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Day 2

Nonlinguistic Representation

Enhances students’ ability to represent and y pelaborate on knowledge using mental images.

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Nonlinguistic Representation

Many psychologists believe that we store knowledge in two ways: linguisticallyknowledge 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.

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Italy

Classroom Recommendations

Use graphic organizers to represent knowledge.knowledge.

Have students create physical models of the knowledge.

Have students generate mental pictures of the knowledge they are learningof the knowledge they are learning.

Use pictographs to represent knowledge.

Have students engage in kinesthetic representations of the knowledge.

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What are Nonlinguistic Representations?

Nonlinguistic representations are images, sounds emotions & smells that can besounds, emotions, & smells that can be created in various forms to represent information and develop semantic meaning. These formats include:

Mental Pictures

Graphic Organizers

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Mental Pictures

Pictographs

Physical Representations

Kinesthetic representations

Descriptive

Process C /Eff t

Concept

Six Patterns of Graphic Organizers

Cause/Effect

TimeGeneralization

Concept

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Time Sequence

Episode

Generalization or Principle

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Descriptive Graphic Organizers

Origins of this word

Interesting fact about this word

Add a new word to your vocabulary.

Use this word in a

Tell what this word

means:

Add a word or picture clue to

help you remember:

New Word

this word

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Technology: Kidspiration

word in a sentence:

Descriptive Graphic Organizer

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Process Cause/Effect Graphic Organizers

9Technology: http://bubbl.us

Process Cause-Effect Pattern Organizer

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Time Sequence Graphic Organizers• X Timeline http://xtimeline.com

• Our Time Lines www.ourtimelines.com

• Timeliner® by Tom Snyder Software http://www.tomsnyder.com

11http://www.xtimeline.com/timeline/History-of-Great-Depression

Episode Graphic Organizers

12http://www.gliffy.com

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Episode Graphic Organizer

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Generalization/Principle Graphic Organizers

Generalization

Principle

PrinciplePrinciple

Principle14Technology: SmartArt Graphics in Word

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Generalization/Principle Graphic Organizers

Fables are stories that teach a lessonthat teach a lesson

“The Ant and the Grasshopper”Get ready today for what you might need tomorrow

“The Tortoise and the Hare”

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Slow but steady wins the race

“The Fox and the Crow”Do not trust someone who flatters you too much

Technology: SmartArt Graphics in Word

Concept Graphic Organizer

16Technology: Kidspiration or Inspiration

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Example Concept Graphic Organizer

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Jigsaw Graphic Organizers

In a group of 3-4, have each person choose one of these to explore and share.

I i ti Kid i ti• Inspiration or Kidspiration

• SmartArt Tools

• http://mywebspiration.com

• http://bubbl.us

// ff

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• http://www.gliffy.com

• http://xtimeline.com

• http://freemind.sourceforge.net

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Online Templates• Inspiration Resources

http://www.inspiration.com/resources/index.cfm

• Ed Helper http://www.edhelper.com/teachers/graphic_organizers.htm

• Graphic Organizer Collection http://gotoscience.com/Graphic_Organizers.html

• Education Oasis http://www.educationoasis.com/curriculum/graphic_organizers.htm

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Sounds EmotionsTastesSmells

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What is “Visual Literacy?”

• George Lucas - EdutopiaNovember 17, 2005

22:00 – 27:00

• Essential Questions1. How does Lucas propose to change current “English”

classes?

2. The printing press is to the home computer as reading is to ___________.

3. How does visual literacy help people to communicate?

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Creating Mental Pictures• Learning from Movies BrainPOP

Discovery Streaming

Schooltube

• Creating Movies to Learn George Lucas: “visual literacy”

Digital Storytelling

As an Assessment Schooltube As an Assessment

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Mental Pictures

• Creating movies is an excellent way of helping students create mental pictures. iM i Wi d M i M k iMovie or Windows Movie Maker

• Project Based Learning http://pblchecklist.4teachers.org

• Digital Storytelling examples from Apple Learning InterchangeLearning Interchange http://ali.apple.com/ali_sites/ali/exhibits/1000593

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Movie Making

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Movie Making

VoiceThread

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http://voicethread.com/#q.b195995

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Animations/Claymations

• Thinking back on your childhood

• What does it look like inWhat does it look like in the classroom?

