expanding expression a multisensory tool for improved oral expression and writing
TRANSCRIPT
Expanding Expression A multisensory tool for improved oral expression and writing
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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• Lorem ipsum dolor sit amet, consectetuer adipiscing elit, sed diam nonummy nibh euismod tincidunt ut laoreet dolore magna aliquam erat volutpat. Ut wisi enim ad minim veniam, quis nostrud exerci tation ullamcorper suscipit lobortis nisl ut aliquip ex ea commodo consequat.
• Duis autem vel eum iriure dolor in hendrerit in vulputate velit esse molestie consequat, vel illum dolore eu feugiat nulla facilisis at vero eros et accumsan et iusto odio dignissim qui blandit praesent luptatum zzril delenit augue duis dolore te feugait nulla facilisi.