utilizing non-linguistic representation improving student learning dinosaurs jurassic cretaceou s
TRANSCRIPT
Factors in the classroom
Instructional Strategies
Curriculum Design
Management Techniques
Effective Pedagogy
Pictographs
Graphic Organizers
KinestheticRepresentations
Mental
Pictures
Physical
Representations
Types of Non-Linguistic Representation
Dinosaurs
Jurassic Cretaceous
SO…
The depiction of ideas through visual forms has always been an elemental dimension of human culture.
Effect on Student Achievement
CategoryAve. Effect Size (ES)
Percentile Gain
Nonlinguistic Representations
.75 27
From Classroom Instruction that Works – Research Based Strategies for Increasing Student Achievement by Robert J. Marzano, Debra J. Pickering, and Jane E. Pollock ASCD, 2001. Copyright 2001, McREL. Reprinted by permission of McREL.
Selected Research Results for Nonlinguistic Representations
Synthesis Study No.Effect Sizes
Ave. ES % Gain
Mayer, 1989 10
16
1.02 1.31
34 40
Athappilly, Smidchens, & Kofel, 1980 39 .510 19
Powell, 1980 13 6
4
1.01 1.16 .56
34 38
21
Hattie et al., 1996 9 .91 32
Walberg, 1999 24 64
.56 1.04
21 35
Guzzetti, Snyder, & Glass, 1993 3 .51 20
Fletcher, 1990 47 .50 20
Categories of Instructional Strategies that Affect Student Achievement
Category Ave. Effect Size (ES)
Percentile Gain
No. Of ESs
Standard Deviation
Nonlinguistic Representations .75 27 246 .40
From Classroom Instruction that Works – Research Based Strategies for Increasing Student Achievement by Robert J. Marzano, Debra J. Pickering, and Jane E. Pollock ASCD, 2001. Copyright 2001, McREL. Reprinted by permission of McREL.
What does current research tell us about using nonlinguistic representations?
A variety of activities produce nonlinguistic
representations.
Nonlinguistic representations
should elaborate on knowledge.
Many psychologists believe that we store knowledge in two ways: linguistically (words) and nonlinguistically (images). The more we use both systems of representation– the better we are able to think about and recall knowledge. Two generalizations from the research can be used to guide teacher’s use of nonlinguistic representations.
From Classroom Instruction that Works – Research Based Strategies for Increasing Student Achievement by Robert J. Marzano, Debra J. Pickering, and Jane E. Pollock ASCD, 2001. Copyright 2001, McREL. Reprinted by permission of McREL.
The Case for Concept Mapping
What is Concept Mapping?
Who developed Concept Mapping?
Why use Concept Mapping?
What are the benefits for students?
I’d like to see examples of Concept Mapping?
Who are the educational theorists and researchers behind Concept Mapping?
Meta-cognitive tools can be applied in schools to facilitate meaningful learning and knowledge creation. Concept or Mind Mapping tools and techniques are currently gaining prominence in the k-12 pedagogy to assist in the learning process in creative and innovative ways.
What is Concept Mapping ?Concept mapping is a technique for representing knowledgein graphs. Knowledge graphs are networks of concepts.Networks consist of nodes (points/vertices) and links (arcs/edges). Nodes represent concepts and links represent the relations between concepts.
Concept mapping can be done for several purposes: •to generate ideas (brain storming, etc.); •to design a complex structure (long texts, hypermedia, large •web sites, etc.); •to communicate complex ideas; •to aid learning by explicitly integrating new and old knowledge; •to assess understanding or diagnose misunderstanding.
The six questions and five senses of Charles Cave: http://members.ozemail.com.au/~caveman/Creative/Mindmap/index.html
Example
“…visual tools generate and unveil mental models of interrelationships developed by learners, along with the unique patterning capacity of each learner’s mind.” David Hyerle
Japanese American
Internment
UW student
detained for curfew violation
Civil Liberties
families lost homes,
businesses
some men fought in
Europe for USCitizens and non-citizens alike were
transported to camps
Forced to interpret his own parent's testimony at
his trial
King County Jail
West Coast Fears
Curfews for Asians
Concept maps represent internal, mental, flexible, rapidly changing, and highly generative patterns.
“We use maps to find our way to new information, much like an evolving treasure map of the mind for seeking new meaning in texts and other materials.” David Hyerle
Communication in most classrooms is primarily linear whether spoken or written. Students are responsible for taking linear text and transforming it into multi-relational, holistic concepts.
“Many would argue that we’ve used such a small part of our
mental capacity because of our insistence on lineal thinking.”