• Claymation

• Cut-out animation

• Digital drawingsDigital drawings

• Unitedhttp://www.united.com/page/genericpage/1,,51529,00.html

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Claymation

Students can show what they know through claymation projects such as the Lewis and Clark: Animated Expedition

Go to video.google.com or www.teachertube.com or www.youtube.com and search for [student claymation] to find other examples that you could use.

28Brighton School District, Rochester, New York. Courtesy of Ken Huth(www.huthphoto.com) and Patrick Holm

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Pictographs• Graphical Representation • Interactive Spreadsheets(see “files” on the wiki)http://techcitw.pbworks.com

Example from Google Spreadsheethttp://docs.google.com

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• Symbolic Pictographs Visual Thesaurus (vocabulary)

• Visual Databases• USB Microscope/Camera/Video

Recording/Document Camera

Google Earth’s Visual Databasehttp://www.google.com/educators/p_earth.html

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Create a Graph

National Center for Education Statistics (http://nces ed gov)(http://nces.ed.gov)

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Applications Exploration and Blog Reflection

• Log on to the workshop blog at http://sites.epals.com/mcrel1 with your p p yuser name and password.

•Find “Nonlinguistic Representation on the blog. Try out one of the sites and answer the question in a reply.

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PhysicalRepresentations

Technology Modeling

ClaymationArchitectural Modeling

C

http://www.legoeducation.com

Competitions

Kinesthetic Representations

• Movie Making

• Simulations (http://del.icio.us/mattscottkuhn/Simulations)

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http://education.apple.com/education/ilife/howto/digitalmovie_tips

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Jigsaw Summary

In groups of five, have each person select one of the five classroom recommendations and

give a summary of how technology is used for it.

1. Use graphic organizers to represent knowledge.

2. Have students create physical models of the knowledge.

3 H t d t t t l i t f th

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3. Have students generate mental pictures of the knowledge they are learning.

4. Use pictographs to represent knowledge.

5. Have students engage in kinesthetic representations of the knowledge.

BREAK TIME

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SummarizingEnhances students’ ability to

synthesize informationsynthesize information.

This would be so much easier on a

laptop!

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laptop!

Classroom Recommendations

Teach students rule-based summarizing strategiesstrategies.

Make students aware of the explicit structure of information to aid summarizing

Teach students reciprocal teaching.

Use summary frames.

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Narrative

Definition

Problem/Solution

Topic-Restriction-Illustration

Argumentation

Conversation

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To effectively delete, substitute, and keep information, students

must analyze the information at a fairly

deep level.

To effectively summarize, students must delete

some information, substitute some

information, and keep some information.

Being aware of the explicit structure of

information is an aid to summarizing

information.

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T r a c k C h a n g e s a n d

Autosummarize

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Track Changes to Summarize

The Earth’s continents and tectonic plates land surfaces are alwaysThe Earth s continents and tectonic plates land surfaces are always in motion. For example, the North American continent continues to move west over the Pacific Ocean basin, roughly at a rate equal to the growth of our fingernails. Earthquakes result when plates grind past one another, ride up over one another, collide to make mountains, or split and separate. These movements are knows as plate tectonics. Developed within the last 30 years, this explanation p p y phas unified the results of centuries of study of our planet, long believed to be unmoving.

Source: From NASAKid: http://kids.msfc.nasa.gov/

Let's Try Autosummarizing!

• Go back to the document you saved during the “Providing Feedback” strategy.

• Go to TOOLS > AUTOSUMMARIZE• Choose the “Highlight key points” option• How does this support rules-basedHow does this support rules based

summarizing?• Look at the other types of Autosummarizing.

How might you use these as a teaching tool?

