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Nonlinguistic Representations

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Jennifer Kenney

on 17 February 2013

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Transcript of Nonlinguistic Representations

Nonlinguistic Representations Created by: Jennifer A. Kenney Nonlinguistic Representations are visual representations that help students to make connections between what they already know and what they are learning. It creates imagery, which helps to increase transfer of knowledge and retainment. what is
known concept being learned visual
connections They also assist students with ... PROCESSING INFORMATION Organizing Thoughts and
Information ...and
Retrieving Information Marzano states that nonlinguistic representations have five important characteristics that teachers must keep in mind. 1. Nonlinguistic representations
come
in many forms. concept maps
dramatizations
flow charts
graphic organizers
pictographs
etc. 2. Nonlinguistic representations
must identify
crucial
information concept maps
dramatizations
flow charts
graphic organizers
pictographs
etc. If the representation does not contain important information, it could have little to no effect on student learning. 3. Students
should explain their
nonlinguistic
representation This helps to promote
even greater student
learning and understanding. 4. Nonlinguistic
representations
are time consuming. This helps to promote
even greater student
learning and understanding. Teachers must plan in advance and only utilize crucial information in order to reap the full benefits of the representations. Don't waste time! 5. Students should
revise their
representations
when
necessary. This helps to promote
even greater student
learning and understanding. Teachers must plan in advance and only utilize crucial information in order to reap the full benefits of the representations. Don't waste time! Students should review for accuracy and fix misconceptions and errors frequently. (Marzano, 2010) Works Cited Dean, C. B., Hubbell, E. R., Pitler, H., & Stone, B. (2012). Classroom instruction that works: Reasearch-based strategies for increasing student achievement. Denver, CO: McREL. Brabec, K., Fisher, K., Pitler, H. (2004). Building better instruction: How technology supports nine research-proven instructional strategies. Washington, D.C.: ISTE. Marzano, Robert J (2010). Representing knowledge linguistically. Educational Leadership, 67, 84-86. FIVE NONLINGUISTIC
REPRESENTATION STRATEGIES NOTE: THERE ARE MORE STRATEGIES THAN THOSE LISTED GRAPHIC ORGANIZERS STUDENTS COMBINE WORDS AND PHRASES
WITH PICTURES, ARROWS, AND
SYMBOLS TO REPRESENT RELATIONSHIPS PHYSICAL MODELS
AND
MANIPULATIVES "HANDS ON TASKS THAT
CREATE CONCRETE
REPRESENTATIONS OF
KNOWLEDGE" 3. GENERATING
MENTAL
PICTURES HELP STUDENTS TO VISUALIZE KNOWLEDGE THROUGH INCORPORATION OF SENSES, PHYSICAL SENSATIONS, AND EMOTIONS. HAVE STUDENTS USE THEIR
EMOTIONS TO DESCRIBE EVENTS.

STUDENTS CAN ALSO IDENTIFY CHARACTERS AND THEIR EMOTIONS. 4. CREATING PICTURES, ILLUSTRATIONS AND PICTOGRAPHS STUDENTS UTILIZE TECHNOLOGY, ART SUPPLIES, AND PAPER AND PENCIL TO CREATE SYMBOLIC PICTURES THAT HELP STUDENTS TO REPRESENT CONCEPTS BEING LEARNED IN A VISUAL MANNER DRAW SCENES FROM STORIES BEING READ
PAINT REPRESENTATIONS OF A HABITAT
DRAW OUT HISTORY OF A SMALL FARM Use technology to create visual representations
word clouds
pictographs
webquests Utilizing iMovie in the classroom 5. Engage in Kinesthetic Activities Dancing, movement and cheering
help students to retain information Form understanding through making letters out of students Students can role play Notes:
Harness the power of technology to engage students by creating nonlinguistic representations
Have students utilize technology to create their own representations
Students now require stimulation in order to learn, give them the stimulation through technology by using sounds, colors and animation
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