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:
- 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
- Nonlinguistic representations should elaborate on knowledge.
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
I agree that nonlinguistic representations are a good way to go. I feel like kids have been flooded with graphic organizers since they started school but it is rare for me to see any graphic organizer that a kid has created. When we were working on note taking I watched a few videos on "Mind Mapping" and I really liked the information I got from them. They stressed connecting ideas and concepts using curved lines and color. Both are stimulating to the brain. I know from experience that I have great difficulty with cause and effect especially with multiple causes and effects. There is some sort of hole in my thought processes. I can learn a set pattern when given a series of causes and effects but I just don't see it in my head. I have the same difficulty putting history together when multiple events are happening at the same time in different parts of the word. I have this long time line in my head like a ball of string with all these different breaks in it. Maybe this is just the result of not learning using graphic representations. That and being a sort of average learner with a weakening memory from age! Anyway back to our students...Do you ever see students making their own graphic representations???
ReplyDeleteAnother thought...I am a organized linear kind of thinker so sometimes Webbing can be very confusing to me. It is like being at an art gallery and you walk into the exhibit and you don't know where to begin to view it. Is there a right place to start...hate that feeling...love a guide or a #1. There has to be at least for me a clear sense of order so I can stack things up and put them together...That said I do feel like combinations of graphic and linguistic information is an amazing way to help students put information together.
ReplyDeleteI would like to try to use the nonlinguistic approach of generating a mental picture in the classroom. I have so many students that have such good imaginations that I can really see the benefit of providing them with time to imagine for themselves what an event in history or a person in history looked like. I think that I would use this as I introduce a new topic and then compare the student responses to pictures and videos that we actually see. Another strategy that would work well is to have the students create their own graphic organizers. Unfortunately this would take quite a bit of time to teach them how to develop and use them correctly, but if the research proves they are effective it may save time in the long run.
ReplyDeleteThis comment has been removed by the author.
ReplyDeleteCharlie, I remember a few years ago we worked on a project with your global students that incorporated some non-linguistic end products...I think there were videos, some art work was also involved. I remember we had a conversation about trying to engage different parts of the brain? Does this sound familiar? This chapter really got me thinking about that project, and how valuable it was, and how it aligns with this non-linear approach.
ReplyDeleteAlso I agree with Melissa, and had to chuckle at the art gallery analogy. That really is how I feel when I am walk into a museum, it is very unnerving for us linear thinkers!
I used to do an activity with our freshmen called "Boolean Aerobics" to help them visualize the concepts behind using Boolean operators in their search strategies. We got students up and moving...and demonstrated, using themselves as groupings, the effectiveness of AND, OR and NOT in searches. It was a perfect example of a kinesthetic activity- using physical activity to generate a mental image of the knowledge in the mind of the learner. I stopped doing this activity last year, trying to save instructional time! After reading this chapter, I am bringing it back. Anyone else use this type of approach?
Kathy, I did that project based on the multiple intelligences. Kids had to choose 4 of the 7 components and create a presentation based on review topics that I gave them. I haven't done that assignment in a few years, maybe it's time to revive it...
DeleteBecause we have students generally with language processing issues, learning through words only is often difficult. Visual connections along with the words helps these students have a better understanding as well as exercise their memory skills, where they are also often weak. If anyone has had the opportunity to see Hopsicker's picture essays, it ties in perfectly with this concept. I want to see how he teaches this concept. I know it works for many students who struggle keeping the facts and dates straight. English offers many opportunities for the non-linguistic connections as we read fiction, non-fiction, poetry, learn vocabulary/spelling etc. In addition, graphic organizers and mapping for writing assignments are commonly used. But, we really can expand these opportunities so that kids are comfortable using these techniques independently.
ReplyDeleteFrom Jen
ReplyDeleteOne way we use non linguistic learning is to get kids to think about theme, an abstract concept. We will show a piece of art to students and ask them to explain what they think it means or what it is about. We then ask them to pick parts or elements from the piece of art that makes them think that way. To transfer to a piece of literature we ask what do you think the message of XXX is? We then ask them to describe specific parts of the novel, short story, poem, etc.. that makes them think they are right. I would like to see Hopsicker's picture essays too. Another thing we do with vocabulary is ask kids to draw what the definition of a word looks like. It makes them think...
Jen
I used a non-linguistic strategy with my 15:1 students for writing body paragraphs. We created a graphic organizer as a whole class. Then I had students make a poster of the information and explain to me what their visual representations meant. After I determined that they had included enough detail and examples intheir poster, I took the graphic organizer (words) away andhad them write their paragragh from the poster. Previously, students would just copy phrases from the graphic organizer. Now they are forced to use their own words.
ReplyDeleteI am trying to come up with an activity that I can use the non-linguistic strategy for my 15:1 U.S. History class. I think students could better understand the key players of Big Business (Carneige, Vanderbilt, JP Morgan, Rockefeller). I believe my students can further hone their skills for interpreting information. Making inferences is an area many students struggle with so trying a non-linguistic activity may improve these skills. With graphic organizers, pictures, etc. to explain knowledge may surprise us, kids may know more than they can demonstrate when writing. Student created gives the student an opportunity to show us what they know and what they are capable of.
ReplyDelete