Models, graphs, imagery, and other tools enable students to engage in actively constructing representations of their understanding. I think that I will work this year to find opportunities to have my students do more of this. This would work well to have them then turn this organizer into a written summary. It makes a huge difference in the amount of information students retain, and isn’t that the point? This chapter was like a validation for all that we do in kindergarten because we are constantly using graphic organizers with minimal words, physical models, teaching kids to generate mental pictures, drawing a picture by just about everything from the daily schedule to things labeled around the room to pictures within a graphic organizer so pictures and pictographs are HUGE and kinesthetic activities are used on a daily basis multiple times in my kindergarten classroom.In kindergarten we teach letters and letter sounds using zoophonics. Suggest Generate mental pictures. How can educational research find its way into the classroom? Hi Sarah,Several of the teachers in my Masters cohort are GLAD trained and have shared some of the strategies with us. I have always loved using flowcharts to help me understand things and think that would be a very useful tool for my students. 6? different forms everyday in our classrooms across curriculum areas? Pictographs and drawings are the next most commonly used non-linguistic representations in my classroom. I think that same graphic organizer could be modified as a note-taking tool – a pictorial outline.I have always known that making physical models of things help people understand things, but I would definitely point this out as an area of weakness for me, a strategy I rarely use! Let me know if you know of any resources I could use to look for these. -physical models. McREL - Classroom Instruction That Works (2nd Ed.) A variety of activities produce nonlinguistic representations: -graphics. Nonlinguistic Representations. Find PowerPoint Presentations and Slides using the power of XPowerPoint.com, find free presentations research about Marzano S Classroom Instruction That Works Nonlinguistic PPT make comparisons as you read the chapter. Welcome to Our Book Study! Making a Difference: Classroom Instruction That Works Wednesday, July 25, 2012. See more ideas about Classroom instruction, Classroom, Edtech. These strategies are discussed in the books Classroom Instruction that Works by Robert J. Marzano, Jennifer S. Norford, Diane E. Paynter, Debra J. Pickering and Barbara B Gaddy (2001) and Using Technology with Classroom Instruction that Works by Howard Pitler, Elizabeth R. … During the year we focus on one or two graphic organizers during each unit so that students are exposed to several options and can find the ones that they are most comfortable with. I think that I will use this to help students summarize what they have read. ... Did you learn anything new about graphic organizers and/or nonlinguistic representations in Chap. As a 5th grade teacher, the state test is a top priority, and as a beginning teacher was disappointed to find that I “had” to rush through the entire curriculum before March in order to load the students with as much information as possible, but what I realized is that it puts the students on overload, and they check out. Oct. 17, 2020. Classroom Instructions that Work March 11, 2009 What? ALL PARTICIPANTS PLEASE I would like to challenge myself to use non linguistic techniques more often and for more subjects. Classroom Instruction That Works. Some may be too complex for first graders, but I think I could easily adapt them for my classroom. The final element of this chapter that was powerful for me as a teacher was only briefly mentioned on pages 74-75. Read & Reflect “Research & Theory”: This Besides saving time from having to stop and draw, it fits well with a writing strategy that that learned about in my ‘Teaching ESL” class. Then they will write a paragraph using vivid words and a partner will draw a picture of what they saw in their head. textbook, engaging in a discussion, listening to an explanation). Cooperative learning 7. are often effective but that are inherently linguistic (e.g., reading the The video shows a person being asked about Bloom's Taxonomy and saying how much he hated Bloom's Taxonomy. Their favorite is probably standing on their chair and yelling, "I'm the Numerator Man" and getting under their chair and yelling, "I'm the Denominator Man" (in a deep voice). It always seems to take so much time, time that they could be reading, or writing or some other kind of learning that would benefit them just as much. Now, it is one of the basic requirements for nearly every assignment and has probably been the most impactful on the teaching and learning in my classroom. Defining this word, providing samples, and making it an expectation from the beginning of the year has enhanced the teaching and learning in my class. View and Download PowerPoint Presentations on Marzano S Classroom Instruction That Works