UtilizingNon-Linguistic Representation

Improving Student Learning

Dinosaurs

Jurassic Cretaceous

By Carlos Cruz and Tracy Williams

WEALA 2002

Designed for use in class only

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…

KinestheticRepresentations

Physical

Representations

Pictographs

The depiction of ideas through visual forms has always been an elemental dimension of human culture.

Mental

Pictures

AKA: Concept Mapping and Mind Maps

Graphic Organizers

Dinosaurs

Jurassic Cretaceous

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.

                                                                 

http://www.mindmapper.com/whats-mindmapping.htm

The six questions and five senses of Charles Cave: http://members.ozemail.com.au/~caveman/Creative/Mindmap/index.html

Example

The five senses

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

How does the brain work? How does the mind represent the work process to the outside world?

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 culture has shifted from a “hearing” culture to a “seeing” culture.

http://www.archives.gov

Our students spend more time in front of screens than in classrooms with teachers.

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.

Graphic and Information of Mind Map Concepts from: http://buzan.com.au/bio_Tony.htm

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.