Nonlinguistic representations

Nonlinguistic representations

Coming from a Special Educator's perspective, we often write in IEP's "the use of graphic organizers" as modifications or accommodations for students. However, getting students to use them, is sometimes a different story. I have a bulletin of graphic organizers in my classroom for students to peruse and grab for any topic or subject. Very rarely are they used. After reading this month's chapter on using graphic representations, I think explicit teaching on creating and using graphic organizers or picture representations would be useful for my students. When working with dyslexic students, they often need reminders to form "mental pictures" in their heads of what is being read to them or discussed in class. This does not appear to come "naturally" to them. However, once they can form pictures it strengthens their comprehension.

I liked the "Generalization/Principle Pattern Organizer. It is very similar to basic, good note-taking. I liked the example they used for mathematics function and then follow that with examples in one, organized place. It is clean, and easy to follow. This could be used with more complicated mathematical concepts as well.

The idea of using kinesthetic activity at the high school level is interesting and I think I would like to try to use it more often. In the past, any time I have asked students to get up and move around (before completing a task that required them to focus) has been met with lethargic responses such as "I am too tired" or " do I have to?" I could see trying this with some of the physical science concepts that students often times struggle with.

Nonlinguistic Representation

Like Amy, most of my experience with nonlinguistic representation was also in college in my education courses. My college education professors focused a lot on learning styles and ways to enhance student learning. Why then, do so many teachers not use this mode more often? I think it has a lot to do with our early learning experiences. We tend to teach topics in a way similar to the way we were taught. This is why it is so important for us to remember to use this mode in our teaching even when it may not seem natural for us.

I do tend to use a lot of graphic organizers with my students and it definitely improves their attention to and retention of information. We use them mostly in writing, but also when studying social and science topics. Another way I incorporate nonliguistic modes is with vocabulary words. I often have the students write a sentence and show a picture to show the meaning of the word. This way they remember it more and I can also clear up word confusions by having them explain their pictures.

In math, we use a lot of manipulatives to learn addition, subtraction and a variety of other topics. I always tell students that they should picture the manipulatives in their mind when they are solving math problems.

I would like to do more with this mode because I feel it really can help my students retain information in a new way. That will be my goal for January and beyond.