Tonight’s Agenda

• 4:00-4:30 Registration

• 4:30-5:45 Nonlinguistic Representation

• 5:45-6:00 Break and Transition

• 6:00-7:15 Classroom Environment/

Classroom Walk-Through

• 7:15-7:30 Q & A /Announcements/

Dismissal

Presented by

LaTanya Davis

Andetria Green-HamptonPooja Shroff-Barr

ABRAZO

New Teacher Induction Team

Motivating Minds with Innovative

Instructional Strategies(Nonlinguistic Representation)

Classroom Classroom Instruction That Instruction That

WorksWorksResearch-BasedResearch-Based

Strategies Strategies ForFor

Increasing StudentIncreasing StudentAchievementAchievement

Browse portions of this book at the AAssociation for SSupervision and CCurriculum DDevelopment website, www.ascd.orgwww.ascd.org..

Marzano, Pickering, & Pollock, 2001

Norms

Share your Share your ideasideas

Be respectful of Be respectful of othersothers

Eliminate Eliminate distractionsdistractions

Take care of Take care of your your needsneeds

Have a great learning Have a great learning experience!experience!

Actively Actively participateparticipate

ObjectivesParticipants will:Participants will:→→ Understand the impact that nonlinguistic

representation has on student learning. →→ Describe two generalizations that guide

teachers when using nonlinguistic representations in the classroom.

→→Understand that nonlinguistic Understand that nonlinguistic representation takes on many different representation takes on many different formsforms

Category Average

Effect

Size

Percentile gain

Number of Studies

Identifying Similarities & Differences

1.61 45 31

Summarizing & Note Taking 1.00 34 179

Reinforcing & Providing Recognition

.80 29 21

Homework & Practice .77 28 134

Nonlinguistic Representation .75 27 246

Cooperative Learning .73 27 122

Setting Objectives & Providing Feedback

.61 23 408

Generating & Testing Hypotheses .61 23 63

Cue, Questions, & Advance Organizers

.59 22 1251

The Learning Brain(‘dual coding” theory)

Linguistic: A juggler has many balls in the air at the same time.

Nonlinguistic

Six Common Graphic Organizers

• DESCRIPTIVE• TIME SEQUENCE• PROCESS/CAUSE-EFFECT• EPISODE• GENERALIZATION/PRINCIPLE• CONCEPT

Descriptive Pattern

• Descriptive Patterns can be used to represent facts about specific people, places, things and events

• This information does not have to be in any specific order

Main Idea

Descriptive Pattern

Example

Elephants

Big

Gray

Big Ears

Tusks

Time Sequence Pattern

• Time sequence patterns organize events in a specific chronological order

• For example, the events leading up to the Vietnam War can be shown in a time sequence pattern organizer

Event 1 Event 2 Event 3 Event 4

Process/Cause-Effect Pattern• Process/Cause-Effect Patterns organize

information into a casual network leading to a specific outcome

Cause

Cause Cause

Effect

Cause

Cause

• An example would be study habits that make a good student

Process/Cause-Effect Pattern• Process/Cause-Effect Patterns organize

information into a casual network leading to a specific outcome

Cause

Cause Cause

Effect

Cause

Cause

• An example would be study habits that make a good student

Episode Pattern

Episode Pattern Organizers arrange data about specific events including:

1. Setting (time and place)

2. Specific People

3. A specific duration

4. A specific sequence of events

5. A particular cause and effect

Episode PatternAn Example would be information leading up to the Civil War

Episode Effect

Person PersonPerson

Duration

Place

Time

Cause

Generalization/Principle Patterns

• Gereralization/Principle Patterns organize information into general statements with supporting details.

• An Example would be statements supporting a hypothesis that economic conditions were the cause of the Civil War.

Generalization/Principle

Example

Example

Example

Concept Pattern• Concept Patterns organize information

around a word or phrase that represents entire classes or categories of people, places things or events

• The characteristics or attributes of the concept along with examples of each should be included in this example.

• An example would be a teacher asking a student to show the concept of fables along with examples and characteristics of them.

Concept Pattern

Concept

Characteristic

CharacteristicExample

Example

Example

Example

Example

Example

Characteristic Example

Example

Example

A Concept Pattern could look like this

Text Rendering Experience Protocol

Article: Nonlinguistic Representation

713-892-6929

CONTACT INFORMATION

LaTanya Davisldavis4@houstonisd.org

Andetria Green-Hamptonagreen@houstonisd.org

Q&As/Announcements

•New Teacher Learning Path

•Future Training Dates and Locations ABRAZO Conference Day – February 13, 2010 at the HMW Bldg.

•Upcoming Testing Dates Stanford 10 – January 20-23, 2010 TAKS March 3, 2010 (3rd Grade Reading and 4th Grade Writing)

REFLECTING• Think about the strategies that were discussed

today using nonlinguistic representation.

• Based on the information shared today, how do you think this will enhance your current lessons?

What Happens Next?