Mr Bass Online

Nonlinguistic representation through Technology

Recently Ben Dueker (Communication Arts teacher at Northeast Middle School) and I had some conversations around vocabulary instruction and how to use technology as a way to enhance the study of words in the context of a curricular area.  In this way, students can “Acquire” the knowledge of the definition, “Make Meaning” of the word based on class discussions and their own personal experiences and then “Transfer” that knowledge as they use the word to create their own synonyms and graphics.  Below Ben has written up his process.

When introducing new vocabulary terms I put a picture of the key term on the Smartboard and have a student read their definition aloud. Then, as a class, students come up to the board and write synonyms or examples of the key term. I often choose pictures that require students to think about the picture in relation to the word and come up with a connection.  For example, when we are discussing the word “acquire”, I have a picture of a gymnast associated with that word. Through class discussion, students work to create a connection between the picture and the word.  In this case a gymnast must practice every day to “acquire” the skills necessary to compete. When we finish with the discussion, the student has a paper copy where they have written the definition, drawn their own picture, and recorded synonyms and examples as a class.

This approach to vocabulary instruction is supported by Robert Marzano in his research on nonlinguistic representation.  In his book, Classroom Instruction that Works – Research based strategies for increasing student achievement, (Marzano, Pickering, Pollock, 2001) Marzano cites some findings that support this approach to word study:

“The more we use both systems of representation – linguistic and nonlinguistic – the better we are able to think about and recall knowledge. This is particularly relevant in the classroom, because studies have consistently shown that the primary way we (teachers) present new knowledge to students is linguistic. We either talk to them about the new content or have them read about the new content.”

By introducing vocabulary with an image, we are adding an additional representation that will help students connect to their understanding of that word in the context of a curricular area.  Additionally, one of Marzano’s nine instructional strategies is that of Nonlinguistic representation which, when implemented, results in an average 27 percentile gain in student achievement and has shown that it can enhance student’s ability to construct knowledge around a concept. Using the SMARTboard, as Ben does, for vocabulary instruction can have a dramatic impact on how students create and retain knowledge.

This is a fairly simple technique that can have lasting effects on the understanding and recall of key concepts for students. Since digital content is readily available to use and display in the classroom, using nonlinguistic representations of concepts can be a powerful learning tool in the classroom.

Below are some other examples of nonlinguistic representation as well as some online or software resources:

• Using graphic organizers
  1. Inspiration
  2. Webspiration http://www.mywebspiration.com/
  3. Bubbl.us https://bubbl.us/beta/
  4. Mind Meister http://www.mindmeister.com/
• Generating mental pictures
  1. Photostory
  2. Animoto http://www.animoto.com
  3. Windows Movie Maker
  4. Presentation Programs
     • Prezi http://www.prezi.com
     • Google Presentations http://docs.google.com
     • SlideRocket http://www.sliderocket.com
• Drawing Pictures and Pictographs
  1. Draw.to http://www.draw.to
  2. Dabble Board http://dabbleboard.com/
  3. Gliffy http://www.gliffy.com/
  4. Mug Tug http://mugtug.com/sketchpad/
  5. Drawing tools in Microsoft Paint
• Engaging in kinesthetic activities and Making physical models – Video – record students using Flip cameras
  1. Windows Movie Maker
  2. Jaycut http://jaycut.com/ – online video editor
  3. Manipulatives in SMART Notebook

Cross-posted on Tech4Practice and Northeast Middle Friday Flyer

I know it’s been out for awhile, but over the last few months it seems that I’m inundated with references to Marzano and his Interactive Whiteboard research (sponsored by Promethean).  I have many misgivings about that research project but that’s an entirely different issue.  However, one of highlights that I found in that study is that student achievement can be enhanced through the use of an IWB when used effectively by a well trained teacher (not the exact wording, but what I took from it).

Today, I was perusing the March issue of eSchool News and found an article citing new research from Boston College suggesting that “1 to 1 laptop programs are only effective as the teachers who apply them”.  My response?  Obviously!!

I don’t know when it happened that we thought that laptops and IWB’s were going to magically educate all of our children, but it seems as though that’s the attitude by many.  I’m glad that there’s research out there to support this (I guess), but we have to realize that technology is still just a tool.  It’s kind of exciting and I, personally, love to play with the toys as much as the next person, but we must remember the most important piece of this puzzle, the teachers. Giving them a tool and walking away expecting them to use it will never be the answer. The first time I received a laptop from a school district was many years ago.  I remember going into a little room with boxes stacked everywhere and checking my laptop out. I was given a computer, a case and a cord and sent on my merry way.  There was no training, no instruction, nothing to show me how to use it effectively with my students.  I checked it out and was on my own. Luckily, I already knew my way around a computer and had been using them with students in my classroom for a number of years.  This was not the case for many of my colleagues who struggled, became frustrated and walked away from it only indulging in the frustration to take attendance.  While the district successfully checked out laptops, I considered the launch a failure because of a lack of support.

I have the privilege of spending every day supporting teachers in their endeavors.  We work through problems and find solutions. We collaborate and explore. Most importantly, they have someone who they know will support them.  I readily admit that I don’t have all the answers, but I also refuse to leave them alone to “figure it out”. There is a certain point at which professional responsibility kicks in, but for the most part, when new equipment comes in, I know that I need to make an appointment to walk through some things.

Marzano and Boston College say that teachers are the single most important factor in student achievement yet budget cuts, new initiatives and time constraints continue to impede on professional learning.  Maybe these studies will bring new light to teacher needs. But in the meantime, it’s important to remember that there is support out there by way of Nings, twitter and other online professional development groups.  Find a podcast in iTunes, read a blog, find an article that speaks to you and run with it. We don’t have time to wait for research studies to prove that teachers are important for student achievement, we know that. We don’t have time for federal, state and districts to see the need for professional learning, we need to act with a sense of urgency and take that learning upon ourselves and utilize these tools in spite of the obstacles, too much is at stake.