Expanding Expression

Expanding Expression
A multisensory tool for improved
oral expression and writing

Addison (5) & Brady (2)

Before we begin…
Define/describe the following:

At a glance
1 Introduction and Literature Review
2
Expanding Expression Tool and General Descriptions
3
Other Writing Prompts and the Curriculum
4
Summary, Q&A, and Group Dance

Objective…
• To be introduced to and trained on a
program that facilitates improvement in
your students’ oral and written expression
• This program…
– is multisensory
– targets the way students organize
language elements
– helps students give more detailed
descriptions and definitions of items

Outcome of Today’s Presentation
• Learn about a tool that will let you target
multiple language areas all at once with
your students .
• Leave knowing how this program can be
used for general descriptions, writing from
prior knowledge, and biographies.
• Learn how to introduce the program in
your therapy sessions, in whole class
language lessons, and in your
school/district.

Literature Review: Learning
What we’ve learned about learning…

Multi-Sensory Learning
• Three basic styles: auditory, visual,
and kinesthetic
• Taking learning styles into account =
multisensory learning experiences to
reach more students effectively
Robles, Teresita del Rosario Caballero & Uglem, Craig Thomas Chase. 2003.
Multisensory Instruction in Foreign Language Education.

“necessary for educational institutions to provide wellorganized
learning experiences and simultaneously for
the learners to implement a variety of cognitive
strategies.” (p. 8)
‘covers the greatest number
of individual preferences’
Robles, Teresita del Rosario Caballero & Uglem, Craig Thomas Chase. 2003.
Multisensory Instruction in Foreign Language Education.

• According to Robles et al.,
– Teacher talks, student listens = get to
only 20% of students (auditive)
– 80% of students learn under a visual or
kinesthetic style (Tileston, op.cit).
– ‘For effective learning, we must arouse
as many sensations as possible. This
not only stimulates the brain, but also
assures retrieval of information’.

Strategies and Learning
• ‘Most students DON’T use strategies that
could help them achieve meaningful
learning’ (Muria, 1994).
• “Perhaps more important than any other
curriculum content is that which teaches
learning strategies.” (Robles & Uglem,
2003)
WHY?
Robles, Teresita del Rosario Caballero & Uglem, Craig Thomas Chase. 2003.
Multisensory Instruction in Foreign Language Education.

Teaching Styles and LTM
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Lecture
Concept
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Literature Review: The BRAIN
Information enters the
brain via the senses
comes in as
electrical impulses
The thalamus decides whether
the information is important
based on past experiences

Adapted from David Sousa’s Information Processing Model
(see bibliography attached)
Central
Control
Phonological
Loop
Audio-Visual
Sketchpad
Info
enters via
the
senses
Sensory
Filter
Immediate
Memory
Working
Memory
Long
Term
Memory

stimulus starts the process
processing of stimulus
memory potential arises

Literature Review: Defining
What we’ve learned about defining words…

Defining Words
• The ability to define words is important for “effective
spoken and written communication in literate
contexts…[such as] technical reports, informative
articles, and persuasive essays. Skill in word definition
is important also because it is closely associated with
measures of academic achievement, verbal ability and
intellectual performance in school age children and
adolescents” (pp. )
• Exposure to word definitions: discussions with teachers,
reading textbooks, consulting dictionaries, etc.
Nippold, Mariyn A; Hegel, Susan L. Sohlberg, McKay Moore Schwarz, Lisa E. (1999).
Defining abstract entities: Development in pre-adolescents, adolescents, and young
adults. Journal of Speech, Language, & Hearing Research, V42n2, 473-481.

• Common type of definition:
– Aristotelian style
X is a Y that Z
word defined
superordinate
category term
1 or more
characteristics
Nippold, Mariyn A; Hegel, Susan L. Sohlberg, McKay Moore Schwarz, Lisa E. (1999).
Defining abstract entities: Development in pre-adolescents, adolescents, and young
adults. Journal of Speech, Language, & Hearing Research, V42n2, 473-481.

Our Assessments vs. Our Studies
• Adapted from:
Nippold, M (1995). School-Age Children and Adolescents: Norms for
Word Definition, Language, Speech, and Hearing Services in Schools, 26,
320-325.
Both show improvement with increasing age
Differences in types of words
Differences in scoring procedures

Main considerations from the literature:
• Multisensory learning experiences
are important for reaching all of our
students.
• Teaching strategies makes learning
highly transferable.
• Aristotelian style for defining entities
is preferred.

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• Your Text here
• Lorem ipsum dolor sit amet, consectetuer
adipiscing elit, sed diam nonummy nibh euismod
tincidunt ut laoreet dolore magna aliquam erat
volutpat. Ut wisi enim ad minim veniam, quis
nostrud exerci tation ullamcorper suscipit lobortis
nisl ut aliquip ex ea commodo consequat.
• Duis autem vel eum iriure dolor in hendrerit in
vulputate velit esse molestie consequat, vel illum
dolore eu feugiat nulla facilisis at vero eros et
accumsan et iusto odio dignissim qui blandit
praesent luptatum zzril delenit augue duis dolore
te feugait nulla facilisi.