expanding expression a multisensory tool for improved oral expression and writing

Expanding Expression A multisensory tool for improved oral expression and writing

Addison (5) & Brady (2)

Before we begin…

Define/describe the following:

1 Introduction and Literature Review

Expanding Expression Tool and General Descriptions

Other Writing Prompts and the Curriculum

Summary, Q&A, and Group Dance

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At a glance

Objective…• To be introduced to and trained on a

program that facilitates improvement in your students’ oral and written expression

• This program…– is multisensory– targets the way students organize

language elements– helps students give more detailed

descriptions and definitions of items

Outcome of Today’s Presentation

• Learn about a tool that will let you target multiple language areas all at once with your students .

• Leave knowing how this program can be used for general descriptions, writing from prior knowledge, and biographies.

• Learn how to introduce the program in your therapy sessions, in whole class language lessons, and in your school/district.

Literature Review: Learning

What we’ve learned about learning…

• Three basic styles: auditory, visual, and kinesthetic

• Taking learning styles into account = multisensory learning experiences to reach more students effectively

Robles, Teresita del Rosario Caballero & Uglem, Craig Thomas Chase. 2003. Multisensory Instruction in Foreign Language Education.

Multi-Sensory Learning

“necessary for educational institutions to provide well-organized learning experiences and simultaneously for the learners to implement a variety of cognitive strategies.” (p. 8)

Robles, Teresita del Rosario Caballero & Uglem, Craig Thomas Chase. 2003. Multisensory Instruction in Foreign Language Education.

‘covers the greatest number of individual preferences’

• According to Robles et al., – Teacher talks, student listens = get

to only 20% of students (auditive)– 80% of students learn under a visual

or kinesthetic style (Tileston, op.cit).– ‘For effective learning, we must

arouse as many sensations as possible. This not only stimulates the brain, but also assures retrieval of information’.

• ‘Most students DON’T use strategies that could help them achieve meaningful learning’ (Muria, 1994).

• “Perhaps more important than any other curriculum content is that which teaches learning strategies.” (Robles & Uglem, 2003)

WHY?Robles, Teresita del Rosario Caballero & Uglem, Craig Thomas Chase. 2003. Multisensory Instruction in Foreign Language Education.

Strategies and Learning

Concept

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Lecture

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Teaching Styles and LTM

Literature Review: The BRAIN

comes in as electrical impulses

The thalamus decides whether the information is important based on past experiences

Information enters the brain via the senses

Adapted from David Sousa’s Information Processing Model(see bibliography attached)

Central Control

Audio-Visual Sketchpad

Phonological Loop

Info enters via the senses

Sensory Filter

Immediate Memory

Working Memory

Long Term Memory

stimulus starts the process

processing of stimulus

memory potential arises

Literature Review: Defining

What we’ve learned about defining words…

• The ability to define words is important for “effective spoken and written communication in literate contexts…[such as] technical reports, informative articles, and persuasive essays. Skill in word definition is important also because it is closely associated with measures of academic achievement, verbal ability and intellectual performance in school age children and adolescents” (pp. )

• Exposure to word definitions: discussions with teachers, reading textbooks, consulting dictionaries, etc. Nippold, Mariyn A; Hegel, Susan L. Sohlberg, McKay Moore Schwarz, Lisa E. (1999).

Defining abstract entities: Development in pre-adolescents, adolescents, and young adults. Journal of Speech, Language, & Hearing Research, V42n2, 473-481.

Defining Words

• Common type of definition:– Aristotelian style

Nippold, Mariyn A; Hegel, Susan L. Sohlberg, McKay Moore Schwarz, Lisa E. (1999). Defining abstract entities: Development in pre-adolescents, adolescents, and young adults. Journal of Speech, Language, & Hearing Research, V42n2, 473-481.

superordinate category term

1 or more characteristics

X is a Y that Z

word defined

Our Assessments vs. Our Studies• Adapted from:

Nippold, M (1995). School-Age Children and Adolescents: Norms for Word Definition, Language, Speech, and Hearing Services in Schools, 26, 320-325.

Both show improvement with increasing age

Differences in types of words

Differences in scoring procedures

Main considerations from the literature:

• Multisensory learning experiences are important for reaching all of our students.

• Teaching strategies makes learning highly transferable.

• Aristotelian style for defining entities is preferred.

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