Nonlinguistic Representations Strategy #11

Models and Manipulatives

Basics: Manipulatives are useful when teaching students how atoms combine to create new ones. This is especially useful when teaching organic chemistry where models get big and bulky. The models also help to illustrate the different geometrical shapes that complex atoms can have. These manipulatives require no preparation and do not require any amount of time, but serve as a model for demonstrative purposes. Directions: 1. Take out for demonstrative purposes. When: When students need a hands-on experience. When visual learners need the assistance in understanding a concept. During a lesson. When trying to discover the geometry of atoms and angles between bonds. Source: Dean, C. B., Hubbell, E., Pitler, H., & Stone, B. (2012). Classroom Instruction That Works (2ndnd ed., pp. 118-134). Alexandria,, VA: ACSD.

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ons Strategy#12

Descriptive Pattern Organizers

Basics: Descriptive organizers can be used for visualizing and see information related to vocabulary terms or facts about specific persons, places, things, and events. The look something similar to Mind Maps, but serve as a representation only. Students need not keep track of these as notes unless they want to. Directions: 1. Write the main idea down on the center of an overhead slide, or whatever presentation motives youre using. 2. Map ideas or specific patterns to the idea in the center of the map. When: When teaching a new subject. When there are visual learners. Source: Nonlinguistic Representations (n.d.). In PAEC. Retrieved May 1, 2013, from http://www.paec.org/itrk3/files/pdfs/whatworksNonLinguistic.pdf

Nonlinguistic Representations Strategy #13

Pictographs
Basics: A pictograph is another visual representation of information using pictures or symbols. Its exactly like a descriptive pattern organizer, except the student can be creative and draw pictures that symbolize the information. Each pictograph will be unique and mean something to the student that makes it. Directions: 1. Give the students a blank sheet of paper. 2. Conduct the lesson as usual. 3. Indicate for them what the main ideas or key points are during the lesson. 4. Have them draw a picture to symbolize that idea. 5. As the lesson continues and ideas tie together, have them draw new pictures and symbols and tie them to the previous pictures. When: When images trigger knowledge for students. During a lesson. When students learn by coming up with their own visual representations for ideas and concepts. Source: Nonlinguistic Representations (n.d.). In PAEC. Retrieved May 1, 2013, from http://www.paec.org/itrk3/files/pdfs/whatworksNonLinguistic.pdf

Nonlinguistic Representations Strategy #14

YouTube
Basics: A new way to switch up the regular classroom lecture is to show free video clips off of YouTube. YouTube can be really helpful because sometimes other people can teach some in five minutes better than you could in 20 minutes. Also, YouTube is a great way to demonstrate experiments that I cannot perform in the classroom. (Its also worth noting, that students could make their own videos as an assignment.) Directions: 1. If youre just showing a video for demonstrative purposes, then all you have to do is have the video ready to play when you want it to. 2. Organize them into groups, preferably their lab partners. 3. Instruct them to make a video and post it on Youtube demonstrating an idea or topic. 4. If you have had students make videos as an assignment, then you would play these videos for the class. When: 1. It appeals to tech-savvy learners. 2. Gives students the opportunity to use different skills than previously used in chemistry. 3. Team building is necessary. 4. When students are motivated to learn a subject because they have to teach it to their peers. Source: E. Diamond, personal communication, 2007. Explanation: Sometimes there were complex ideas or experiments that Mrs. Diamond wanted to show us but couldnt because she didnt have the resources or facilities too. YouTube was a great way for us to be able to see these things and not miss out.

Nonlinguistic Representations Strategy #15

Pie Charts
Basics: Pie Charts are a nonlinguistic representation of data using the partitions of a circle. Pie charts specifically involve percentages, which involve knowledge in mathematics but can display numerous types of information. This activity involves paper and markers. Directions: 1. Present students with information or a text to pull out information from. 2. Have them construct pie charts based off of the information. 3. Have crayons/colored pencils or markers available for shading purposes to see the differences in the pie slices When: When students need to compare to a portion to a whole amount. When visual learners are present. Source: Dean, C. B., Hubbell, E., Pitler, H., & Stone, B. (2012). Classroom Instruction That Works (2ndnd ed., pp. 118-134). Alexandria,, VA: ACSD.