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  • Kristen Newman Nonlinguistic Representations and Visual Learning Tools CT 200 10/14/15

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    Nonlinguistic representations can be incorporated in a classroom by using graphic organizers, constructing physical models, creating picture graphs and using movement. Studies show that when a student works to create their own visual learning tool it increases activity in their brain.

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    Nonlinguistic representations can be incorporated in a classroom by using graphic organizers, constructing physical models, creating picture graphs and using movement. Studies show that when a student works to create their own visual learning tool it increases activity in their brain.

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    13 views2 pages

    Kristen Newman Nonlinguistic Representations and Visual Learning Tools CT 200 10/14/15

    Uploaded by

    api-297777225
    Nonlinguistic representations can be incorporated in a classroom by using graphic organizers, constructing physical models, creating picture graphs and using movement. Studies show that when a student works to create their own visual learning tool it increases activity in their brain.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
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    of 2

    KristenNewman

    NonlinguisticRepresentationsandVisualLearningTools
    CT200
    10/14/15

    Itisourresponsibilityaseducatorstopresentourcurriculuminamultitudeofways.We
    haveaclassroomfullofstudentsthatarealldifferenttypesoflearners.Wehavestudentsthat
    areauditorylearners,visuallearnersandkinestheticlearners.Thetheorydiscussedinthis
    weeksunitisthatstudentsneedbothlinguisticandnonlinguisticrepresentationsinthe
    classroomtoretainknowledge.Educatorsneedtofindmorewaystoincludenonlinguistic
    representationsintheirclassrooms.Nonlinguisticrepresentationscanbeincorporatedina
    classroombyusinggraphicorganizers,constructingphysicalmodels,formingmentalimages,
    creatingpicturegraphsandusingmovement.
    Asamathteacher,wealreadyusemanynonlinguisticrepresentationsintheclassroom.A
    strategyoftenusedtosolveawordproblemistodrawapicture.Weorganizedatausingcharts
    orgraphs.Graphicorganizersareagreattoolinamathematicsclasstoclassifygeometry
    shapes,categorizethedifferentfactoringmethodsandtoorganizeformulas.ButIhavelearned
    thattherearemorewaystoincorporatenonlinguisticrepresentationsintomyclass.Iwas
    intriguedbytheelementaryteacherwhoincorporatedbodymathintoherclasses.Manyofmy
    studentshaveadifficulttimeunderstandingtheconceptofanglesize/measurement.Having
    themusetheirownarmstomakeanglesgivesthemadifferentwaytoconceptualizetheangle.
    Themovementalsohelpstogetthebrainstimulatedandhelpincreasetheirenergylevelsand
    focus.Withsomuchtechnologyresourcesavailable,therearemanynewwaystoincorporate
    visuallearningtoolsintotheclassroom.Itisimportanttonotethatvisuallearningtoolsarenot
    justforteacherstocreate,butforstudentsaswell.Studiesshowthatwhenastudentworksto
    createtheirownvisuallearningtoolitincreasesactivityintheirbrain.
    ThisweekIcreatedthreetypesofvisuallearningtools.ThegraphicorganizerIcreatedwas
    aconceptmapusingMindMeister.Thiswastheperfecttooltosummarizethelogicdefinitions
    andrulesmyclasshadcovereduptothispoint.Ihadneverusedagraphicorganizerforthis
    topicinthepastandmanyofmystudentssaidithelpedthemtostudy.Iwilldefinitelyuse
    graphicorganizersmorefrequentlyinthefutureandexplorethemanywebsites/appsavailable.
    Second,IcreatedagloggraphicblogusingGlogster.Thiswasachallengingassignmentbut
    onceIbecamemorefamiliarwiththetoolsIenjoyedcreatingmyglog.Ichosetocreatemy
    glogonsystemsofequations,anupcomingtopicinmyAlgebraclass.Ilikehowtheglogis
    visuallystimulatingandinteractive.Youcanuseittosummarizeatopicwithamultitudeof
    representations.Iwilllinkthisglogtomyonlinehomeworkprogram.Iincludedanattachment
    assignmenttomyglogthatwillallowstudentstofurtherexploretheconceptspresentedinthe
    glog.Ihopetoexploremoretoolsthatcanbeusedinmyglogstomakethemmoreinteractive
    andbeneficialtomystudents.Lastly,Ichosetocreateaninfographicformystatisticsclass.I
    didnotchooseatimelineoracomicstripbecausetheyarenottoolsIfeelcouldbeusedoften
    inamathclass.IusedCanvatocreateaninfographicusingstatisticsrelatingtoeducation.I
    oftentrytousecurrentstatisticsinmyclasstomakeitmorerelevanttomystudents.Ifocused
    mystatisticsoneducationtomotivatemystudentstocontinueoninschool.Iwouldusethe

    infographicasthestarttothelessonandthenusethepercentagestodemonstratehowtosolve
    avarietyofprobabilityquestions.IfeltlimitedinthecoursesinwhichIcoulduseaninfographic
    butamhopingtoresearchhowothermathteachersareincorporatingthemintoalldifferent
    levelsofmathematics.

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