After reading the article, Chapter 6 “Nonlinguistic Representations”
from the book Classroom Instruction that Works: Research-basedStrategies
for Increasing Student Achievement by Robert J. Marzano, Debra J.
Pickering, and Jane E. Pollock, you will plan a reading lesson using one of the following activities in which students produce nonlinguistic representations:
1.Creating graphic representations 2.Making physical models 3.Generating mental pictures 4.Drawing pictures and pictographs 5. Engaging in kinesthetic activity
(Descriptions of the each of the five activities listed above are found in
the article. A separate article under the Reading Materials Link provides
some thinking maps for creating graphic representations with primary
students if you choose activity # 1 above).
Next, you will post the details of your lesson plan on the discussion page.
Please include grade level, reading strategy or content you are teaching,
and your plan for teaching students to use one of the nonlinguistic
representation (one of the five) activities listed above.
Finally, after teaching the lesson, you will post a reflection answering
the following questions:
How did this lesson enhance your students’ understanding of that content?
When students elaborate on knowledge, they not only understand it in
greater depth, but they can recall it much more easily. Did nonlinguistic representations
help your students to elaborate on their knowledge?
Would you use nonlinguistic representation activities to teach other lessons?
Your reflection should be at least 100 words in length.
from the book Classroom Instruction that Works: Research-based Strategies
for Increasing Student Achievement by Robert J. Marzano, Debra J.
Pickering, and Jane E. Pollock, you will plan a reading lesson using
one of the following activities in which students produce nonlinguistic representations:
1. Creating graphic representations
2. Making physical models
3. Generating mental pictures
4. Drawing pictures and pictographs
5. Engaging in kinesthetic activity
(Descriptions of the each of the five activities listed above are found in
the article. A separate article under the Reading Materials Link provides
some thinking maps for creating graphic representations with primary
students if you choose activity # 1 above).
Next, you will post the details of your lesson plan on the discussion page.
Please include grade level, reading strategy or content you are teaching,
and your plan for teaching students to use one of the nonlinguistic
representation (one of the five) activities listed above.
Finally, after teaching the lesson, you will post a reflection answering
the following questions:
How did this lesson enhance your students’ understanding of that content?
When students elaborate on knowledge, they not only understand it in
greater depth, but they can recall it much more easily. Did nonlinguistic representations
help your students to elaborate on their knowledge?
Would you use nonlinguistic representation activities to teach other lessons?
Your reflection should be at least 100 words in length.