Chapter 6:  Nonlinguistic Representations

Click here to watch a video overview of nonlinguistic representations

This chapter discusses the nonliguistic mode of knowledge storage.  Research suggests that knowledge is stored in two forms- linguistic and imagery (or nonlinguistic).  Studies show that most of us use a linguistic mode to present knowledge to students.  This would include talking to them, or having them read, about new content. Nonlinguistic representations includes using mental pictures or even physical sensations such as smell, taste, touch, kinesthetic association and sound to share information (Marzano 73).  Studies show that engaging students in nonlinguistic representation stimulates and increases activity in the brain. According to research, using these nonlinguistic representations can enhance our students understanding of content. 

As you read this chapter, consider the two generalizations that can guide teachers in the use of nonlinguistic representation in the classroom:

1. There are a variety of activities produce nonlinguistic representations including:
   Creating Graphic Organizers  (not your everyday graphic organizers!)
   Making Physical Models
   Generating Mental Picture
   Drawing Pictures and Pictographs
   Engaging in Kinesthetic Activity
   
2. Nonlinguistic representations should elaborate on knowledge.  

There is much digest here.  What are your thoughts?  Do any of you use any nonlinguistic approaches in your classroom?  Do you see them fitting in with your instruction?  The second generalization is powerful.  What do you think?

We are anxious to hear from you. 

Check out these links for tools to use with nonlinguistic representations:

• Internet-Based Resources for Nonlinguistic Representations
• Tool Kit for Educators:  Generating Nonlinguistic Representations

Chapter 5:  Homework and Practice
Reflect on the discussion we had with regard to homework and practice.  Did you try any thing different this month as a result of this section?  Have you modified your policies on homework?  Share your thoughts and frustrations, well as your successes.   

Chapter 4: Reinforcing Effort and Providing Recognition

The following is a link to a quick video that gives you a brief overview of our topic:

Video/Overview of Reinforcing Effort and Providing Recognition

As I began this chapter I flashed back to Alison Zmuda's presentation to our district on opening day a few years back.  Many things she said resonated with me, but one thing really stuck.  Alison emphasized the importance of reading memoirs/biographies of people that have worked hard to overcome some type of adversity. She mentioned this in connection to at-risk students.  Her thought was that these stories could model the concept that, with effort and perseverence, you could achieve.  Reading chapter 4 "reinforced" this concept for me. 

This chapter is different than preceding ones, this chapter focuses on attitudes and beliefs rather than instructional strategies. The strategy has been subdivided into two parts:

1. Reinforcing Effort
2. Providing Recognition

If we could only improve students' attitudes and work ethics we'd have it made...the rest would be easy.  I was anxious to read this, ready to be enlightened!  There is much to consider in this chapter and many avenues for discussion. 

First, regarding effort, what did you think of the suggested activities outlined on page 51 to be used to improve/change students beliefs about effort?  Do you do any of these activities?  What did you think of the generalizations made about effort on page 50?

Many people feel strongly about the concept of "rewards" and extrinsic motivation as well "providing recognition."  I appreciated the clarification related to recognition-  it is not “praise”; it is not “reward.”  What are your thoughts about the three generalization of recognition that begin on page 55?  What do you think of the chart on page 56: Guidelines for Effective Praise. 

We hope you will share your thoughts about the concepts in this chapter. Have you been convinced?  Does anyone already do some of these activities with their students?  Having read this chapter would you change the way you address effort and recognition?  Please share!  We are looking forward to reading your responses and reactions. We are very anxious to see if anyone already utilize these techniques. Spreadsheets to track effort?  Rubrics?  Certificates?  Do they work?  Would you consider trying them based on the research presented by Marzano?

We will stop here, we're anxious to hear your input!  Please check the comments often and respond to comments posted...that's the best way to get an online dialog going.


Lastly, there is a PowerPoint in our file on the X drive with some sample rubrics and spreadsheets.

Chapter 3: Summarizing and Note Taking

Last session we discussed the strategies of summarizing and note taking.  Some could argue that these are two of the most useful academic skills students can have.  We are hoping you had chances to use some of the strategies outlined in this chapter.  Please comment below on your experiences- both successes and struggles!  Also, let us know if you used any of the internet resources at the end of the Power Point, and were they helpful?

Our first blog discussion will be in December!  Starter post will be published prior to break.