Nonlinguistic Representation
3.1Concept Map
Basics
Rockets. (n.d.). Concept Maps. Reading Rockets. Retrieved March 26, 2014, from http://www.readingrockets.org/ strategies/concept_maps |
3.2 Action Thermometer
Basics
Source
JoeErker (2011). Culturally Responsive Teaching and Learning.flv [Video file]. Retrieved from
https://www.youtube.com/watch?v=_uOncGZWxDc
- Time Needed: 5 minutes
- Room Arrangements: Students will need be able to move freely across the classroom.
- Materials: None
- Teacher poses a question or statement to the class.
- Students move to a specific spot in the classroom based upon their answer. For example if the teacher says, "Do you think the character in this story was brave?", students who respond yes would move to one end of the classroom and students who respond no would move to the other side of the room. If students' opinion falls between to the answers they would stand in the middle of the room.
- At this point students share the reasoning behind their opinion with their peers standing around them (using the Think-Pair-Share strategy may be helpful).
- Several students share the opinions and reasoning of one of their peers with the whole class.
- Use this strategy after reading a text and/or to introduction new material to help students form an opinion.
- See an example of this strategy in use: http://youtu.be/_uOncGZWxDc?t=3m20s
Source
JoeErker (2011). Culturally Responsive Teaching and Learning.flv [Video file]. Retrieved from
https://www.youtube.com/watch?v=_uOncGZWxDc
3.3 T-Chart
Basics
Enchanted Learning (2003). T-Charts Graphic Organizer Printouts - EnchantedLearning.com. Retrieved March 27, 2014, from http://www.enchantedlearning.com/graphicorganizers/tchart/ |
3.4 Venn Diagram
Basics
Guilford County Schools TF (2002). Instructional Strategies for Engaging Learners. Retrieved March 26,
2014, from http://its.guilford.k12.nc.us/act/strategies/venn.htm
- Time Needed: 10-15 minutes
- Room Arrangements: No special arrangement needed.
- Materials: Copy of Venn Diagram worksheet or paper and pencil to create
- Draw two overlapping circles or use pre-created Venn Diagram.
- Label each of the two circles with one object, person, or idea to compare and contrast with the other.
- In each circle list distinct characteristics unique to that item.
- In the center overlap, list shared characteristics of both items.
- Use a Venn Diagram to compare and contrast two different things. This strategy can be used after reading.
Guilford County Schools TF (2002). Instructional Strategies for Engaging Learners. Retrieved March 26,
2014, from http://its.guilford.k12.nc.us/act/strategies/venn.htm
3.5 Drawing Pictures or Pictographs
Basics
S.T.A.R. Mentor Program (2003). Instructional strategies that work: A tool kit for educators #5 generating
nonlinguistic representations. Retrieved from https://teacher-technology-toolkit.wikispaces.com/
file/view/Nonlinguistic%20Representations.pdf/149767559/Nonlinguistic%20Representations.pdf
- Time Needed: 10 minutes
- Room Arrangements: No special arrangement needed.
- Materials: Paper and drawing utensils
- After reading or studying a specific concept/topic, student begin to visualize a representation of their learning.
- Students create a drawing, pictograph, or series of pictures. (A pictograph is a drawing of multiple pictures showing the steps in a process or event.)
- The drawing should provide a nonlinguistic representation (using symbols or pictures) of the concept.
- Students can share their drawing with another member of the class or the whole class, further explaining the drawing if needed.
- This strategy can be used after a lecture or reading to help the student retain understanding. It can also be used as a check for understanding during a lesson.
S.T.A.R. Mentor Program (2003). Instructional strategies that work: A tool kit for educators #5 generating
nonlinguistic representations. Retrieved from https://teacher-technology-toolkit.wikispaces.com/
file/view/Nonlinguistic%20Representations.pdf/149767559/Nonlinguistic%20Representations.pdf
3.6 Generating Mental Pictures
Basics
Marzano, R. J., Pickering, D., & Pollock, J. E. (2001). Classroom instruction that works: research-based
strategies for increasing student achievement. Alexandria, Va.: Association for Supervision and
Curriculum Development.
TKI (n.d.). Creating mental images or visualising. Retrieved March 28, 2014, from
http://literacyonline.tki.org.nz/Literacy-Online/Teacher-needs/Reviewed-
resources/Reading/Comprehension/ELP-years-5-8/Creating-mental-images-or-visualising
- Time Needed: Time varies
- Room Arrangements: No special arrangement needed.
- Materials: None
- Teacher asks the students a question or reads several sentences guiding the creation of mental images.
- Students construct (through their imagination) a mental picture/representation using the guiding questions or statements. Including other senses (i.e. How would a place or character in a story look, smell, sound, feel, or taste?) may be helpful in creating a mental picture.
- Or students can create a mental image of a concept, formula, or past event.
- Students use this mental image to help them visualize and gain a deeper understanding.
- Use this strategy to help students understand abstract concepts and ideas.
- Also students can use this strategy before or after reading a book to make connections to prior knowledge.
Marzano, R. J., Pickering, D., & Pollock, J. E. (2001). Classroom instruction that works: research-based
strategies for increasing student achievement. Alexandria, Va.: Association for Supervision and
Curriculum Development.
TKI (n.d.). Creating mental images or visualising. Retrieved March 28, 2014, from
http://literacyonline.tki.org.nz/Literacy-Online/Teacher-needs/Reviewed-
resources/Reading/Comprehension/ELP-years-5-8/Creating-mental-images-or-visualising
3.7 Story Maps
Basics
Enchanted Learning (n.d.). Book Report - Story Map Graphic Organizer Printouts. Retrieved March 30,
2014, from http://www.enchantedlearning.com/graphicorganizers/storymap/
Reading Rockets (n.d.). Story Maps. Retrieved March 30, 2014, from
http://www.readingrockets.org/strategies/story_maps
- Time Needed: Time varies
- Room Arrangements: No special arrangement needed.
- Materials: Narrative text, Story Map graphic organizer: http://www.readingrockets.org/oldmedia/storymap.pdf or http://www.enchantedlearning.com/graphicorganizers/storymap/
- Discuss with students the main components of narrative texts (i.e. the plot and theme; beginning, middle, and end; main characters).
- As students read, they fill in a Story Map graphic organizer.
- Once students have finished reading, they go back through the text to find and fill in any missing elements on their Story Map.
- Use this strategy during and after reading a narrative text to aid students' comprehension of a text and knowledge of key narrative components.
Enchanted Learning (n.d.). Book Report - Story Map Graphic Organizer Printouts. Retrieved March 30,
2014, from http://www.enchantedlearning.com/graphicorganizers/storymap/
Reading Rockets (n.d.). Story Maps. Retrieved March 30, 2014, from
http://www.readingrockets.org/strategies/story_maps