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.