard symbols. They must flowchart the simple task of making a glass of chocolate milk. After they complete their charts, I love to see their eyes as I follow their charts to the letter. The eyes get pretty wild when the milk keeps pouring without a charted command to stop! It is a valuable lesson in logic.
December 8th, 2008 at 1:12 pm
When I was going through alternative certification, graphic organizers were stressed. I also taught in a district where “Thinking Maps” were a district wide initiative. Consequently, I’ve been using them since I began teaching seven years ago.
Some formats lend themselves extremely well to science concepts, and the Gateways books that we use as a Science Resource include them in every unit.
I also use imagery in some of my units – I have a need resource for astronomy where the students listen to a native american story explaining an astronomy concept and create their own pictures while they listen.
We also use quite a bit of Kinesthetic activity in science. I think by the very nature of my content, non-linquistic representations are a natural part of what I do and how I do it.
December 9th, 2008 at 12:32 am
I have students select a recipe and then illustrate the directions. It is interesting to see what they select as the items that are needed for preparation. Some student will try to draw a picture of a kitchen while others focus on the mixing bowl. Visualization is taking place before they can begin to draw the illustrations.
December 10th, 2008 at 4:35 pm
Kinesthetic activity is certainly one we use in the theatre.
I’ve always said that theatre is where gym meets English class. We study literature, but we also use movement. One particular activity we do is called “what are you doing?” where two kids compete against each other. One student pantomimes an activity and has to say that are doing something completely different. His opponent must then pantomime the activity the first kid said he was doing and say he’s doing something else. The first person not to be able to think of anything loses.
The purpose of the game is to twofold: one: to master the ability to speak and move at the same time. (surprisingly difficult) and two: to divorce physical acivity from the words coming out of your mouth.
Theatre is best when it’s physically active. I try to make sure my students learn not only their lines, but their blocking (physical movement) as well. Both have to be memorized.
December 14th, 2008 at 10:15 pm
Being a teacher with a degree in art, I have always taught concepts with pictures. I love my white board and colored dry erase markers. Science concepts are more easily understood with tree maps and other graphic organizers. Since I took the Mind-maps course for GT credit a few years back, I have incorporated many non-linguistic strategies in my teaching. Models are also helpful and I’ve used them to explain the reason Earth experiences seasons, why we see the phases of the Moon and the flow of blood through the heart to name a few.
December 15th, 2008 at 7:57 pm
Nonlinguistic representation is a must in the math department. When middle school students read these math TAKS questions or the ones I prepare them….ohh you should see the looks on their faces after they read them. However, after hearing me preach to them for weeks upon weeks upon weeks most will at least know the answer to my first question. “What is the first thing you should do?” The students I have had for 2 years and the ones who pay attention now always say in unison “Draw a picture.” Often times a table or chart is the best approach in math. But a picture inevitably will enable most students to muddle through the aforementioned math problem with a picture and then labeling their drawing with the appropriate numbers from the problem. Of course as an ex-coach I am always looking for and loving it when I can incorporate a kinesthetic activity in the mix. Just as hear a song rhyme it will jog memories that wouldn’t ordinarily be accessed.
December 16th, 2008 at 9:42 am
Expanding and tweaking the initial introduction activity in the chapter, I think I would love to try to have students read the stories that they have written in pairs. Then the listener would have to draw what a scene from his partner’s story looks like. This will help both students by allowing the listener to create his own nonlinguistic representation and allowing the writer to see if there are details missing or gaps in his description of the events.
December 18th, 2008 at 7:24 pm
The biggest amount of nonlinguistic representation that occurs in my classroom is conducting. Just the act of creating music is done through kinesthetic activities. The othere area I feel I use the most is creating mental pictures. When we are playing a certain piece of music we start by defining what mood should emote from the piece of music. What are we trying to tell the listener without words. Playing programatic pieces is so much fun because you can allow the students to create the story. Every child can “make up” their own story and no one can tell them they are wrong.
December 18th, 2008 at 10:36 pm
You could say a piece of music that a person reads and interprets is a nonlinguistic representation of what a composer wishes the music to be. The score I read shows lines, harmonies, melodies, rhythm and structure. When a student looks at their individual part, they can determine phrases (sentences), parts they should bring out, places where they serve as a supportive line. The composer leaves hints and directions at places that should stand out and be heard as the top priority. Symbols tell us when to speed up and increase intensity or fade away and be reflective. All of these things are in symbol form. Students can also detect levels of priorities when they are given the “score” version of their small ensemble pieces. They can see moving lines, similar rhythms, and the obvious picture that there must be a balance for it all to make sense.
January 19th, 2009 at 9:55 am
As this is my 20th year in secondary education, nothing in Chapter 6 really surprised me. I am fortunate to have learned a loooooooooong time ago that visual and kinethetic learning is key to student understanding and success. So much of teaching children to sing well IS non-linguistic. For example, in order to teach a singer to raise their soft palate, images like “imagine a bite of hot baked potato in your mouth that you can’t spit out.” Teaching children to control muscles they haven’t ever thought about or in some cases, have any concept of (diaphragm, vocal cords) requires a lot of nonlinguistic instruction. They have to have an image in their minds for the sound to be produced correctly.
I definitely will use this chapter to restart my brain, though, into thinking more about visual representations, graphs, and charts to help my students learn better.