Strategy: Nonlinguistic representation (Bridges)
Description: Nonlinguistic representation is the use of visual, kinesthetic, or whole-body systems to acquire and store knowledge. Students can use a variety of activities to produce non-linguistic representation, the end purpose being able to elaborate on their knowledge.
Application: Students in 1st-grade music will hear a story, “Miss Mary Mack,” and will answer questions about the story by completing a worksheet. The answers will be in picture format (non-linguistic representation) to aid students’ understanding because some of them will not be able to read those written words yet. This will allow students who could not read answers in linguistic format to determine key details of a text.
T.R.A.P. Nonlinguistic representation is a strategy of Robert Marzano. It is described in The Art and Science of Teaching, published May 2010. Marzano is CEO of Marzano Research Laboratory in Denver, CO.
Marzano, Robert. The Art and Science of Teaching. Denver, CO. May 2010.
Strategy: Seeing Connections (Freeman)
Detailed Description: This strategy utilizes tools, like graphic organizers, which can be used to draw conclusions, make inferences, and predict outcomes of a text. It is important for students to discuss how, why they grouped their items and how they handled the materials.
Practical Application: Students can create a Venn Diagram, and compare two books based on theme, or plot line, or perspectives the two books had on a similar topic. Groups can also be responsible for different perspectives on a particular book, or be given a task to make connections across subjects that on paper have nothing to do with each other.
TRAP: The article was written in 2005. The strategy is relevant because it gives students the opportunity to see how two ideas are similar. This strategy can also be used to see how what they are learning in class is related to something they are around or something that concerns them, making what they are learning more relevant. The audience is teachers who want to find a way to see how they can get students to be more involved in their learning. The purpose of this strategy is to get teachers to find a way to make the student’s learning more personal.
Tankersley, K., & Association for Supervision and Curriculum, D. (2005). Literacy strategies for grades 4-12: Reinforcing the threads of reading. Alexandria, Va: Association for Supervision and Curriculum Development.
TRAP: The article was written in 2005. The strategy is relevant because it gives students the opportunity to see how two ideas are similar. This strategy can also be used to see how what they are learning in class is related to something they are around or something that concerns them, making what they are learning more relevant. The audience is teachers who want to find a way to see how they can get students to be more involved in their learning. The purpose of this strategy is to get teachers to find a way to make the student’s learning more personal.
Tankersley, K., & Association for Supervision and Curriculum, D. (2005). Literacy strategies for grades 4-12: Reinforcing the threads of reading. Alexandria, Va: Association for Supervision and Curriculum Development.
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