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Examples of Summary Frames

1. Narrative/Story2. Definition3. Problem/Solution4. Topic-Restriction-Illustration (T-R-I)

5. Argumentation6. Conversation

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Narrative Summaries - Podcasts

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Inspiration’s Great

Depression Template –Definition Summary

Frame

Augmentation Frame –Virtual Debate

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Inspiration’s Problem-Solution Template

Wiki Refection

• Under the “Summarizing and Note Taking” g gpage on the wiki, find the Summary Frames Activity and read about the six frames.

• Use the comment box at the bottom of the wiki page to suggest a content/grade level example of one of the frames and howlevel example of one of the frames and how technology could aide in summarizing it.

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Note Taking

Enhances students’ ability to organize information in a way that captures the main ideas and supporting details

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details

Classroom Recommendations

Give students teacher-Give students teacherprepared notes.

Encourage continual revision, discourage verbatim note taking.

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Differentiate by introducing students to a variety of note-taking formats.

Use combination notes.

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Teacher-Prepared Notes as a Graphic Advance Organizer

The learning objective is to complete this graphic organizer

Parts ofSpeech

Adjective

Adverb

Noun

Verb

Note Taking Formats

Informal Outline

Webbing

Pronoun

Conjunction

Notes Graphic

Federal Branches of Government1 E ti

THE CIRCULATORY SYSTEMTransport systems3 Functions• carries food and oxygen• carries waste from cells• protects body from disease3 Parts• heart

Informal Outline

Combination Notes

2.

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1. Executive2. Legislative3. Judicial

Summary: Each branch of government serves as a check and balance on the others.

• heart• blood vessels• bloodOne of Four Parts• plasma• red blood cells• white blood cells• platelets

1.3.

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Webbing and Informal Outlines

Types of storms: TornadoesWind + lots

BLIZZARDS

STORMS

Tornadoes

Hurricanes−Occur in warm

ocean waters

−Are also known as “typhoons”

Blizzards

Check out the1-5 scale

Wind + lotsof snow fast

HURRICANES TORNADOES

Like Katrina in LA and Andrew

in FL

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Combination Notes

Causes of the Civil War1. Economic and social differences

S1. 2.

between the North and the South

2. The fight between Slave and Non-Slave State Proponents

3. Growth of the Abolition Movement

4. States vs. Federal Rights

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3.

4.

5. The Election of 1860

The causes built up over time and include many complex issues in addition to slavery.

Combined with Nonlinguistic

Representation using Inspiration

Weather

Advanced Web Notes

WeatherI. Examples

A. Hot DaysB. Cold DaysC. Rainy Days

II. Weather ToolsA. RadarB. BarometerC. Thermometer

III. What it AffectsA. BusinessesB. SchoolsC. Farms

IV. Violent WeatherA. TornadoB. BlizzardC. Hurricane

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Online Notes- Google Docswe will try this out later

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Online Note Taking Resources1. http://www.nch.com.au/notes (Express Notes)

2. http://www.yourdraft.com (Your Draft)

3. http://www.writeboard.com (Write Board)

4. http://documents.google.com (Google Docs)

Explore, Pair, & Share

Take 10 min. to explore one of the above resources found on the wiki

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above resources found on the wiki. Then pair up with someone and share how this resource could be used by teachers and/or students.

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BREAK TIME

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Cooperative Learning

Provides students with opportunities ppto interact with each other in groups in ways that enhance their learning.

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Classroom Recommendations

Use a variety of criteria to group students and keep the group size small.

Organize groups by ability sparingly and only in applicable subjects (i.e. Joplin Plan).

Combine cooperative learning withCombine cooperative learning with other classroom structures.

Apply cooperative learning consistently and systematically, but do not overuse it.