Nonlinguistic PPT. They love GLAD and how it incorporates some of the strategies covered in this chapter (kinesthetic, graphic organizers, pictoral input charts, etc). D: I have an art background and am always looking for ways to have my students use artistic expression to show they have learned the material. It gives students a different way of thinking about their writing. Then they would do the same assignment with the preschool class. Cues, questions, and advance organizers . Use pictures, illustrations, and pictographs. It’s important that students learn several … Drawing pictures and pictographs can be used in all subject areas. I haven't been trained in it myself, but I know many teachers say how great it is. such as graphic organizers, multimedia, and role-plays. I feel like reading this chapter is going to make me a better teacher because it has reminded me of the importance of enjoying what we do. Cooperative learning 7. I think using the graphic organizers to give feed back would be very effective.I could do more with the students in the area of elaborating on there knowledge, justifying as KellyC mentioned. Handbook for Classroom Instruction That Works, 2nd Edition. And believe me, I have become quite a ham as the more I over exaggerate and get into it, the more my students do too! In this week’s reading of A Handbook for Classroom Instruction That Works I gained a deeper understanding of the instructional strategies of cues, questions, advanced organizers and nonlinguistic representations. Email: eliseo.reategui@ufrgs.br strategies presented in Classroom Instruction that Works (CITW; Marzano, Pickering, & Pollock, 2001). I can't wait to try this and see if it works with 25-30 wiggly and chatty first graders. 6? In school in his Talented and Gifted class they were told to work with the taxonomy but no one really understood it. Assignment #6: Complete the 4 part assignment format as you read, reflect, and respond to Chapter 6 – Nonliguistic Representations. I want to use both linguistic and nonlinguistic instruction this year in my classroom. Nonlinguistic representations help us to recall and use information every day. Toward the end of the year I started doing charades for reading vocabulary and they begged me to do it more often! Dean. Thanks,Kimberly Lewis. In fact for those students that are unable to write any words they are still able to show their level of understanding. I am a fair artist, but sometimes I simplify to get reactions and the kids love them. Chapter 5. :)Lindsay, our district just adopted Bridges for math last year. I also enjoyed the different graphic organizers. Use physical models and physical movement to represent information. Nonlinguistic Representations "Image and other nonlinguistic modes take on specific roles in the construction of school knowledge." American Journal of Educational Research. I feel we do a pretty good job of that in the lower elementary grades and it slowly gets less and less as they move through the grades. A Handbook for Classroom Instruction That Works. Use physical models or manipulatives. Nonlinguistic representations are best implemented during a unit when introducing new knowledge and … Buy Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement: Classro Instruc That Works _2 (Pearson Teacher Education / Ascd College Textbook) 2 by Dean, Ceri B., Hubbell, Elizabeth Ross, Pitler, Howard, Stone, Bj, ASCD, The (ISBN: 9780133366723) from Amazon's Book Store. It’s also a great attention getter as they are all participating at the same time and have their hands clasped together at the end. Homework and practice 5. Home. chapter and what you’ve learned about yourself as both a teacher and a This component asks you to reflect on how and why you currently use the instructional strategies of Nonlinguistic Representations in your classroom. Did you learn anything new about graphic organizers and/or nonlinguistic representations in Chap. Assignment Eight: Setting Objectives and Providin... http://www.effectiveteachingsolutions.com. Everyday low prices and free delivery on eligible orders. I need to see it in action, or try it out...why shouldn't the kids?? CLASSROOM INSTRUCTION THAT WORKS (ROBERT MARZANO) WORKS WITH PROJECT CRISS© One of the hottest education books out these days is Classroom Instruction that Works, by Robert Marzano, Debra Pickering, and Jane Pollock, published by Association for … Non-linguistic Representations - Dimensions of Learning 2 - Acquire and Integrate Knowledge All the senses come into play in learning. I use graphic organizers fairly often in my classroom, however it always seems to be in the same subjects. Additionally, asking students to justify has made them accountable for giving thoughtful responses/answers. This all-new, completely revised second edition of that classic text pulls from … It validates the idea that creating opportunities in the classroom to use nonlinguistic representations is important for students throughout the day. 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