Margaret Wheatley
Visual tools allow us to move between
written or spoken language
visual representations
linear thinkingholistic, non-linear
thinking
"bits" of factspatterns and relationships
"list like" knowledge
interdependent systems
Who are some of the theorists and researchers behind this thinking? Jean Piaget L.S. Vygotsky Benjamin Bloom Hilda Taba Arthur Costa Howard Gardner Robert Sylwester Robert Marzano
Our students have more information available to then with fewer intellectual tools with which to evaluate the data.
Jamie McKenzie states that we must help our students become “Infotectives” – capable of
asking great questions about data (with analysis)
convert data into information (revealing patterns and relationships)
which will lead to insight
(information which may
suggest action or a strategy)
Students need to be seek patterns and relationships in order to more easily discard irrelevant landslides of data.
When teachers employ higher order thinking, they can guide students to ask questions which can improve their capacities in gaining control over the actual patterning of information.
ORGANIZING IDEAS
VOCABULARY TERMS AND
PHRASES
DETAILS
INFORMATION (DECLARATIVE KNOWLEDGE)
Students can be asked to represent their understanding of organizing ideas they are learning.
Students can be asked to represent their understanding of the details they are learning.
Students can be asked to act out the details of the situation they are studying.
As part of learning a new word, students should be given and/or asked to create their own nonlinguistic representations of the word.From Classroom Instruction that Works – Research Based Strategies for Increasing Student Achievement by Robert J. Marzano,
Debra J. Pickering, and Jane E. Pollock ASCD, 2001. Copyright 2001, McREL. Reprinted by permission of McREL.
References
Visual Tools for Constructing Knowledge by David Hyerle ASCD, 1996.
Classroom Instruction that Works – Research Based Strategies for Increasing Student Achievement by Robert J. Marzano, Debra J. Pickering, and Jane E. Pollock ASCD, 2001.
A Handbook for Classroom Instruction that Works by by Robert J. Marzano, Jenifer S. Norford, Diane E. Paynter, Debra J. Pickering, and Jane E. Pollock. ASCD, 2002.
Pictograph source: 64.77.120.162/ndnstoryrocks/ id18.htm handi pict source www.b-rail.be/rnvn/E/formul/ h-infrastructure.html
Additional References:
http://users.edte.utwente.nl/lanzing/cm_home.htm(Mind Map Site)http://members.ozemail.com.au/~caveman/Creative/index2.html(Mind Map Site)http://www.cals.cornell.edu/dept/education/faculty/novak/novak.html(Joseph D. Novak)http://members.ozemail.com.au/~caveman/Creative/Authors/ABuzan.htm(Tony Buzan, Inc.)http://members.ozemail.com.au/~caveman/Creative/Mindmap/mindmapfaq.htmlhttp://qsilver.queensu.ca/~phil158a/memory/mindmap.htm(Mind Map FAQs and software)http://www.happychild.org.uk/acc/tpr/map/indexfaq.htm(Nice resource for mind mapping implementation in school)http://www.mindtools.com/mindmaps.html(Mind Maps* A powerful approach to note taking)http://www.mindmapper.com/whats-mindmapping.htm(Free software in information on MM)
Books and Biography of Tony Buzan:http://my.linkbaton.com/bibliography/buzan/tony/
http://buzan.com.au/bio_Tony.htm
Tony Buzan is the originator of Mind Maps® and the concept of Mental Literacy, co-founder of the Mind Sports Olympiad and Chairman of the Brain Foundation.
He based this technique on some of the work on learning by David Ausubel. Below are some of Professor Novak's publications on the subject.Novak, J.D. A Theory of Education. Ithaca, Illinois, Cornell University Press, 1977.Novak, J.D. and Gowin, D.B. Learning How To Learn. New York, Cambridge University Press, 1984.Novak, Joseph, "Clarify with Concept Maps," Science Teacher, v58 n7 p44-49 Oct 1991.Novak, Joseph D., "Concept Maps and Vee Diagrams: Two Metacognitive Tools to Facilitate Meaningful Learning," Instructional Science, v19 n1 p29-52 1990.
Heinze-Fry, Jane A.; Novak, Joseph D., "Concept Mapping Brings Long-Term Movement toward Meaningful Learning," Science Education, v74 n4 p461-72 Jul 1990.Novak, Joseph D., "How Do We Learn Our Lesson?" Science Teacher, v60 n3 p50-55 Mar 1993.
Who is the developer of the concept mapping technique?
Professor Joseph D. Novak is credited with developing concept mapping.