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Five defining elements of cooperative learning

1. Positive interdependence2. Face-to-face promotive interaction3. Individual and group accountability4. Interpersonal and small group skills5. Group processing

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• Simulations

Multimedia Applications

Simulations Making History (www.making-history.com) $40

WISE Web-based Science Inquiry Environment (http://wise.berkeley.edu)

Simcountry (http://www.simcountry.com)

• Movie-making Requires students working together as actors,

script-writers, set designers, camera-persons, editors

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Roles and Tasks ChartRole to be filled Student(s) Description of the role or task to be completed

Researcher(two)

Will research the topic and meet with a teacher in that content area to be sure information is accurate.

Scriptwriter(two)

Will take the research provided by the researchers and write a script for the movie. A storyboard will be approved by Ms. Ortiz before the script is written The script will be in play format A content area teacher willis written. The script will be in play format. A content area teacher will approve final draft of script for accuracy. The script will indicate all resources needed and the settings where the action takes place.

Journalists(one or two)

Will provide any on camera interviews with experts. Journalists will use the provided research to write interview questions that will get additional information needed for the movie.

Tech Expert(one or two)

Will provide help with all technology including iMovie, GarageBand, and GraphicConverter.

P j t C di t Will k ith t t b ild j t ti li d th ill it ll

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Project Coordinator Will work with team to build a project timeline and then will monitor all project activities. Project coordinator is also responsible for coordinating resources with other teams. Remember that other teams will be using the video cameras.

Camera Persons(one or two)

Will be responsible for checking out, using, and properly returning video cameras and tripods.

Actors(as needed)

Will use the provided script to bring the movie to life. Actors should be expressive and show appropriate excitement, but stay within the script.

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Curriculum Movie Rubric

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Digital Storytelling RubricCATEGORY 4 3 2 1

Voice -Conversational Style

Uses a conversational style throughout.

Uses a conversational style the majority (85-95%)of the time

Uses a conversational style most (70-84%)of the time.

Presentation style is primarily monologue.

Soundtrack -Emotion

Music stirs a rich emotional response that

Music stirs a rich emotional response that

Music is ok, and not distracting, but it does not add

Music is distracting, inappropriate ORresponse that

matches the story line well.

response that somewhat matches the story line.

it does not add much to the story.

inappropriate, OR was not used.

Images Images create a distinct atmosphere or tone that matches different parts of the story. The images may communicate

Images create an atmosphere or tone that matches some parts of the story. The images may communicate symbolism and/or metaphors

An attempt was made to use images to create an atmosphere/tone but it needed more work. Image choice is logical

Little or no attempt to use images to create an appropriate atmosphere/tone.

communicate symbolism and/or metaphors.

metaphors. is logical.

Economy The story is told with exactly the right amount of detail throughout. It does not seem too short nor does it seem too long.

The story composition is typically good, though it seems to drag somewhat OR need slightly more detail in one or two sections.

The story seems to need more editing. It is noticeably too long or too short in more than one section.

The story needs extensive editing. It is too long or too short to be interesting.

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Online Cooperative Learning Rubrics

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Collaborative Website Creation

Students can also collaborate on building a website.

http://delicious com/mattscottkuhn/WebDesignhttp://delicious.com/mattscottkuhn/WebDesign

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Global Participation with Experts

KeypalsePALS http://www.epals.comThis is the Internet's largest community of collaborative classrooms engaged in cross-cultural exchanges project sharing and languageengaged in cross cultural exchanges, project sharing, and language learning.

KeyPals Club http://www.teaching.com/keypalsA free place for young people, teachers and students to locate and correspond with other youth and students, the service provides an easy-to-use interface and database to quickly locate and contact a student or a class from around the world.

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Intercultural E-mail Classroom Connections (IECC) http://www.iecc.org IECC is dedicated to helping teachers connect with other teachers to arrange intercultural e-mail connections between their students. Also, IECC-INTERGEN, helps teachers and their classrooms create intergenerational partnerships with volunteers over 50 years of age.

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WebQuests

• Direct students to pre-chosen web resources for critical thinking skills (as opposed to “web scavenger hunts”)

• Students usually assume a role in a simulation

Introduction

Task

Process

Evaluation

Conclusion

Teacher Page• http://delicious.com/mattscottkuhn/WebQuests

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Find a Webquest for Your Students

Go to http://webquest.org > FIND WEBQUESTS > CURRICULUM GRADE LEVEL MATRIX

O t htt //i t t j t / b t Or, try http://instantprojects.org/webquest

Post the web address to the webquest you found on the wiki on the “Cooperative Learning” page in a comment box.

What evidence of cooperative learning is apparent in the

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learning is apparent in the webquest? Is it truly a cooperative learning webquests?

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Cooperative Learning with Web 2.0

• Delicious

• BlogsBlogs

• Wikis

• YourDraft

• Writeboard

• Gliffy

• BackPackit

• Google Docs

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A Vision of K-12 Students Today (4:08)The Connected Classroom Video (4:50)

Education Today and Tomorrow (2:30)

Flickr

• Sharing of photosSharing of photos

• Can make each picture “public” or “private” and only share with those whom you choose

• Class project: students upload pictures to a common account for a presentation

“Ad d A t”• “Advanced Art”

• Also public use of photos (Fibonacci)

• Animation Project Example:

http://www.flickr.com/photos/50361891@N0078

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Shared Calendars

• http://calendar.google.com

• Can make calendar public or private• Can make calendar public or private

• Can give editing rights to others

(i.e. room parents)

• A group can create a project calendar and all edit as necessarycalendar and all edit as necessary

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Collaborative Learning Example

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Collaborative Learning Example

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Collaborative Learning Example

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Blog ReflectionGo to “Cooperative Learning” on the blog at http://sites.epals.com/mcrel1

B W b 2 0 & CITW d h• Browse Web 2.0 & CITW and answer the question in a reply. Then find someone else who posted today and reply to their posting with an insightful comment question or epiphany. p p y

• How has Web 2.0 applications changed the nature of cooperative learning for student today?

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Reinforcing Effort

Enhances students’ understanding of the relationship between effort andthe relationship between effort and

achievement by addressing students’ attitudes and beliefs about learning.

Some students attribute

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Some students attribute success in school to luck, ability, or even other people such as their friends or their teacher.

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Classroom Recommendations

Explicitly teach students about the importance of effort and its connection toimportance of effort and its connection to achievement.

Both teachers and students can keep track of effort and

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achievement using rubrics and/or charts.

Using Microsoft Word™to Reinforce Effort

EFFORT ACHIEVEMENT

4Excellent

I worked on the task until it was completed. I pushed myself to continue

I exceeded the objectives of the task or lesson.Excellent completed. I pushed myself to continue

working on the task even when difficulties arose or a solution was not immediately evident. I viewed difficulties as opportunities to strengthen my understanding.

lesson.

3Good

I worked on the task until it was completed. I pushed myself to continue working on the task even when difficulties arose or a solution was not

I met the objectives of the task or lesson.

difficulties arose or a solution was not immediately evident.

2Needs

Improvement

I put some effort into the task, but I stopped working when difficulties arose.

I met a few of the objectives of the task or lesson, but did not meet others.

1Unacceptable

I put very little effort into the task. I did not meet the objectives of the lesson.

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Using Microsoft Word or Excel™ to Reinforce Effort

Quiz Effort and Scores

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80

60

50

60

70

80

100

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Week

Effort-Studying 10-100(time+focus)

Score-Quiz%

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80

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80

80

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0 20 40 60 80 100

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www.surveymonkey.com

• Gather data from your successful graduating y g gstudents in a survey such as High School Success – Effort and Attitude.

• What advice concerning effort would they give upcoming students?

Wh b i h ll did h h• What barriers or challenges did they have to overcome?

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Blog Reflection

• In what way do adults in your school convey high expectations to all of your students?high expectations to all of your students?

• In what ways can you support those learners who have not traditionally had high expectations for their own performance?

• Log in and post your answers to these questions under “Reinforcing Effort” on the blog at: http://sites.epals.com/mcrel1.

• Replies to others on the blog are optional.

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